著者

石井 俊行 寺窪 佑騎

出版者

一般社団法人 日本科学教育学会

雑誌

科学教育研究 (ISSN:03864553)

巻号頁・発行日

vol.42, no.1, pp.25-36, 2018 (Released:2018-07-11)

参考文献数

13

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The purpose of this study was to investigate the factors that inhibit students’ solving the problems of concentration in junior high school science. We identified eight types of factors; “comprehension of the structure of saline water”, “comprehension of the structure of solution”, “grasp of the formula of concentration of saline water”, “grasp of the formula of concentration”, “ability of converting percentages to decimal numbers”, “computing power of the percentage”, “ability of solving equations”, “ability of the deformation of the formula”. It also became evident that students have six learning stages in order to solve the problems of concentration. Therefore, students become able to solve those problems by achieving the six learning stages.

著者

石井 俊行 林 拓磨

出版者

一般社団法人 日本科学教育学会

雑誌

科学教育研究 (ISSN:03864553)

巻号頁・発行日

vol.39, no.4, pp.335-346, 2015 (Released:2016-02-24)

参考文献数

13

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The purpose of this study is to demonstrate the efficacy of students solving science problems involving amounts per unit while guiding them to pay enhanced attention to units and the results of their abilities to solve science problems, regardless of the presence of such units in examination questions.The results of the study reveals the following:1) Students improved not only in solving science problems on amounts per unit but also in being able to solve other science problems they had not studied, by guiding students to pay enhanced attention to units.2) In general, it is important to comprehend the meaning of units in order to understand science concepts. Teachers must guide students to pay enhanced attention to unit dimensions and comprehend the meaning of units so that they are able to solve science problems more easily.Therefore, it is essential for teachers to instruct students more carefully on units.

著者

石井 俊行 八朝 陸 伊東 明彦

出版者

一般社団法人 日本科学教育学会

雑誌

科学教育研究 (ISSN:03864553)

巻号頁・発行日

vol.40, no.2, pp.222-233, 2016 (Released:2016-06-29)

参考文献数

14

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This paper examines whether elementary school students’ understanding of parallel and serial connections of dry cells was improved by teaching the concept of electric voltage.Students in the experimental group were taught the concept of electric voltage for 20 minutes using analogy of water flow, such as, the dry cell is like a water pump to uplift water and the voltage stands for the height of uplift.The experimental group, who was taught electric voltage, showed a significantly higher achievement score than the control group in the post test. Moreover, the way of thinking about the brightness of the miniature bulb differed between groups on the circuit in which three dry cells were connected parallel.On the other hand, students in the experimental group showed more scientific answers to a descriptive question about electricity compared to the control group. The concrete understanding about phenomena regarding electricity may promote a scientific way of thinking.The results of this study imply that we can introduce the concept of electric voltage to elementary school science class if we exercise ingenious ways of teaching, even though the concept is not being taught under the present elementary school curriculum in Japan.