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El paradigma del cuestionamiento del mundo en la investigación y en la enseñanza (pp. xx-yy) VI congrès international de la TAD (Autrans, 22-26 janvier 2018) Axe 2. Le paradigme du questionnement du monde et la question curriculaire
Editorial, año
1 multidisciplinary study and research paths in Japanese lower secondary school teaching
Kenji Kuzuoka
Joetsu University of Education, Japan
Takeshi Miyakawa
Joetsu University of Education, Japan
. This paper reports on results of teaching experiments with a study and research path carried out in Japanese lower secondary school classrooms. The generating question relates to the change of world population. Based on these results, we discuss the conditions and constraints for implementing inquiry in ordinary teaching in Japan. secondaire au collège au Japon. La question concernant le changement de population mondiale est utilisée. Nous discutons, en nous appuyant sur ces résultats, les conditions et
2 sciencesconf.org:citad6:185977
Kuzuoka & Miyakawa
2 The notion of didactic paradigm (Chevallard, 2015) proposed within the Anthropological Theory of the Didactic (ATD hereafter) allows us to recognize, from a broader point of view, the different ideas underlying teaching. In particular, the paradigm of questioning the world promoting teaching in the light of broad scientific inquiry, removing the barriers between disciplines. Further, the Study and Research Path (SRP hereafter) based on such paradigm formulates the structure and formulation takes into account the mechanisms of inquiry which has not been explicitly dealt with in other theoretical frameworks. We consider that it may provide us with new insights how the inquiry-based teaching of mathematics and also other disciplines might be designed and organized in the classroom. Today in Japan, it is required to implement the multidisciplinary studies and the inquiry-based teaching, and more strongly than before (e.g. MEXT, 2017). This is not only the case in Japan. Implementing inquiry in day-to-day teaching is also an issue to be addressed in the international community of mathematics education research (Maass & Artigue, 2013). We are therefore interested in the implementation of multidisciplinary SRP in the ordinary classroom to clarify its potentials and limitations in Japan and in other countries. In this paper, we investigate this point through the teaching experiments conducted in a Japanese lower secondary school from a wider perspective, that is to say, rather than focusing on a specific aspect of SRP, we report the overall results of these experiments and discuss inductively the conditions and constraints for implementing such inquiry in ordinary teaching in Japan. Before going into the details of the teaching experiments, we briefly describe how the inquiry is perceived and dealt with in educational research and in Japanese national curricula. 3 sciencesconf.org:citad6:185977
Implementing SRP in Japanese classrooms
3 ferent perspectives used as a reference for inquiry-based teaching. And there are several theoretical frameworks that support the implementation of inquiry in theory which is well known, there is a perspective of implementing Activity, proposed by the influential educational psychologist Ichikawa (1998) from the University of Tokyo. This framework suggests to implement different activities usually carried out by the researcher, including not only the process of finding a problem, solving it, reporting the result, etc., but also the activity of reviewing papers, panel discussion, etc. What is different among theoretical frameworks about the inquiry is the way to characterize scientific inquiry: what are the principal elements that constitute the inquiry, how are they functioning, in what structure, etc. Among these, the idea of SRP provides a new insight for characterizing the inquiry by clarifying the dialectic nature of inquiry between questions and answers (questions-answers dialectic) and also the dialectic between searching of information from different resources (media) and working with questions, obtained answers, data, experiments, etc. (milieu) (media-milieus dialectic). In this paper, we also adopt these points for designing and analysing inquiry-based teaching in Japanese classrooms. As we noted earlier, it is strongly required today in Japan to implement multidisciplinary studies and inquiry-based teaching. This does not mean that there was no multidisciplinary study or inquiry so far. In the Japanese national curricula, multi-disciplinary study has been emphasized since around 2000, and a subject called µPeriods for created and implemented from primary to upper secondary school in
2002. As the name of the subject implies, it aims at multidisciplinary 4 sciencesconf.org:citad6:185977
Kuzuoka & Miyakawa
4 studies. According to the official curricular document (MEXT, 2008), it is requested that students carry out inquiry-based learning and acquire certain competences of working autonomously, such as finding a problem, learning, thinking, judging, solving the problem, etc. However, in reality, this subject is dissociated from ordinary subjects, and is often used for career education or out-of-school activities in lower and upper secondary school. There is very little room for mathematics, and even for scientific inquiry. In the new national curricula announced in 2017, the multidisciplinary studies are emphasized not only in the µPeriods for multidisciplinary
2017). Hence, we now have a much more substantial setting for
multidisciplinary studies and scientific inquiry, and it is required to carefully study how we can implement such teaching and learning in ordinary classrooms. In order to better understand how the multidisciplinary SRP could be implemented in Japanese lower secondary school, we design a sequence of lessons from the perspective of SRP and carried out teaching experiments, as it is usually done in the didactic engineering (Barquero & Bosch, 2015). Based on the data collected in the experiments and their analysis, we discuss the conditions that support the implementation of
SRP in Japan and the constraints that hinder it.
orld population problem The initial question Q0 we have chosen is the following one which relates to the world population. Q0: When is the number of all people in the world who have lived until the year 1900 equal to the number of people after the year 1900?quotesdbs_dbs7.pdfusesText_5
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