@article{oai:miyazaki-u.repo.nii.ac.jp:00000192,
 author = {Nakayama, Hayashi and 中山, 迅 and 山口, 悦司 and Yamaguchi, Etsuji and 里岡, 亜紀 and Satooka, Aki and 里岡, 亜紀 and Satooka, Aki},
 issue = {2},
 journal = {科学教育研究, Journal of science education in Japan},
 month = {Jun},
 note = {Recently, the importance of science communication has been increasing. Science teachers are also becoming active science communicators outside school. Now, science communicators have many opportunities to receive training at science museums and science centers. However the main role of a science teacher is to teach students in school. This gives rise to the question: can a science teacher trained as a science communicator become an excellent science teacher in school? If we can clarify this question, we will be able to know the potential significance of science communication training.
 In the present case study, we developed and implemented science communication training, and tried to determine whether and how developing a science teacher's competency as a science communicator is effective in developing competency as a science teacher. We used a Pedagogical Content Knowledge perspective in order to clarify what aspects of competency were developed. Specifically, qualitative analysis of the effects of science communication activity training with tephra as the educational content on improvement of PCK for science teaching in lower secondary school was performed by using concept mapping and an interview survey. The findings suggest the potential significance of the science communication training.},
 pages = {220--236},
 title = {サイエンス・コミュニケータとしての力量向上が中学校理科教師としての力量向上に与える効果についての事例研究},
 volume = {34},
 year = {2010},
 yomi = {ナカヤマ, ハヤシ and ヤマグチ, エツジ and サトオカ, アキ and サトオカ, アキ}
}