著者

磯部 征尊 山崎 貞登

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.2, pp.86-93, 2015 (Released:2015-06-30)

参考文献数

24

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This is a study concerning the current state of the educational subjects of “Science, Technology, Engineering and Mathematics” from the view of Design and Technology by conducting a field survey. The results are summarized as follows:(1) Design and Technology in the National Curriculum 2014 is stressed to enhance coordination with the educational subjects of “Science, Technology, Engineering and Mathematics (STEM)” after a hearing investigation by Professor Stables, who works in the Design and Technology Department of Goldsmiths College in London University.(2) The National STEM Centre places great emphasis on developing subject matters through cooperation between STEM-related subjects and Design and Technology, and expanding the range of specialists as teachers by familiarizing them with such subjects to advance their continuing professional development.(3) The strategic groups of STEM, such as the Royal Academy of Engineering, worked to make Design and Technology part of the National Curriculum 2014 after a hearing investigation by Mr. Green, who is the chief executive of the Design and Technology Association (DATA).

著者

本多 素子 飯田 隆一 大谷 忠 谷田貝 麻美子

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.41, no.3, pp.373-382, 2017 (Released:2017-10-18)

参考文献数

11

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Recently, affordable desktop digital fabrication tools such as 3D printers and laser cutters, and design data sharing via the Internet have been maximizing the potential for personal production. The purpose of this study is to elucidate an overview of Fab Labs in Japan and the extent of their support for beginners in digital fabrication. We conducted field research at 8 Fab Labs in Japan, the first research of multiple Fab Labs conducted by an external research team. The research included site visits, interviews with the managers of Fab Labs, and observations of instructor-led lessons and “open labs”. Field research results showed the current state of difficulties for beginners, support activities for them, and knowledge sharing practice in Fab Labs in Japan. Regarding the first difficulty, “preparing design data”, instructor-led lessons and guidance on reuse of shared data appeared to be useful to them. Regarding the second difficulty, “developing a plan of work”, reference to work produced by others and sharing knowledge generally, provides hints for beginners. Communication amongst participants at the “open lab” was also recognized as a support for beginners.

著者

山野井 貴浩 井澤 優佳 金井 正

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.3, pp.188-197, 2020 (Released:2020-10-10)

参考文献数

32

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In this genome age, citizens need to correctly understand personal genome based on the concepts of dominance and recessiveness; however, it has been reported that most university students understand it inaccurately. Replacement of the relevant terms by alternatives was proposed by the Genetics Society of Japan in 2017 to reduce conceptual misunderstanding. However, the level of such misunderstanding among junior high school students after their introduction to Mendelian genetics is not known. We developed a questionnaire to assess misconceptions regarding dominance and conducted a large-scale survey (n=1004) to assess junior high school students’ comprehension of dominance. We reached three important conclusions from the findings: 1) About 90% of students thought dominant traits to be advantageous for survival and that the most frequent traits in a population result from dominant alleles. 2) The erroneous association of dominance with trait frequency was stronger than the incorrect association of dominance with fitness. 3) Replacing the terms dominance and recessiveness may address student confusion of the ideas of dominance with fitness but may actually increase misconceptions associating dominance with trait frequency. Further studies are needed to reveal the mechanisms underlying these misconceptions before the terms are replaced.

著者

飯高 茂

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.30, no.5, pp.267-268, 2006-12-27 (Released:2017-06-30)

著者

雲財 寛 中村 大輝

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.4, pp.301-313, 2018 (Released:2019-02-02)

参考文献数

29

被引用文献数

7

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The purpose of this study was to develop a Need-for-Cognition-in-Science (NFCS) Scale and to clarify students’ NFCS. We confirmed reliability and validity by quantitative analysis. The results of the analysis revealed that primary school students’ NFCS is higher than that of lower secondary school students.

著者

細矢 治夫

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.29, no.4, pp.329-331, 2005-12-10 (Released:2017-06-30)

被引用文献数

2

著者

長沼 祥太郎

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.44, no.4, pp.289-300, 2020 (Released:2021-02-05)

参考文献数

39

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To evaluate the quality of “Swing away from Science” research methodology, we reviewed the related literature through a systematic search of an electric journal platform, J-STAGE. Through this survey, we located 1,058 articles published between 1973 and 2019, as of November 2019. Among these articles, we reviewed 149 empirical studies. Three types of research are identified: descriptive studies, analytical studies, and interventional studies. Descriptive studies collect data on students’ interest in science status. Analytical studies search determinants which influence students’ interest in science. On another hand, interventional studies examine effects of implemented intervention on students’ interest in science. The results of our critical review suggest seven methodological deficiencies: (a) a clear definition of “Swing away from Science” mostly lacked; (b) few researches used validated instruments; (c) no descriptive study followed through one group’s change in interest; (d) analytical studies failed to reveal complex interactions among determinants; (e) most interventional studies lacked pre-investigation and a control group; (f) some concepts of interest measured were not theoretically aligned to the span of intervention; and (g) almost all of the measures relied only on psychometric variables. The future direction of “Swing away from Science” research is discussed based on these seven findings.

著者

岸本 忠之

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.23, no.2, pp.121-129, 1999-06-10 (Released:2017-06-30)

参考文献数

16

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The purpose of this paper is to establish the learning phases for the choice of operation regarding word problems involving multiplication of decimal fractions. A research test and standards were developed to identify the learning phases. Three hundred and forty-four primary-school students ranging from fourth to sixth grade were tested. As results, four learning phases were identified the choice of operation in word problems involving multiplication of decimal fractions. In phase, I students can solve the word problems only with multiplication of integers, but can't solve the word problems with multiplication of decimal fractions. In phase II, students can not choose the operation in the word problems with multiplication of decimal fractions but calculate that operation. In phase III, students can choose and calculate the operation in the word problems with multiplication of decimal fractions. In phasd IV, students can choose and calculate the operation in the word problems through multiplication of decimal fractions based on the meaning of multiplication of decimal fractions.

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

芝田 たける 福江 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.33, no.2, pp.159-166, 2009-06-10

著者

山田 俊弘

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.4, pp.275-278, 2007-12-27 (Released:2017-06-30)

参考文献数

7

著者

比嘉 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.42, no.4, pp.446-453, 2018 (Released:2019-02-02)

参考文献数

16

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This article aims to analyze the Okinawa Prefectural Entrance Examination administered by the Okinawa Prefectural Board of Education and shows results focused on considering academic ability. In comparison, the National School Achievement Test was also analyzed in a similar way. The National School Achievement Test is similar to PISA (Program for International Student Assessment), and consequently tends to ask questions requiring applied ability. On the other hand, in the Entrance Examination, students are expected to use their memorization skills for answering questions. There are significant differences in the frame of questions between the Entrance Examination and the National School Achievement Test. Additionally there are also differences in the question format. There are also great differences between the trends in the Entrance Exam questions. Another feature of the Entrance Examination is that there are no questions on “consideration/improvement”. It had a question asking students to demonstrate their plotting skills from earthquake records. Learners and teachers are much influenced by trends in entrance examinations. The analysis of academic ability should lead to an improvement of learning and teaching. Teachers can utilize the results of the analysis for making the questions for the Okinawa Prefectural Entrance Examinations from now on.

著者

田中 若葉 大谷 忠

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.2, pp.206-214, 2021 (Released:2021-07-16)

参考文献数

17

被引用文献数

1

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This study examined the relationship of the human resources in the STEM field that were nurtured through school education with an analysis of the current state of the labor force in the STEM field in order to investigate the ideal way of STEM education in Japan. The results showed that the Japanese STEM human resources analyzed through a comparison with the United States accounted for about 6% of the labor force, which was about the same as that of the United States. In addition, the characteristics of the engineers included in Japan’s main STEM human resources showed that the number of information processing/communication engineers and medical engineers increased in recent years. Engineers who specialized in the humanities and science fields have also become important in addition to the human resources development of conventional engineering. Regarding STEM human resources in Japan from the viewpoint of human resource development, it was found that the development of engineers in specialized fields other than that of conventional engineering was added in an overlapping manner.

著者

坪井 忠二

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.2, no.2, pp.56, 1978-06-10 (Released:2017-06-30)

著者

上ヶ谷 友佑

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.3, pp.271-274, 2022 (Released:2022-11-01)

参考文献数

10

著者

名倉 昌巳 松本 伸示

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.2, pp.234-245, 2021 (Released:2021-07-16)

参考文献数

31

被引用文献数

1

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Despite the accidental and purposeless nature of “biological evolution,” there is no end to the “Naturalistic Fallacy” borrowed for value judgment during social change. A previous study shows that elementary school students hold many misunderstandings concerning “biological evolution”; for example, several misconceptions such as “Lamarckism” and “teleology” (which are frequently applied even by university students). It has been pointed out that modern biology, which floats in a great sea of knowledge, should be integrated by “biological evolution.” Therefore, in this study, based on this “unified understanding of biology,” lower secondary school science was integrated from the viewpoints of “acquisition of scientific evolutionary concepts” and “elimination of misconceptions,” in order to examine the learning content and structure of biology education. By analyzing the data obtained from descriptions of the two tasks in the classes of two units (genetics and ecosystem) among lower secondary school students, it was suggested that a “unified understanding of biology” contributes to avoiding misuse of “evolution”. In conclusion, we proposed a curriculum that uses evolution as an overarching theme to integrate five units (classification, cells, genetics, evolution, and ecosystem) to create a new biology course.

著者

朝永 振一郎

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.3, no.2, pp.50-52, 1979-06-10 (Released:2017-06-30)

著者

ラッシラ エルッキ・T 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.45, no.4, pp.375-383, 2021 (Released:2022-01-06)

参考文献数

17

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This research examines Super Science High Schools (SSH) as sites for gifted education. These schools represent the only government program in Japanese formal education explicitly aiming to foster the development of excellence in STEM subjects. Interview data with teachers from 3 SSH schools and a representative of a prefectural board of education, and annual reports of the schools and publications by JST (Japan Science and Technology Agency), are analyzed through the concept of educational capital of the actiotope-model. Results show the strengths of the program being in 1) the social educational capital in the form of strong network of cooperative institutions, and key personnel within and beyond the schools and 2) cultural educational capital that enables paying special attention to selected students. Infrastructural and economic educational capital help create learning opportunities, but the rigidity of the system and cultural ideas on ‘proper education’ can hinder the creation of individual learning pathways needed to achieve excellence. This relates to how teachers need to negotiate their ideas of meritocracy and equal outcomes with expectations to aim for excellence. Didactic educational capital concerning teachers’ competencies on guiding research activities and STEAM activities can be seen as key development areas.

著者

佐藤 良一郎

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.3, no.2, pp.73-76, 1979-06-10 (Released:2017-06-30)

著者

木村 優里 小川 正賢

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.4, pp.324-334, 2018 (Released:2019-02-02)

参考文献数

7

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The current study is one of the hypothesis verification studies of previous work (Kimura, 2017), in which a hypothetical model, explaining why amateur scientists could continue their scientific practices, was generated through a qualitative research method, the Modified Grounded Theory Approach (M-GTA). The present study examined common elements enabling Japanese amateur entomological scientists to continue their scientific practices in the hypothetical model, by using a quantitative research method. A total of 70 amateur entomological scientists voluntarily participated in a questionnaire survey, consisting of 3 attribute questions and 19 main questions, which identified a total of 21 essential elements (‘categories,’ ‘concepts,’ and ‘processes’) of the model. The data obtained was analyzed quantitatively. The findings revealed that the 21 elements could be divided into three groups: Thirteen elements were shared among the Japanese amateur entomological scientists, whereas 5 elements were not, while the remaining 3 elements were in-between.