{"created":"2024-07-09T07:13:44.697016+00:00","id":2000532,"links":{},"metadata":{"_buckets":{"deposit":"71b4dd47-05a5-45dd-bc38-06691435ddbf"},"_deposit":{"created_by":11,"id":"2000532","owner":"11","owners":[11],"pid":{"revision_id":0,"type":"depid","value":"2000532"},"status":"published"},"_oai":{"id":"oai:hirosaki.repo.nii.ac.jp:02000532","sets":["375:380:1720412039843"]},"author_link":["7136"],"control_number":"2000532","item_5_biblio_info_8":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2024-03-27","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"51","bibliographicPageStart":"45","bibliographicVolumeNumber":"131","bibliographic_titles":[{"bibliographic_title":"弘前大学教育学部紀要","bibliographic_titleLang":"ja"}]}]},"item_5_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"韓国科学創意財団が集積したＳＴＥＡＭ教育の実践事例を類型別に分析するにあたり，対象を近年の初等学校の生物学習に焦点化した。このため，６類型のうち学問分野主題別融合型，先端製品活用型，科学－人文芸術融合型，未来職業連携型に該当する実践事例が見られた。\n　類型別に分析したところ大きな違いは見られなかったが，先端製品活用型ではＡＩが利用されていて，未来職業連携型では進路探索活動が取り扱われていた。分析した４つの実践事例には，詳細な状況の提示があり，創意的に自身のアイデアで設計を行い，それをもとに製作活動をしていた。成果物についての発表会などが行われ，柔軟なアイデアで他者の耳目を集めようとするものが多く見られた。\n　以上のことから，日本においてＳＴＥＡＭ教育を発展させるためには，理科授業を想定した教材開発と効果検証が必要であるが，文理融合についていっそう柔軟にとらえた取り組みを議論する必要があると考える。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_5_full_name_3":{"attribute_name":"著者別名","attribute_value_mlt":[{"names":[{"name":"Takayuki, 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