著者

小松 孝太郎

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.35, no.3, pp.272-286, 2011-09-10 (Released:2017-06-30)

参考文献数

38

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Recently, owing to their desire to cultivate pupils' ability to learn and think for themselves, educational researchers and practitioners emphasize inquiry-based learning. Toward inquiry-based learning relying on proof and proving, this paper deliberates a normative meaning of mathematical inquiry from a Lakatosian fallibilist perspective, and discusses educational values of mathematical inquiry. Firstly, this paper examines three aspects of mathematical inquiry and their sub-aspects, through analyzing Lakatos' chief book Proofs and Refutations (Lakatos, 1976) in detail. By synthesis of these aspects, this paper then conceptualizes the meaning of mathematical inquiry as "conjecturing statements through investigation of properties or relations of mathematical objects, proving them, and then refining the statements and proofs through refuting them, with the aim to reducing their uncertainty". Subsequently, this paper discusses educational values of the mathematical inquiry from three standpoints; change of pupils' views of mathematics, and their learning on methods for productive mathematical activities; change of pupils' views of proof and proving; learning of proof and proving from primary school level.

著者

石田 淳一 子安 増生

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.12, no.1, pp.14-21, 1988-03-10 (Released:2017-06-30)

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642 children of grade 1 and 2 were given eight types of word arithmetic problems to test their understanding of semantic structure of addition and subtraction from two points of view: (1) choosing operations required to solve word arithmetic problems, and (2) making up word arithmetic problems to fit given calculations. The types of addition problems were join, combine, compare (compared quality unknown), and those of subtraction problems were separate, combine, compare (difference unknown), compare (compared quality unknown), join missing addend. The main findings are as follows. (a) Semantic structure has a profound effect upon the relative difficulty of word arithmetic problems. (b) Considering the childrens' performance from the two points mentioned above, especially, compare (compared quality unknown) [addition], combine [subtraction], and join missing addend problems are more difficult than others. (c) It is more difficult for children to make up word arithmetic problems to fit given calculations than to solve ordinary word arithmetic problems.

著者

礒田 誠 宮花 昂平

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.38, no.1, pp.27-33, 2014 (Released:2014-09-10)

参考文献数

5

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We present and discuss the results of a survey on comprehension and of a simple experiment on the contents required in the teacher training education concerning the direct-current electric circuit in the science textbook for fourth graders in Japan. We demonstrate the effects introduced into the electric circuit by “the internal resistance of a dry cell battery” and “the non-linear resistivity of a miniature bulb” in the experiment, and discuss the educational contents and methods of elementary school teacher training.

著者

川崎 謙

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.25, no.1, pp.2-10, 2001-03-10 (Released:2017-06-30)

参考文献数

48

被引用文献数

1

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This paper presents a cross-cultural study on concepts of "experiment" between Western Modern Science, i.e., W-M science, and Japanese culture. This study will make it possible to liberate science educators in Japan as well as those in other non-Western nations from a dogma which forces them to accept the universality of W-M scienee. The first step of the study is to establish a viewpoint to relativize the worldview of W-M scienee to that of Japanese culture in a synchronic perspective; in other words, W-M seience is recognized to be a possible alternative in science educatioru. The second is to coin undefined terms that include "experiment". They have no intensions and encompass both intellectual systems concerned. The third is to establish an axiomatic system to illustrate a relation between the undefined terms. The axiom is as follows : In the sphere of [EXPERIlVIBNTJ, [NATURE] is[0BSERVEI)]. In this axiom, each of the undefined terms is written in capital letters and stressed by a pair of brackets. Since undefined terms have no intensions, the respective cultural aspects of both "jikken" and "experiment" can be derived from the axiom. In this process, science educators can be aware of "jikken" incommensurable with "experiment". Within the axiomatic relation as a reference frame for science education research, an epistemological reflection of pupils' and students' culture can be accomplished in science education.

著者

隅田 学

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.43, no.1, pp.1-2, 2019 (Released:2019-04-13)

被引用文献数

1

著者

市川 伸一

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.47, no.2, pp.69-74, 2023 (Released:2023-07-08)

参考文献数

11

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After the revision of the government course guidelines, the Japanese Ministry of Education changed the form of the cumulative guidance record in 2019. It was determined that the new evaluation is based on three viewpoints: “knowledge and skills”, “thinking, judgment, and expression,” and “self-directed attitude toward learning.” In the present paper, the implications and methods of these evaluations are summarized. Self-directed attitude toward learning is a new point and is often regarded as difficult to understand. It contains two aspects: persistent efforts and self-regulation of learning. The latter is derived from psychological studies about “self-regulated learning” based on the three phases of “forethought – performance – reflection.” However, we should also consider the larger contexts of learning, and improve daily lessons and evaluation methods to foster students’ self-regulation.

著者

郡司 晴元

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.3, pp.225-232, 2015 (Released:2016-02-24)

参考文献数

26

被引用文献数

1

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The purpose of this paper is to present a method of making bone specimens in cooperation with a zoo. At the zoo, the veterinarian keeps dead animal specimens refrigerated after autopsies have been performed. The author borrows the specimens and turns them into bone specimens by heating them. During the heating process, it was found useful to put a specimen into a high-density polyethylene (HDPD) bag with water, and to keep the bag in hot water. This use of a HDPD bag helps eliminate malodors and maintains the alignment of the bones. This process has been practiced for eight years in classes at the Graduate School of Education, Ibaraki University. The benefits of the system are that graduate students experience cooperation with a zoo and are able to borrow the specimens after becoming school teachers. For its part, the zoo increases its collection of bone specimens as educational materials. Thus, the zoo, schools, and the graduate school of education effectively constitute a regional system of zoological education.

著者

中山 雅茂 境 智洋

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.43, no.2, pp.180-186, 2019 (Released:2019-07-05)

参考文献数

29

被引用文献数

1

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This research focuses on an experiment in boiling water in grade 4 Japanese elementary school science class. A questionnaire answered by 111 Japanese school teachers revealed that only few teachers understood that the cooler air around the thermometer prevents it from reaching the exact boiling point of water. Teachers want the children to obtain the boiling point of water at 100°C, yet in actual experiments it is difficult to measure it precisely. In order to avoid this situation in the classroom, it is necessary for the teacher to understand the characteristics of and master the rod thermometer.

著者

今井 泉 下條 隆嗣

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.28, no.3, pp.149-157, 2004-09-10 (Released:2017-06-30)

参考文献数

46

被引用文献数

4

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The concept of the "amount of a substance" occupies an important position in modern chemistry, and it is necessary to understand quantitative relations in chemical reactions. However, the concept is very difficult to understand for senior high school students. Several teaching aids have mainly been employed by some school teachers and science education researchers in order to provide a better understanding of the concept. But it is known that Japanese high school students do not like the term "mole". In this paper, we first clarify the problem based on the historical background concerning the concept of the "amount of a substance" and describe the adoption of the SI unit to improve the situation. Second, the types of descriptions of the "amount of a substance (mole)" are investigated in high school chemistry textbooks. It is also clarified in this paper how chemistry education has been influenced by the academic transition from the amount of a substance to the unit "mole". Appropriate treatment of the concept is then proposed by the authors through consideration of the above results and the introducting the concept of particle picture of substances.

著者

漆畑 文哉 吉田 淳 平野 俊英

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.46, no.2, pp.174-186, 2022 (Released:2022-07-08)

参考文献数

29

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To clarify the learning effect of classes using granular models, a model of concrete objects in which learners can represent and manipulate thermal phenomena dynamically, and an animation that shows the representational operations were created. Using these, we conducted a class on how water heats up (convection), analyzed the learners’ expressive manipulations to explain thermal phenomena, and investigated whether the convection concept was formed. The results indicated that some learners changed their convection concept into a scientific interpretation after the explanatory activity using the model and animation. Therefore, the results suggest that learning to manipulate scientific representations using animation with models is effective in promoting the elaboration of convection concepts.

著者

畠中 俊暉 原田 勇希 草場 実

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.45, no.4, pp.393-405, 2021 (Released:2022-01-06)

参考文献数

46

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This study focused on observations and experiments in science classes to examine the effects of interest in observation and experiments on learning strategies and “knowledge of skills for observations and experiments” (academic achievement index). The hypothesized model was a model with interest as the predictor variable, learning strategies as the mediation variable, and knowledge of skills as the objective variable. The first was to estimate the factor structure of the learning strategies in observations and experiments, and the second was to estimate the “Item Discriminations” and “Item Difficulties” using Item Response Theory in order to clarify the structure of the target variable, “knowledge of skills for observations and experiments”.The results of testing the model showed that there was an indirect effect (β=.266 [.092, .452]) from positive emotion (“strength” of interest) to “knowledge of skills for observations and experiments” mediated by problem-solving strategy. And there was an indirect effect (β=.092 [.037, .192]) from thought deepening-based orientation (“depth” of interest) to “knowledge of skills for observations and experiments” mediated by problem-solving strategy. This result indicates that both the strength and depth of interest in observations and experiments independently contribute to academic achievement in science learning.

著者

織田 揮準

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.21, no.1, pp.1-2, 1997-03-10 (Released:2017-06-30)

著者

植田 和利 伊東 和彦 上原 誠一郎 佐藤 博樹

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.1, pp.39-45, 2016 (Released:2016-04-05)

参考文献数

7

被引用文献数

1

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We produced a pure Si substance directly from a SiO2-Mg system using the solar furnace in the air. After the reagent of SiO2-Mg system was melting for 2–3 minutes under the solar furnace, Si grains (~1–3 mm) surrounded by forsterite (Mg2SiO4) were produced as the reaction product. From the phase diagram of MgO-SiO2 system, it is considered that the reaction, 2 SiO2 + 2 Mg → Si + Mg2SiO4, occurred. In this reaction, the existence of Mg2SiO4 melt might have protected Si reduced from SiO2 against O2 in the air, and might have made Si grain grow larger in the melt. In the reduction of SiO2 by Mg, we could have obtained Si grains visible to the naked eye within a few minutes under the solar furnace. Being a simple and short experiment this experiment is suitable for science students.

著者

植竹 紀子 堀田 のぞみ 垣内 康孝 千葉 和義

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.41, no.2, pp.268-277, 2017 (Released:2017-07-15)

参考文献数

15

被引用文献数

1

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In the science section of the Japanese course of study, there are four “fields”, i.e. “matter (particle)”, “energy”, “life” and “the earth”, and these fields consist of by many “units” containing scientific knowledge or concepts which should be understood by pupils. To classify scientific papers written by pupils, we identified the scientific knowledge or concepts used by pupils in their scientific papers. When the scientific knowledge or concept in the scientific paper were found in the unit of the Japanese course of study, we determined the papers to be related to that unit. Using 102 papers from the Japanese science contest (Shizekon) from 2006 to 2011, we found that some pupils used scientific knowledge or concepts which were scheduled to be learned later in elementary or junior high schools. Many papers (72%) were classified as the “life” field. On the other hand, only 35% of the units in “the earth” field were found in the papers examined. Most of the papers (82%) were related to two or more units or fields. Because teachers are expected to show pupils the relationships between units to improve their understanding of science, these scientific papers may be useful for teachers to develop their teaching materials.

著者

磯﨑 哲夫

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.41, no.2, pp.246-257, 2017 (Released:2017-07-15)

参考文献数

63

被引用文献数

2

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The school subject known as ‘chigaku’ (earth science) was established as one of the new scientific subjects in upper secondary schools in 1948. Since then, the numbers of students who took earth science has been lower than the other three scientific subjects, and that has been regarded as a serious issue for its value in science learning at every revision of the course of study. In this research, the author first investigates the arguments on the value of earth science education from the 1950s to the 1960s. Second, referring to the Osborne’s notion of the aims and objectives of science education, the author examines the aims and objectives of earth science education. Finally, the author argues to add ‘the pedagogical argument’ to the four arguments which Osborne proposed: utilitarian, cultural, economic, and democratic. The cultural, democratic, and pedagogical values of learning earth science should be emphasized for rethinking the aims and objective of earth science education.

著者

岡 檀

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.43, no.3, pp.280-282, 2019 (Released:2019-10-10)

参考文献数

5

著者

武村 政春 山野井 貴浩

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.36, no.3, pp.292-307, 2012-09-10 (Released:2017-06-30)

参考文献数

46

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Most high school and university students are interested in fictitious organisms that have featured in novels, movies, on television, and other media. In several countries, teaching trials using various fictitious organisms have been introduced in biology educational courses. For example, self-study of fictitious organisms during undergraduate courses, and an "origami bird" teaching material for evolution education have been reported up to date. "Caminalcules", fictitious organisms for teaching taxonomy and evolution, and BioLogica^<TM> simulation software for learning genetics have also been thought to be effective educational materials. After discussing the effects of these trials using fictitious organisms for Japanese biology education, we assess the potential of trials using fictitious organisms for future Japanese biology education.

著者

礒田 誠 宮花 昂平

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.38, no.1, pp.27-33, 2014

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We present and discuss the results of a survey on comprehension and of a simple experiment on the contents required in the teacher training education concerning the direct-current electric circuit in the science textbook for fourth graders in Japan. We demonstrate the effects introduced into the electric circuit by "the internal resistance of a dry cell battery" and "the non-linear resistivity of a miniature bulb" in the experiment, and discuss the educational contents and methods of elementary school teacher training.

著者

北澤 武 望月 俊男

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.38, no.2, pp.117-134, 2014 (Released:2014-09-11)

参考文献数

26

被引用文献数

1

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New teachers who are shocked by real-world classroom situations—such as rules of the local school, human relationships in a shielded environment, and the reality of teaching children—tend to leave the workforce within a few years, and it has become necessary to educate student teachers in the universities with a focus on adaptive professional socialization of teachers (Zeichner & Gore, 1990) to overcome this problem. We have provided a SNS (Social Networking Service) where pre-service teachers can have a dialogue based on their report of experiences during their practice teaching. However, in order to promote the professional socialization of teachers, we designed a new SNS where experienced teachers can participate in a lesson. We then compared by year the effects of studying the changed lesson. We revised the design of the pre-teaching from the year 2010, and altered the lesson design of the pre-teaching for the year 2012, so that an experienced teacher can join face-to-face lessons and a university teacher and an experienced teacher waited to submit their comments to SNS until almost all students had submitted. As we aimed to increase submission of diaries and comments about professional socialization, we changed the classroom design in the year 2013, introducing storytelling about the image of their practice teaching, and the way of intervention in SNS by an experienced teacher. The results show an increase of diaries and comments which were submitted to SNS about “social behavior as professionals,” “commitment towards work,” “value and standpoint as teachers,” “expectation and actuality of schools” and “efficacy”.

著者

山田 貴之

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.41, no.3, pp.361-372, 2017 (Released:2017-10-18)

参考文献数

23

被引用文献数

1

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The purpose of this research is to clarify a causal model of factors constituting students’ proactive learning in science classes in lower secondary schools as well as to gain hints about the establishment of a new method for establishing proactive learning among them. A questionnaire survey comprising 65 items was administered to 503 lower secondary school students (165 first-year students, 160 second-year students, and 178 third-year students) in a public lower secondary school in Gifu Prefecture. Seven factors were extracted from the analysis: logical thinking necessary for problem solving, interactive learning for the refinement of thinking, relationships and classification of learning contents, summary of learning contents, recording and organizing learning contents, motivated research activities, and proactive learning attitude. A path diagram was then constructed on these seven variables, and a path analysis was conducted. As a result, it was shown that in lower secondary science classes, students’ acquisition of proper learning strategies contributes to stimulate their motivated research activities and proactive learning attitude as well as to improve logical thinking and interactive learning.