@article{oai:kagawa-u.repo.nii.ac.jp:00002213,
 author = {松村, 雅文 and Matsumura, Masafumi and 寺尾, 徹 and Terao, Toru and 礒田, 誠 and Isoda, Makoto and 高橋, 尚志 and Takahashi, Naoshi and 青木, 高明 and Aoki, Takaaki and Ohura, Miyuki and 大浦, みゆき and 佐々木, 信行 and Sasaki, Nobuyuki and 高木, 由美子 and Takagi, Yumiko and 小森, 博文 and Komori, Hirofumi and 高橋, 智香 and Takahashi, Chika and 松本, 一範 and Matsumoto, Kazunori and 篠原, 渉 and Shinohara, Wataru and 稗田, 美嘉 and Hieda, Mika and 北林, 雅洋 and Kitabayashi, Masahiro and 笠, 潤平 and Ryu, Jumpei},
 issue = {1},
 journal = {香川大学教育学部研究報告 第Ⅱ部, Memoirs of the Faculty of Education, Kagawa University. Part II},
 month = {Mar},
 note = {We study recent science textbooks for students in junior high schools, to clarify new issues for science teachersʼ training. Those books are written according to the new curriculum guidelines revised in 2008, and have been used in schools since 2012. Those books have increased their total numbers of pages as much as 38%, and they explain the contents more comprehensively than before, i.e., they refer to several subjects that had not been included before, e.g. DNA, galaxies, cosmology, safe education in chemistry and so on. As a result, students can learn science easier and more systematically with those books. However, some problems still remain, i.e. the negative aspect of science and technology is not discussed, and the relation between science and society is not written much. Other problems are also discussed.},
 pages = {5--25},
 title = {中学校理科の新教科書の研究 : 理科教員養成をめぐる新しい課題の明確化},
 volume = {64},
 year = {2014},
 yomi = {マツムラ, マサフミ and テラオ, トオル and イソダ, マコト and タカハシ, ナオシ and アオキ, タカアキ and オオウラ, ミユキ and ササキ, ノブユキ and タカギ, ユミコ and コモリ, ヒロフミ and タカハシ, チカ and マツモト, カズノリ and シノハラ, ワタル and ヒエダ, ミカ and キタバヤシ, マサヒロ and リュウ, ジュンペイ}
}