著者

野口 大介 島田 旭

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.44, no.4, pp.321-327, 2020 (Released:2021-02-05)

参考文献数

29

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Metal dendrites can be valuable learning materials for the visualization of the Lorentz force in chemical reactions; however, the appropriate experimental conditions for this purpose such as the voltage, reaction time, magnitude of magnetic field, and electrolyte solution concentration are not known. Hence, we conducted experiments to effectively visualize metal dendrite precipitation in a swirling shape due to the Lorentz force generated by the magnetic field and for use as practical teaching materials. The electrolysis was carried out at a voltage of 20 V, 15 V or 10 V for 1 or 2 min with 3 or 5 rare-earth magnets in piles and a CuSO4 aqueous solution with the concentrations of 0.050, 0.10, and 0.15 mol L–1. It was found that the magnetic field was increased using the magnets stacked, even though the effect decreased with increasing numbers of layers. To observe the shape of the metal dendrites under a magnetic field effectively in a short time, the concentration of the aqueous CuSO4 was determined to be 0.10 mol L–1. The magnetic field was increased using magnets in piles, even though the effect decreased with increasing numbers of layers. A copper wire was used repeatedly as the anode, and the mass of the copper participating in the reaction gradually decreased. The magnitude of the applied voltage was not sufficiently studied in this work, and will be investigated in future studies.

著者

野口 大介 島田 旭

出版者

日本科学教育学会

雑誌

科学教育研究 = Journal of Science Education in Japan (ISSN:03864553)

巻号頁・発行日

vol.44, no.4, pp.321-327, 2020

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Metal dendrites can be valuable learning materials for the visualization of the Lorentz force in chemical reactions; however, the appropriate experimental conditions for this purpose such as the voltage, reaction time, magnitude of magnetic field, and electrolyte solution concentration are not known. Hence, we conducted experiments to effectively visualize metal dendrite precipitation in a swirling shape due to the Lorentz force generated by the magnetic field and for use as practical teaching materials. The electrolysis was carried out at a voltage of 20 V, 15 V or 10 V for 1 or 2 min with 3 or 5 rare-earth magnets in piles and a CuSO4 aqueous solution with the concentrations of 0.050, 0.10, and 0.15 mol L–1. It was found that the magnetic field was increased using the magnets stacked, even though the effect decreased with increasing numbers of layers. To observe the shape of the metal dendrites under a magnetic field effectively in a short time, the concentration of the aqueous CuSO4 was determined to be 0.10 mol L–1. The magnetic field was increased using magnets in piles, even though the effect decreased with increasing numbers of layers. A copper wire was used repeatedly as the anode, and the mass of the copper participating in the reaction gradually decreased. The magnitude of the applied voltage was not sufficiently studied in this work, and will be investigated in future studies.

著者

岡本 紗知

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.44, no.1, pp.14-29, 2020

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<p>The purpose of this research is to determine how stereotypical views of the sciences and humanities are formed among university students. Thirty undergraduate or graduated students were semi-structurally interviewed, and the collected data were analyzed by the modified grounded-theory approach (M-GTA). The analysis revealed that, prior to the formation of stereotypical views, students first recognized their aptitudes for one of two categories: sciences or humanities. Once they established their aptitudes, they started to recognize those who were in the opposite category. When they encountered "ideal figures" in such categories, they unconsciously extracted some features and regarded them as common features shared among those in such categories. These common characteristics were further interpreted based on their own views and beliefs, which essentially led to forming stereotypical views. This study suggests that the stereotypical views of the sciences and humanities are not universal; they are gradually formed in parallel with students' constant struggle to navigate themselves during countless decisions for academic and career planning.</p>

著者

雲財 寛

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.44, no.4, pp.211-212, 2020 (Released:2021-02-05)

著者

谷島 弘仁

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.18, no.1, pp.2-7, 1994

参考文献数

9

被引用文献数

3

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The purpose of this study was to investigate the change of the students' concern and interest in plants as a function of grades. In this study, the scale of the concern and interest in plants was administered to 321 students of lower/upper secondary school, who were asked to complete the 4-point scale by assessing their degrees of the concern and interest to the seven sections in plants. The result showed that students' concern and interest in plants decreased by grades and that girls were generally much more interested in each section in plants than boys were.

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.19, no.2, pp.111-120, 1995-06-10 (Released:2017-06-30)

参考文献数

41

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The purpose of this study is to investigate the effects of students' prejudice on performance in practical work on pendulum motion. In this study, 142 subjects ranging from kindergartners up to undergraduate students responded to interviews, utilizing actual objects and employing the Prediction-Observation-Explanation Method. Subjects were first asked to predict how far the pendulum bob will swing. Then, doing the actual experiment, they observed the phenomenon. Finally they were asked to explain various matters concerning pendulum motion. The following results were obtained from the investigation: 1) With regard to practical work concerning pendulum motion, adding the pole to the setup was found effective in inducing falsification among the notion that the starting point is lower than the final point. (2) Subjects who had exposure to school science tend to congregate on providing specific and scientific types of responses in practical work, while those who had no exposure gave random responses. (3) The ability to extract a scientific conclusion from practical work depends on the subjects' prior scientific knowledge on the matter. In the final section of this paper, the implications of these results for science education are briefly discussed.

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.

著者

仲達 修一 白神 陽一朗

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.12-24, 2018 (Released:2018-07-11)

参考文献数

22

被引用文献数

1

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Okayama Prefectural Kurashiki Amaki Senior High School has worked on the practical study of scientific English since 2005, when the school was given a Super Science High School (SSH) assignation by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). In our school, and in this paper, the term “Scientific English” means “an approach to use English in science classes, and to make or practice slides in English”. As a result of adopting English into science classes in our Junior High School (established as an addition to the senior high school in 2007) and Group Research classes in our Senior High School, an attitude of attempting to communicate actively in English on scientific topics is emerging. With many opportunities to give presentations at science competitions in recent years, students’ presentations are now becoming highly esteemed in both content and English levels. This paper reports on the principle and practice of the implementation of “Scientific English” in our high schools, and teaching methods that are effective for Japanese students.

著者

安藤 秀俊 中村 孝之 小原 美枝

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.148-156, 2014 (Released:2014-09-11)

参考文献数

27

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The need for cooperation between science and mathematics teaching was emphasized by the revision of the national curriculum in 2008. However, a lesson plan which involves cooperation between science and mathematics is rarely performed in the curriculum today. The purpose of this research is to propose a lesson which associates science and mathematics teaching and verify its educational effectiveness in high school. A lesson plan for mathematics class was prepared for 66 high school students, in order to apply Maraldai’s angle by inquiring the area of the film stretched across the surface of a soap film, and inside a regular tetrahedron. When Wilcoxon’s signed-rank tests were performed on 17 common items in the pre-and post-questionnaires before and after the lesson, significant differences were found in answers, such as “Science is required for mathematics”, “By studying mathematics we come to recognize a nature”, and “Science and mathematics are subjects which have close relation”. These results suggest that there was an clear educational effect in the lesson in which the combination of science and mathematics teaching were practiced.

著者

山下 修一

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.26, no.1, pp.3-11, 2002-03-10 (Released:2017-06-30)

参考文献数

12

被引用文献数

5

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In this research, in order to get some ideas regarding the activity of communicating, I investigated what differences occur in the communication among homogeneous groups and heterogeneous groups. As a result of this research, the following four points became clear, and I got closer to understanding the makeup of groups in the activity of communicating. 1 ) In a homogeneous group which consisted of "superiors," the members all tended to agree on the same scientifically correct conclusions, but because they omitted explanatory comments, sufficient communication did not materialige. 2 ) In a homogeneous group which consisted of "inferiors," even if the communication were advancing on a mistaken premise, the function which corrects such mistakes did not operate, and general understanding was not deepened. 3 ) The ideas of superiors in the heterogeneous group were sometimes confused by the remarks of inferiors. 4 ) Communication in the heterogeneous group was fruitful, and, especially for the inferiors in the group, there was effective communication which deepened general understanding.

著者

大高 泉

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.5, pp.293-294, 2001-12-10 (Released:2017-06-30)

被引用文献数

1

著者

小林 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.13, no.1, pp.19-22, 1989-03-10 (Released:2017-06-30)

著者

赤堀 侃司

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.7, no.4, pp.152-159, 1983-12-10 (Released:2017-06-30)

著者

磯部 征尊

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.44, no.2, pp.51, 2020 (Released:2020-07-09)

著者

杉山 雅俊

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.4, pp.299-307, 2019 (Released:2020-04-01)

参考文献数

27

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In order to discuss various ways of learning as part of teacher education, it is important to clarify the learning mechanism of each student. However, no research focusing on mindset has been conducted in teacher education research in Japan. In this study, as a first step to clarify the teachers’ mindset concerning science, differences between implicit theories of intelligence and preservice teachers’ mindset about teaching competences were explored and their perceptions about the competences necessary for science were analyzed. The results of the research can be summarized in the following four points: (1) Preservice teachers believe that teacher competences can grow more than intelligence. (2) First-year university students have greater belief that teacher competences can be developed than do second-year students. (3) Preservice teachers consider having the ability to experiment; having abundant class contents or peripheral knowledge; and raising the interest, motivation, and curiosity of children as teacher competences necessary for science. (4) Second-year university students value the need for children-centered classes, which may have created a difference in their mindset about teaching competences compared to first-year students.

著者

水落 芳明 西川 純

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.206-213, 2004-09-10 (Released:2017-06-30)

参考文献数

8

被引用文献数

5

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Although it is important to enhance active learning among students, one cannot deny the fact that teachers still play a pivotal role in media-assisted classes. At the majority of schools, teachers trained on media use provide their students with detailed instructions on how to use media in the learning process. In the present study, we created a classroom environment in which students others help and learn from each other through the use of electronic media, without receiving any instructions from teachers or appointed student leaders. The purpose of this study is to record and analyze the interaction patterns during such classes and to explore the effect and possibilities of media-assisted education that does not rely on teacher's instructions. The subjects were fifth-grade students in the social studies class who were novice computer users. They were given an assignment every two weeks during a two and a half-month survey period. A total of four assignments were given out. Students had to complete each assignment through interaction with their classmates and the use of electronic media, without receiving any instructions from their teacher on either how to use computers or what kind of media to use. During the survey period, the teacher made a participatory observation of the class as the students worked on their assignments. The students made reports on each of the assignments. Students produced different reporting styles for the different assignments, which can be categorized into the following four types: 1. Poorly-organized reports containing a jumble of collected information (poorly-prepared reports) 2. Well-organized handwritten reports containing selected information and the student's comments (well-organized handwritten reports) 3. Computer-printed reports containing selected information (well-organized computer-printed reports) 4. Well-organized reports consisting of handwritten as well as computer-printed papers (well-organized multi-style reports) Furthermore, the teacher recorded the number of times and the reasons why students stood up from their seats to walk around the classroom. The results show that the more the students got used to the new learning environment, the more they moved around the classroom to gather new information. In this type of classroom environment, the teacher played an important role in helping students understand how other classmates were progressing. The results of the present study suggest that even without instructions or assistance from the teacher, students can learn from each other and produce well-written reports on their work. In media-assisted classes, teachers should not only ensure that students become aware of other classmates' progress but also strive to create an environment in which students can actively interact with each other to learn from one another.

著者

益田 裕充

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.31, no.1, pp.3-10, 2007-03-10 (Released:2017-06-30)

参考文献数

16

被引用文献数

9

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This article, deals with childrens' learning of the reason why the shape of the moon changes. I establish that the Japanese National curriculum doesn't cover the reason why the shape of the moon changes. The learning content is treated in the curriculum for fifth graders or higher over of elementary school. Then I investigated children's recognition of space. The result shows that it is difficult for children to foresee that drawn figures of a ball changes by shifting viewpoints. That, it is assumed that the learning of the change of the moon shape should be treated in the curriculum for third graders of junior high school.

著者

奥村 仁一 熊野 善介

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.21-29, 2016 (Released:2016-04-05)

参考文献数

10

被引用文献数

1

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According to the course of study for high school biology, the purpose of study is to develop inquiry ability and positive attitudes toward science through experiments and observations. However, because of increased access to the virtual world, modern high school students have had less contact with nature in their childhood. Therefore, it has become harder for them to have an concrete understanding of biological concepts. This makes it difficult to see the relevance of living things and biological phenomena in class.Many high school students would not believe that egg embryos could become fully hatched birds with only a 34- or 46-hour incubation period, even with careful observation. Therefore we developed lesson plans not only to observe avian embryos, but also to continue incubation until the eggs hatched. We also made students study about egg incubation methods themselves using Bio-STEM ideas.As a result, these inquiry lessons did not only encourage expansion of the students’ biological knowledge, but also generated ideas connected to STEM fields. We found them to be effective in the promotion of learning aims in the context of Japan. They also brought cross-cutting scientific thoughts, similar to the context of United States STEM education, to our local classrooms.

著者

辻 宏子

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.104-114, 2019 (Released:2019-07-05)

参考文献数

17

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The purpose of this study is to reconsider and propose a framework for the category of geometric constructions in dynamic geometry environments. This framework is theoretically considered from the concept of “degree of freedom” for points, which concerns the essence of dynamic geometry environments, and then is empirically verified as to its validity and usefulness for the geometric constructions of the subjects. The conclusions of this study are 1) geometric constructions in dynamic geometry environments are classified into 5 types, and these types are related in terms of the state of recognition of geometrical figures, 2) the constructors moves type (2) and (3) and, it is necessary that we reconsider the 2 types and their relation. The results of this study contribute to promoting the utilization of technology in mathematics education in compulsory education.

著者

山下 修一 伊藤 英樹 柴田 道世

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.347-358, 2015 (Released:2016-02-24)

参考文献数

9

被引用文献数

1

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The purpose of this study was to investigate university students’, elementary teachers’ and junior high school students’ beliefs in the relationship between the earth’s rotation and the moon phases, and also to determine how the improved model facilitates their understanding of the real cause of moon phases.First, 28 preservice elementary teachers received instruction for 40 minutes, using the original model for elementary-level science. Out of the 28 teachers, 17 believed that there is a relationship between the rotation of the earth and the phases of the moon, even after instruction was given.Second, 33 university science students, 57 elementary school teachers and 256 junior high school students received a 40 minute instruction, using the improved model; their understanding of the cause of moon phases was evaluated by a pre-test and a post-test.A total of 21 (63.6%) university science students, 49 (86.0%) elementary school teachers and 86 (33.6%) junior high school students could not explain the cause of moon phases in the pre-test. However, all of the university science students, 55 (96.5%) elementary teachers and 235 (91.8%) junior high school students were able to explain the cause, in fact more comprehensively than the textbook, in the post-test.