Updated on 2022/04/22

写真a

 
Shingo UCHINOKURA
 
Organization
Research Field in Education, Law, Economics and the Humanities Area Faculty of Education Teacher Education Course (Science Education) Associate Professor
Title
Associate Professor

Degree

  • 博士(教育学) ( 2021.4   筑波大学 )

  • 修士(教育学) ( 2000.3   筑波大学 )

  • 学士(理学) ( 1998.3   筑波大学 )

Research Interests

  • 言語活動

  • アナロジー

  • 科学的思考・推論

Research Areas

  • Humanities & Social Sciences / Science education

  • Humanities & Social Sciences / Education on school subjects and primary/secondary education  / Science Education

Education

  • University of Tsukuba   Graduate School of Comprehensive Human Sciences

    - 2008

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    Country: Japan

  • University of Tsukuba   Master's Program in Education

    - 2000

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    Country: Japan

  • University of Tsukuba

    - 1998

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    Country: Japan

Research History

  • Kagoshima University   Associate Professor

    2013.4

  • Shizuoka University Faculty of Education, Science Education, Faculty of Education   Associate Professor

Professional Memberships

  • 日本理科教育学会

    2015.10

  • 日本科学教育学会

    2015.10

  • 日本化学会

    2015.10

  • 日本教科教育学会

    2015.10

  • 日本教材学会

  • 日本エネルギー環境教育学会

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Papers

  • KOGA Yasuhiro, UCHINOKURA Shingo .  Junior-High School, High School, and University Students' Understanding of Uncertainty in Scientific Measurement: Focus on Concepts of Accuracy and Precision .  Journal of Research in Science Education62 ( 2 ) 415 - 429   2021Reviewed

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    Authorship:Corresponding author   Language:Japanese   Publisher:Society of Japan Science Teaching  

    <p>This study examined junior high school, high school, and university students' understanding of uncertainty in scientific measurement, by administering a paper-pencil or online test. The participants were 285 students from junior high schools, 137 students from high schools, and 250 students from universities. The results were as follows: overall, statistically significant differences between test scores by students from different school types were found. High school and university students had higher scores than junior high school students. The high school students studying physics, which was used as the context of the test, had higher scores than other high school students. The university students' test scores were not affected by their fields of specialization. Students from all types of schools did not realize that uncertainty will inevitably occur in scientific measurement. Compared to the older students, junior high school students had less knowledge of the uncertainty caused by human and instrumental factors. Regarding instrumental factors, the students were asked for their preference between analog and digital measuring tools. Some students selected an analog thermometer because of its readability, operationality, and continuous measurement, while others naively selected a digital one because they considered it to be more accurate due to its technological aspect. At least about 60% of the students selected the mean value as the representative value for a set of data and could calculate a reference value in other measurements. The students from all school types had difficulties in evaluating scientific measurement by considering accuracy and precision together. They considered a set of data in which the values were near each other as consistently acceptable data. This indicated that it is easier for them to understand the idea of precision in scientific measurement compared to the idea of accuracy. The findings of the study suggested a need for further research on the relationship between students' understanding of the uncertainty in scientific measurement with related knowledge, such as science content knowledge, as well as a need for the development of topics in the science curriculum to enhance students' understanding of it.</p>

    DOI: 10.11639/sjst.21028

  • Shingo Uchinokura .  Primary and lower secondary students’ perceptions of representational practices in science learning: focus on drawing and writing .  International Journal of Science Education42 ( 18 ) 3003 - 3025   2020.11Primary and lower secondary students’ perceptions of representational practices in science learning: focus on drawing and writingReviewed

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    Authorship:Lead author, Corresponding author   Language:English   Publishing type:Research paper (scientific journal)  

    DOI: 10.1080/09500693.202

  • 太田和希,内ノ倉真吾 .  現職教師と教職課程学生の理科でのものづくりに関する認識−ものづくりの指導経験および学習経験を踏まえて− .  理科教育学研究60 ( 2 ) 291 - 330   2019.11現職教師と教職課程学生の理科でのものづくりに関する認識−ものづくりの指導経験および学習経験を踏まえて−Reviewed

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)  

  • 廣直哉,内ノ倉真吾 .  中学生による科学的に探究可能な問いの判断と生成の実際事象の観察から−大学生との比較との比較に基づいて− .  理科教育学研究60 ( 1 ) 173 - 184   2019.7中学生による科学的に探究可能な問いの判断と生成の実際事象の観察から−大学生との比較との比較に基づいて−Reviewed

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)  

  • 太田和希, 内ノ倉真吾 .  Development and practice of lessons introducing engineering design learning process in junior high school science -Case study of unit “Chemical Change and Ion”- .  日本科学教育学会研究会研究報告(Web)34 ( 2 )   2019Development and practice of lessons introducing engineering design learning process in junior high school science -Case study of unit “Chemical Change and Ion”-

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  • Shingo Uchinokura .  Students' Use of Representations and Particle Models for Dissolution .  Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education, Part 2   168 - 180   2018.9Students' Use of Representations and Particle Models for DissolutionReviewed

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    Authorship:Lead author   Language:English   Publishing type:Research paper (international conference proceedings)  

  • 内ノ倉真吾、北原深志、下古立浩 .  小学生の理科学習における図的表現に対する認識の特徴−言語的表現に対する認識との比較に基づいて− .  理科教育学研究59 ( 2 ) 217 - 227   2018.7小学生の理科学習における図的表現に対する認識の特徴−言語的表現に対する認識との比較に基づいて−Reviewed

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)  

  • Luzie Semmler, Shingo Uchinokura, Verena Pietzner .  Comparison of German and Japanese student teachers’ views on creativity in chemistry class .  Asia-Pacific Science Education4 ( 1 )   2018.5Reviewed International coauthorship

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    Language:English   Publisher:Springer Nature  

    DOI: 10.1186/s41029-018-0025-4

  • 末廣渉,内ノ倉真吾 .  小・中学校理科教科書に見られるグラフとその指導の特徴 −グラフの構成要素に着目した内容分析から− .  理科教育学研究59 ( 1 ) 67 - 77   2018.3小・中学校理科教科書に見られるグラフとその指導の特徴 −グラフの構成要素に着目した内容分析から−Reviewed

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)  

  • 太田和希, 内ノ倉真吾 .  Examining students’ and teachers’ recognition of Making in science education .  日本科学教育学会研究会研究報告(Web)33 ( 2 )   2018Examining students’ and teachers’ recognition of Making in science education

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  • 末廣渉, 内ノ倉真吾 .  Secondary school students’ meta-knowledge and procedural knowledge of the construction and interpretation of graphs A case of constructing and interpreting weight-spring length graph .  日本科学教育学会研究会研究報告(Web)33 ( 2 )   2018Secondary school students’ meta-knowledge and procedural knowledge of the construction and interpretation of graphs A case of constructing and interpreting weight-spring length graph

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  • OHTA Kazuki, UCHINOKURA Shingo .  Examining students' and teachers' recognition of Making in science education .  JSSE Research Report33 ( 2 ) 61 - 64   2018

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    Publisher:Japan Society for Science Education  

    DOI: 10.14935/jsser.33.2_61

  • OYA Yasuhisa, NIWASE Keisuke, AWATA Takaaki, TSUTAOKA Takanori, UCHINOKURA Shingo, SHIMIZU Yoichi, HAMADA Eisaku, OKUNO Kenji, KAYANO Takahiro, MORI Kenichiro, OZEKI Toshihiro, FUKUDA Yoshiyuki, MIYAMOTO Naoki, NAKAMURA Taku, KAYANO Akihide .  Radiation Education using Nuclear Regulation Human Resource Development and its improvement .  Proceedings of the Annual Meeting of Japan Society for Science Education42 ( 0 ) 257 - 258   2018

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    Publisher:Japan Society for Science Education  

    DOI: 10.14935/jssep.42.0_257

  • UCHINOKURA Shingo, ISHIZAKI Tomonori, SAITO Tomoki, Irma Rahma Suwarma, IMAMURA Tetsunori, KUMANO Yoshisuke, NAGASU Namio .  A Report for Examples of STEM Education Promotion in United States:-A focus on Practical Efforts in State of Iowa- .  JSSE Research Report29 ( 1 ) 87 - 92   2018

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    Publisher:Japan Society for Science Education  

    DOI: 10.14935/jsser.29.1_87

  • 齋藤恵, 内ノ倉真吾, 小野瀬倫也, 稲田結美 .  Characteristics of the Inquiry of Elementary School Science Textbooks in the United States -Focusing on models- .  日本科学教育学会研究会研究報告(Web)28 ( 3 )   2018Characteristics of the Inquiry of Elementary School Science Textbooks in the United States -Focusing on models-

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  • 内ノ倉真吾, 廣直哉 .  A Structure of Posing Questions as Learning Contents in Science Education A Study for Science Standards and Textbooks in the US .  日本科学教育学会研究会研究報告(Web)32 ( 3 )   2017A Structure of Posing Questions as Learning Contents in Science Education A Study for Science Standards and Textbooks in the US

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  • 末廣渉, 内ノ倉真吾 .  The Contents of instruction for the construction and interpretation of graphs in science textbooks of elementary/junior high school Based on comparing to UK/US instruction books/textbooks .  日本科学教育学会研究会研究報告(Web)32 ( 2 )   2017The Contents of instruction for the construction and interpretation of graphs in science textbooks of elementary/junior high school Based on comparing to UK/US instruction books/textbooks

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  • Annika Springub, Luzie Semmler, Shingo Uchinokura, Verena Pietzner .  Chemistry Teachers' Perceptions and Attitudes Towards Creativity in Chemistry Class .  COGNITIVE AND AFFECTIVE ASPECTS IN SCIENCE EDUCATION RESEARCH3   41 - 54   2017

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    Publisher:SPRINGER INTERNATIONAL PUBLISHING AG  

    DOI: 10.1007/978-3-319-58685-4_4

    Web of Science

  • 廣直哉, 内ノ倉真吾 .  Students’ Identifying and Asking Investigable Questions in Lower Secondary School From Comparison to College Students .  日本科学教育学会研究会研究報告(Web)32 ( 2 )   2017Students’ Identifying and Asking Investigable Questions in Lower Secondary School From Comparison to College Students

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  • 廣直哉、内ノ倉真吾 .  中理科授業における中学生の事象の観察と疑問の生成との関係-物質の状態変化を事例にして- .  日本科学教育学会研究会報告31 ( 2 ) 39 - 42   2016.12中理科授業における中学生の事象の観察と疑問の生成との関係-物質の状態変化を事例にして-

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (conference, symposium, etc.)  

  • 内ノ倉 真吾 .  アメリカ中等科学教科書におけるモデルの開発・利用に関する内容構成の特質−ホルト科学教科書と日本の理科教科書との比較に基づいて− .  教材学研究   2016.3アメリカ中等科学教科書におけるモデルの開発・利用に関する内容構成の特質−ホルト科学教科書と日本の理科教科書との比較に基づいて−Reviewed

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)  

  • Annika Springub , Luzie Semmler , Shingo Uchinokura and Verena Pietzner .  Chemistry Teachers’ Perceptions and Attitudes about Creativity in Chemistry Classes .  Science Education Research: Engaging Learners for a Sustainable Future   2016.3Chemistry Teachers’ Perceptions and Attitudes about Creativity in Chemistry ClassesReviewed

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    Language:English   Publishing type:Research paper (scientific journal)  

  • 廣直哉、内ノ倉真吾 .  中学生が授業導入時の事象の観察から生成する疑問-油脂の凝固に関連した疑問を事例にして- .  日本科学教育学会研究会報告   2015.11中学生が授業導入時の事象の観察から生成する疑問-油脂の凝固に関連した疑問を事例にして-

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  • 内ノ倉真吾、石崎友規、齊藤智樹、Irma Rahma Suwarma、今村哲史、熊野善介、長洲南海男 .  アメリカにおけるSTEM教育推進の活動事例報告-アイオワ州での取り組みに着目して- .  日本科学教育学会研究会報告29 ( -1 ) 87 - 92   2014.11アメリカにおけるSTEM教育推進の活動事例報告-アイオワ州での取り組みに着目して-

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    Language:Japanese   Publishing type:Research paper (scientific journal)  

  • Shingo UCHINOKURA, Verena PIETZNER .  Creativity in Science Education .  Gesellschaft fur Didaktik der Chemie und PhysikBand 34   88 - 90   2014.7Creativity in Science Education

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  • 齋藤恵、内ノ倉真吾、小野瀬倫也、稲田結美 .  アメリカの小学校理科教科書における実験活動の特徴ーモデルの取り扱いに着目してー .  日本科学教育学会研究会報告28 ( 3 ) 13 - 18   2014.3アメリカの小学校理科教科書における実験活動の特徴ーモデルの取り扱いに着目してー

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    Language:Japanese   Publishing type:Research paper (scientific journal)  

  • 内ノ倉真吾 .  ドイツにおける学校外の科学学習環境としてのSchulerlabor” -ニーダーザクセン州での実践に着目して- .  日本科学教育学会研究会報告21 ( 5 ) 111 - 116   2013.11ドイツにおける学校外の科学学習環境としてのSchulerlabor” -ニーダーザクセン州での実践に着目して-

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  • Shingo UCHINOKURA, Verena Pietzner .  Creativity in Science Education .  Jahrestagung der Gesellschaft fur Didaktik der Chemie und Physik   25   2013.9Creativity in Science Education

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  • 内ノ倉真吾 .  学習科学の知見に基づいた理科カリキュラムの開発と実践に向けて .  理科の教育62 ( 2 ) 26 - 27   2013.2学習科学の知見に基づいた理科カリキュラムの開発と実践に向けて

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    Language:Japanese   Publishing type:Research paper (other academic)  

  • 内ノ倉真吾 .  理科授業におけるアナロジー思考の方法論的原理としての「変形」の導入-小学校3年生の電気単元を事例にして- .  静岡大学教育学部研究報告(教科教育学篇)43   119 - 134   2012.3理科授業におけるアナロジー思考の方法論的原理としての「変形」の導入-小学校3年生の電気単元を事例にして-Reviewed

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    Language:Japanese   Publishing type:Research paper (other academic)  

  • 内ノ倉真吾 .  中学生のアナロジーの生成と評価による理科学習の促進-「凸レンズによる結像」を事例として- .  理科教育学研究52 ( 2 ) 33 - 45   2011.11中学生のアナロジーの生成と評価による理科学習の促進-「凸レンズによる結像」を事例として-Reviewed

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  • 内ノ倉真吾 .  小・中・高等学校における「エネルギー」のカリキュラムの接続の視点と方策 .  理科の教育60 ( 8 ) 5 - 8   2011.8小・中・高等学校における「エネルギー」のカリキュラムの接続の視点と方策

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    Language:Japanese   Publishing type:Research paper (other academic)  

  • 内ノ倉真吾 .  アナロジーを基盤にした認知的な葛藤の生起・促進とその解消-中学生の「電流が+極から-極へ流れる」の意味理解- .  理科教育学研究51 ( 3 ) 47 - 58   2011.3アナロジーを基盤にした認知的な葛藤の生起・促進とその解消-中学生の「電流が+極から-極へ流れる」の意味理解-Reviewed

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    Language:Japanese   Publishing type:Research paper (scientific journal)  

  • 内ノ倉真吾 .  アナロジーによる理科教授法の開発とその展開-構成主義的学習論の興隆以降に着目して- .  理科教育学研究50 ( 3 ) 27 - 41   2010.3アナロジーによる理科教授法の開発とその展開-構成主義的学習論の興隆以降に着目して-Reviewed

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  • 内ノ倉真吾 .  子どもの理科学習におけるアナロジーとメタファー-科学的な概念の形成との関わりに着目して- .  静岡大学教育学部研究報告(教科教育学篇)41   91 - 106   2010.3子どもの理科学習におけるアナロジーとメタファー-科学的な概念の形成との関わりに着目して-Reviewed

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  • 内ノ倉真吾 .  生徒の科学的現象の説明におけるアナロジー・メタファーの生成-その内容選択と機能に着目して- .  日本教科教育学会誌32 ( 1 ) 1 - 10   2009.6生徒の科学的現象の説明におけるアナロジー・メタファーの生成-その内容選択と機能に着目して-Reviewed

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  • 内ノ倉真吾 .  理科教育におけるアナロジー/モデルの性質の教授方法-イギリス教科書”Framework Science”を事例にして- .  理科の教育58 ( 4 ) 48 - 51   2009.4理科教育におけるアナロジー/モデルの性質の教授方法-イギリス教科書”Framework Science”を事例にして-

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    Language:Japanese   Publishing type:Research paper (other academic)  

  • 内ノ倉真吾 .  高校生の物質量とモルの個別的な概念形成-量と単位の関係性構築の視点から- .  静岡大学教育学部研究報告(教科教育学篇)40   17 - 28   2009.3高校生の物質量とモルの個別的な概念形成-量と単位の関係性構築の視点から-Reviewed

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  • 内ノ倉真吾 .  教師のメタファー活用による高校生のダニエル電池の誤解の発生―電極間での電子の移動の学習に着目にして― .  理科教育学研究49 ( 1 ) 23 - 33   2008.7教師のメタファー活用による高校生のダニエル電池の誤解の発生―電極間での電子の移動の学習に着目にして―Reviewed

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  • 内ノ倉真吾 .  中等理科教科書における教材としてのアナロジーの多面的な活用-水流モデルに基づいた電気回路の教授過程の日英比較を通じて- .  教材学研究19   29 - 38   2008.3中等理科教科書における教材としてのアナロジーの多面的な活用-水流モデルに基づいた電気回路の教授過程の日英比較を通じて-Reviewed

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    Language:Japanese   Publishing type:Research paper (scientific journal)  

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Books

  • STEM系教科とはどのような教科か

    教科とその本質−各教科は何を目指し、どのように構成するのか( Role: Contributor)

    教育出版  2020.3  ( ISBN: 9784316804835

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    Total pages:191   Responsible for pages:182-187   Language:Japanese Book type:Scholarly book

  • 初等理科の基礎的な学習理論とそれを踏まえた指導

    内ノ倉 真吾( Role: Contributor)

    ミネルヴァ書房  2018.7  ( ISBN: 9784623083671

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    Responsible for pages:95-104   Language:Japanese Book type:Scholarly book

  • 理科教育におけるアナロジーとその有用性

    内ノ倉 真吾( Role: Contributor)

    協同出版  2017.6  ( ISBN: 9784319002979

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    Total pages:10   Responsible for pages:211-224   Language:Japanese Book type:Scholarly book

  • Chemistry Teachers’ Perceptions and Attitudes Towards Creativity in Chemistry Class Reviewed International journal

    Annika Springub, Luzie Semmler, Shingo Uchinokura, & Verena Pietzner( Role: Joint author)

    2017.6  ( ISBN:9783319586847

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    Total pages:14   Responsible for pages:41–54   Language:English Book type:Scholarly book

  • 議論することとその方法

    内ノ倉真吾( Role: Contributor)

    静岡学術出版  2013.2  ( ISBN: 9784864740074

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    Language:Japanese Book type:Scholarly book

  • 理科編第4章「理科の学習論」

    内ノ倉真吾( Role: Contributor)

    協同出版  2012.3  ( ISBN:9784319106653

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    Responsible for pages:207-222   Language:Japanese Book type:Scholarly book

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MISC

  • Basic Concepts of Measurement Uncertainty in the Science Curriculum

    古賀康裕, 内ノ倉真吾

    日本科学教育学会年会論文集(Web)   44th   2020

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  • 原子力規制人材育成を活用した現場で使える学校教員向け放射線教育プログラムの開発

    大矢恭久, 奥野健二, 萱野貴広, 森健一郎, 尾関俊浩, 福田善之, 宮本直樹, 中村琢, 栢野彰秀, 庭瀬敬右, 粟田高明, 内ノ倉真吾, 清水洋一, 濱田栄作, 寺木秀一, 小長谷幸史, 重松宏武

    日本アイソトープ協会放射線安全取扱部会年次大会要旨集   2019   2019

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  • 原子力規制人材育成における学校教員向け放射線教育プログラムの開発及び実践研究

    大矢恭久, 奥野健二, 萱野貴広, 森健一郎, 尾関俊浩, 福田善之, 宮本直樹, 中村琢, 栢野彰秀, 庭瀬敬右, 粟田高明, 内ノ倉真吾, 清水洋一, 濱田栄作, 寺木秀一, 小長谷幸史, 重松宏武

    日本原子力学会秋の大会予稿集(CD-ROM)   2019   2019

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  • Engineering Designin Primary and Lower Secondary Science Curriculumin the United States: Focus on Learning Contents of Science Standards and Science Textbooks

    内ノ倉真吾

    日本科学教育学会年会論文集(Web)   43rd   2019

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  • Development and practice of lessons introducing engineering design learning process in junior high school science -Case study of unit “Chemical Change and Ion”-

    太田和希, 内ノ倉真吾

    日本科学教育学会研究会研究報告(Web)   34 ( 2 )   2019

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  • 理科教育におけるアナロジーとモデルの開発と利用−育成したい科学的な能力という観点から−

    内ノ倉 真吾

    理科の教育   2016.7

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    Language:Japanese   Publishing type:Article, review, commentary, editorial, etc. (trade magazine, newspaper, online media)  

  • アメリカにおけるSTEM教育の推進方策−スタンダード・プログラムの開発と学習環境の向上に着目して

    内ノ倉 真吾

    理科の教育   2016.4

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    Language:Japanese   Publishing type:Article, review, commentary, editorial, etc. (trade magazine, newspaper, online media)  

  • 長期の理科学習者としての理科系大学生のアナロジーの使用−「物質の状態変化」の学習の振り返りに基づいて−

    内ノ倉 真吾

    鹿児島大学教育学部研究紀要(教育科学編)   2016.3

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    Language:Japanese   Publishing type:Article, review, commentary, editorial, etc. (bulletin of university, research institution)  

  • 科学領域の熟達者のアナロジーの使用方法−問題解決および科学的な探究過程に着目して−

    内ノ倉 真吾

    鹿児島大学教育学部研究紀要(人文・社会科学編)   2016.3

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    Language:Japanese   Publishing type:Article, review, commentary, editorial, etc. (bulletin of university, research institution)  

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Presentations

  • Shingo Uchinokura   Student-Generated Analogies in Constructing Explanations for Changes of States of Matter   International conference

    ESERA 2021  2021.8 

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    Event date: 2021.8 - 2021.9

    Language:English   Presentation type:Oral presentation (general)  

    Venue:Braga(Online)   Country:Portugal  

  • Shingo Uchinokura, Misato Kusuhata, Naoya Hiroshi   Pupils’ Understandings of Posing Questions for Scientific Inquiry   International conference

    International Science Education Conference 2021  2021.6 

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    Event date: 2021.6

    Language:English   Presentation type:Oral presentation (general)  

    Venue:Singapore(Online)   Country:Singapore  

  • Shingo Uchinokura   Engaging secondary school students in model-based reasoning for conceptual understanding   International conference

    NARST2021  2021.4 

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    Event date: 2021.4

    Language:English   Presentation type:Oral presentation (general)  

    Venue:Virtual Conference  

  • 太田和希,内ノ倉真吾   中学校理科におけるエンジニアリングデザインの学習過程を導入した授業の開発と実践-単元「化学変化とイオン」を事例として-  

    日本科学教育学会2019年度第2回研究会  2019.11  日本科学教育学会

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    Event date: 2019.11

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:沖縄  

  • Shingo Uchinokura   Preservice Science Teachers’ Perceptions on Textbooks in Japan: From the Perspectives of Teachers and Learners   International conference

    15th IARTEM conference 

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    Event date: 2019.9

    Language:English   Presentation type:Oral presentation (general)  

    Venue:Odense, Denmark  

  • Shingo Uchinokura   Children’s Perceptions of Representational Practices in Science Learning   International conference

    ESERA 2019  2019.8 

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    Event date: 2019.8

    Language:English   Presentation type:Oral presentation (general)  

    Venue:Bologna, Italy  

  • 太田和希,内ノ倉真吾   中学生の酸化に関する科学的な知識と実用的な知識の実際-金属のさびを事例にして−  

    日本理科教育学会九州支部大会  2019.6  日本理科教育学会

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    Event date: 2019.6

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:佐賀  

  • 末廣渉,内ノ倉真吾   中学生・高校生のグラフの構成・解釈のメタ的知識と手続き的知識の関係−おもりとばねの長さの関係を表すグラフの構成・解釈を事例として−  

    日本科学教育学会平成30年度第2回研究会  2018.12  日本科学教育学会

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    Event date: 2018.12

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:鹿児島  

  • 太田和希,内ノ倉真吾   理科教育における大学生と教師のものづくりに関する認識の調査  

    日本科学教育学会平成30年度第2回研究会  2018.12  日本科学教育学会

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    Event date: 2018.12

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:鹿児島  

  • 内ノ倉真吾,ベリーナ・ピーツナー   教職課程の理科学生による海外短期研修での学習経験−ドイツの教員養成系大学・学校の訪問を通じて−  

    日本教科教育学会第44回全国大会  2018.9  日本教科教育学会

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    Event date: 2018.9

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:東京  

  • 末廣渉,内ノ倉真吾   中学生・高校生のグラフの構成・解釈に関する認識の調査  

    日本理科教育学会九州支部大会  2018.5  日本理科教育学会

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    Event date: 2018.5

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:大分  

  • 内ノ倉真吾,廣直哉   理科教育における「問いの設定」の学習内容の構成−アメリカの科学スタンダード・教科書に着目して−  

    日本科学教育学会平成29年度第3回研究会  2017.12  日本科学教育学会

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    Event date: 2017.12

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:宮城  

  • 廣直哉,内ノ倉真吾   中学生による科学的に探究可能な問いの判断と生成の実際−大学生との比較に基づいて−  

    日本科学教育学会平成29年度第2回研究会  2017.11  日本科学教育学会

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    Event date: 2017.11

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:熊本  

  • 内ノ倉真吾   アメリカの科学スタンダードにおけるモデリング能力-“Next Generation Science Standards”の内容構成に着目して-  

    日本科学教育学会第38回年会  日本科学教育学会第38回年会

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    Event date: 2014.9

    Language:Japanese  

    Venue:埼玉  

    国内学会

  • 内ノ倉真吾   資質・能力の観点からの理科カリキュラムの開発に向けて-教育課程編成の枠組みをめぐる動向に着目して-  

    日本理科教育学会第64回全国大会  日本理科教育学会第64回全国大会

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    Event date: 2014.8

    Language:Japanese  

    Venue:愛媛  

    国内学会

  • 大矢恭久, 奥野健二, 萱野貴広, 森健一郎, 尾関俊浩, 福田善之, 宮本直樹, 中村琢, 栢野彰秀, 庭瀬敬右, 粟田高明, 蔦岡孝則, 内ノ倉真吾, 清水洋一, 濱田栄作   原子力規制人材育成を活用した放射線教育とその改善の試み  

    日本科学教育学会年会論文集(CD-ROM)  2018.8 

  • 古賀康裕,内ノ倉真吾   中学生の科学的測定の性質に関する認識の調査−データの代表性・信頼性の認識に着目して−  

    日本理科教育学会第69回全国大会  2019.9  日本理科教育学会

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    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:静岡  

  • 内ノ倉真吾   アメリカの初等・前期中等科学カリキュラムにおけるエンジニアリングデザイン−科学スタンダード・教科書の学習内容に着目して−  

    日本科学教育学会第43回年会  2019.8  日本科学教育学会

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    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:宇都宮  

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Research Projects

  • An analysis of the content composition principle of "Nature of Science" and curriculum development in science education

    Grant number:21H00916  2021.4 - 2025.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)

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    Grant amount:\15990000 ( Direct Cost: \12300000 、 Indirect Cost:\3690000 )

  • Species diversity of wildlife inhabiting in schoolyard of elementary school, and the utilization to environmental education, in Amami Islands, Japan.

    Grant number:20K02770  2020.4 - 2024.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)  Grant-in-Aid for Scientific Research (C)

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    Grant amount:\4420000 ( Direct Cost: \3400000 、 Indirect Cost:\1020000 )

  • 創造性育成の観点から見た科学的モデリング能力の開発方法の解明

    Grant number:20KK0288  2020

    日本学術振興会  科学研究費助成事業 国際共同研究加速基金(国際共同研究強化(A))  国際共同研究加速基金(国際共同研究強化(A))

    内ノ倉 真吾

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    Grant amount:\12350000 ( Direct Cost: \9500000 、 Indirect Cost:\2850000 )

  • マルチモダリティーの視点に基づく科学的モデリング能力の発達的過程の解明

    Grant number:19H01680  2019.4 - 2022.3

    日本学術振興会  科学研究費助成事業 基盤研究(B)  基盤研究(B)

    内ノ倉 真吾, 稲田 結美, 板橋 夏樹, 伊藤 伸也, 高橋 聡

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    Grant amount:\17290000 ( Direct Cost: \13300000 、 Indirect Cost:\3990000 )

  • The Study on Teachers' Practical Knowledge of Multi-grade Teaching in Primary Science Lessons.

    Grant number:16K13581  2016.4 - 2020.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Exploratory Research  Grant-in-Aid for Challenging Exploratory Research

    UCHINOKURA Shingo

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    Grant amount:\3120000 ( Direct Cost: \2400000 、 Indirect Cost:\720000 )

    There are "Multi-Graded Classes" that one teacher teach two and more different grades pupils in one classroom. The purpose of this study is to explore teachers' practical knowledge for multi-grade teaching in a primary science classroom, through comparisons multi-grade teaching in Japan to foreign countries, single-grade classes, and different subjects teaching, and through theoretical analysis based on literature review. As a result, it was found that primary teachers re-organize the curriculum as suitable for the multi-grade classes in their school and change each teachers' responsibility for subjects teaching. These strategies were practical knowledge as a whole group of teachers in the school. In addition, the practical knowledge on the development and improvement of the teaching processes in each subject could be available for the program development such as professional development for young career teachers and teacher training for pre-service teachers.

  • 小・中学校の理科を基盤とする統合的STEMアプローチ導入の理論的・実践的検討

    2016.4 - 2017.3

    民間財団等  平成28年度日教弘本部奨励金 

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    Grant type:Competitive

  • Basic research on fostering competencies of modelling/mathematisation of nature in science education

    Grant number:15H03506  2015.4 - 2019.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)

    Uchinokura Shingo, Pietzner Verena

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    Grant amount:\15470000 ( Direct Cost: \11900000 、 Indirect Cost:\3570000 )

    In this study, through examining the theoretical examination of models and structural content analysis of science/mathematics curricula in other countries, the cognitive characteristics of children's natural modelling/mathematization competence were explored.
    As a result, by referring modelling theory in science studies, theoretical problems in the content construction of modelling in the science standards were argued. The implication of the study was as follows. Students' representational competence had a close relationship with their modelling competence. Students tended to regard diagrammatic representation in the same light as a model.They did not understand mathematical representation as much as other representations relating to modelling.

  • Research on New Vision for Subjects and Construction of Subjects-Based on Comparative study of STEM Education in U.S. and European Countries

    Grant number:15H03493  2015.4 - 2018.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)  Grant-in-Aid for Scientific Research (B)

    NAGASU Namio, KITADA Noriko

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    Grant amount:\15860000 ( Direct Cost: \12200000 、 Indirect Cost:\3660000 )

    We testified as hypothesis of dual model at STEM education in U.S.A. and compared with U.K. German and Netherlands. Results and discussions:1.Federal Laws and finances established America COMPETES 2014, STEM Education Act(2015.10)and Every Student Achieve Act(2015.12).2.Total amount of Public finances under these Federal Laws were 2 trillion and 7,159 billion \(1$=120\). 3.STEM education are promoting formal & informal education.4.In science education, NCSS as STEM education developed practices in many schools. 5.LPs as new paradigm construct teaching, learning and assessment based on Core Ideas which construct the contents based on learner’s thinking. This is the Paradigm shift.6.U.K.,German and Netherlands were different type STEM education compared by U.S. For example. In U.K.STEM education developed under National Curriculum and Private Funds. In German MINT developed each by Private Organizations. In Netherlands, math education developed future style of STEM Education.

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