著者

原田 勇希 三浦 雅美 鈴木 誠

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.3, pp.164-176, 2018 (Released:2018-10-27)

参考文献数

33

被引用文献数

1

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The aim of this research was to examine the influence of perception of utility value for entrance examination on “proactive, interactive and deep learning”. The results show that the teacher evaluated children with high perception of utility value for entrance examination as “proactive, interactive and deep” learners even if adjusted for the effect of interest value and utility value for practice. As indicated by the result of research 2, critical thinking mediated the effect of utility value perception for entrance examination on “proactive, interactive and deep learning” as evaluated by teachers. On the other hand, it was shown that high perception of utility value for entrance examination also promotes class participation behaviors due to a concern about being evaluated by teachers. Based on the above results, it was concluded that high perception of utility value for entrance examination can promote “proactive, interactive and deep learning” in science classes, and the large size of this variable should not be denied as a motivating factor for science learning.

著者

標葉 靖子 江間 有沙 福山 佑樹

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.41, no.2, pp.161-169, 2017 (Released:2017-07-15)

参考文献数

15

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Tremendous developments in science and technology have brought prosperity and an affluent lifestyle to mankind, but scientific and technological progress has also generated social issues related to the environment, security, ethics, and socioeconomic activities. Under these circumstances, a Science, Technology, and Society (STS) education that emphasizes the teaching of scientific and technological developments in their cultural, economic, social, and political contexts is required in order to cultivate human resources capable of making decisions about how to address these issues. In this study, we developed “nocobon,” a game-based teaching material for thinking on STS issues from various perspectives. “Nocobon” is a detective card game that can be played by a group of three to six people. The results of its prototype test for high school students suggest that players could acquire new knowledge and learn to think from different perspectives on STS issues through unlocking the mysteries in a series of “nocobon” cards. The results also indicate that “nocobon” could be a simple and convenient teaching material from the viewpoint of the time management.

著者

中村 大輝 山根 悠平 西内 舞 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.43, no.2, pp.82-91, 2019 (Released:2019-07-05)

参考文献数

47

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In this study, we estimated the overall effect of technology utilization in mathematics and science education. Integrating effect-size quantitatively, we collected data on the use of technology in mathematics and science classes in elementary, secondary, and higher education curricula in Japan. As a result of integrating the effect quantity of 11 papers extracted from previous research, it became clear that the average effect-size was g=0.40. This result revealed that the effect size was small to moderate on the use of technology in science education, and the effect size cannot be said to be great compared with other educational methods. Moreover, additional analysis revealed heterogeneity between the studies and that the effect quantity varies depending on the intended use.

著者

鈴木 栄幸 舟生 日出男

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.26, no.1, pp.42-55, 2002-03-10 (Released:2017-06-30)

参考文献数

8

被引用文献数

4

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In this paper, we focus on the "Question-Answer" function of SOUTO ; a hypermedia authoring system, and classroom activities where learners make hypermedia compositions with SOUTO and discuss their compositions with the function mentioned above. Field tests of the system reveal that ; 1 . The Question-Answer function reconfigures social relationships in the classroom and thus creates a foundation for collaborative learning, 2 . The Question-Answer function creates a field of informal talk, 3 . The SOUTO system provides a foundation on which both formal and informal talks are constituted and woven together, and thus, enables transition between them. Based on these findings, we suggest that educational systems should be designed as mediators which hybridize school-like activities and non-school-like activities.

著者

浪川 幸彦

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.33, no.1, pp.12-21, 2009-03-10 (Released:2017-06-30)

参考文献数

7

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Mathematics is not only one of the oldest and most profound majors of natural science but also serves as a solid linguistic and methodological foundation of natural science. We use numbers and figures in daily life, but the world of mathematics is much wider and richer. To use mathematics in natural or social science is nothing but to see the (natural and human) world through the eyes of mathematics and to understand the world through the language of mathematics. In the 21st century of high science technology and global economy, mathematical knowledge will be increasingly important not only for scientists or economists, but also for all citizens. In this article we explain our understanding of mathematics concerning (1) the nature of mathematics, (2) important concepts of mathematics including statistics, (3) features of mathematics as a language, and (4) its relation with other sciences. This paper is an expository summary of the report by the "Mathematical Science" Committee of the "Science Literacy for All Japanese" Project.

著者

三宅 志穂

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.2, pp.73-81, 2018 (Released:2018-07-12)

参考文献数

33

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Zoos are the ideal place for promoting science and environmental education, since they have the possibility of fostering biodiversity awareness and environmental values, which are necessary for global citizens. How should we develop an exhibit that meets the demand of visitors’ interest and arouses their biodiversity awareness reflecting the principles of museum exhibition? This study examined how the aspects of cognitive learning and emotional stimulus were reflected in the audience from the case of the new type of a communicative exhibit that the author developed with her students. As a result, from the aspect of cognitive learning, the exhibition contents showed a strong educational effect. In terms of emotional stimulation, the theme was impressed on the audience as a sad story while gaining favorable evaluation. In addition, it was found that the story of the birth of the zoo’s elephant birth was the result of empathy. This study showed an implication that suggested how to raise biodiversity awareness in public citizens through a zoo exhibition.

著者

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.35, no.2, pp.191-204, 2011-06-10 (Released:2017-06-30)

参考文献数

17

被引用文献数

1

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The Exploratorium, founded by Frank Oppenheimer, has been regarded as one of the origins of hands-on 'science' museums, while its unique exhibition rationale described in its title 'the museum of science, art and human perception,' shows that it is not necessarily a simple 'science museum.' Why has it been perceived as a museum, not of 'science, art and human perception,' but of 'science'? In order to explore the question, the present study examined how the Exploratorium's exhibition rationale was reflected in the exhibition, 'Exploratorium in Japan' held in 1989. Through an extended examination of the exhibit selection process using a collection of recorded documents from the Japanese side as well as an archive from Exploratorium's official management record (US side), no concrete and detailed discussion on the exhibition rationale and/or exhibit policy between the two sides was found to have happened during the negotiation process.

著者

川上 昭吾 加藤 綾子

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.26, no.5, pp.394-401, 2002-12-27 (Released:2017-06-30)

参考文献数

6

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We investigated the characteristics of the children museum "Eureka!" in cooperation with schools as a viewpoint. Eureka! was founded in 1992 and it is a small non-governmental museum. It is a small museum but, there are about 800 visitors from 18 schools in a day. We found five reasons why Eureka! has so many visitors. The first reason is that its exhibitions are connected tightly with the British National Curriuculum, especially for KS 1 and KS 2. Actually, Eureka! appealed to school teachers and parents that their exhibitions be connected with the National Curriculum. This is the main reason why there are so many visitors every day. Secondly, exhibitions are all hands on type, that is. interactive museum. Students are able to learn science through experiences and exhibitions. These are attractive to students for reasons of having these good ideas. For example, not only students can merely touch the exhibitions or push the switches, but they can also learn science through discovery with much surprise and interest. Another characteristics of this museum is that the exhibitions are made colorfully. There are four amazing galleries namely; "Me and my body". "Invents. Create, Communicate", "Things", and "Living and Working Together". Thirdly, they accept visitors by three guide courses: 10:15-12:15. 12:30-14:30, and 13:30-15:30. Every cousc consists of one focus hour with enabler (teaching assistant) and one discovery hour by learning themselves. Fourth, Eureka! is always evaluated by visitors. The results are reflected in the exhibitions. Fifth, there are some detailed information on the corner of galleries for further study.

著者

松田 稔樹 高橋 和弘 坂元 昂

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.15, no.1, pp.30-39, 1991-03-10 (Released:2017-06-30)

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This study developped a curriculum and instructional materials to teach Lisp programming for high school students in math classes. The curriculum was developped to give more understundings about mathematical formulae processing using computers as tools for simulation. Most of the contents were concerned with math formulae processing. This curriculum is universally appricable for almost any mathematical subjects. Students were expected to re-organize their mathematical knowledge, to improve their understandings, to recognize an importance of mathematical formalization, and so on. An experimental teaching project for a year was administrated to investigate that the curriculum and the materials are appropriate or not. In the project, some instructive results to improve our curriculum were obtained. For example, the "how to define functions" and "the concept of recursion" must be taught in ealier steps of the curriculum. Because of its dual nater (teaching Lisp programming and mathematics), the instructional techniques are very important for the curriculum. In the next step, the "Teachers' Guide" for teachers will be developped, which will be helpful to diffuse the curriculum. Taking ddvantage of computer languages to process mathematical formulae can be a leading method of mdthematical instruction in the future.

著者

鈴木 栄幸 舟生 日出男

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.26, no.1, pp.42-55, 2002-03-10

被引用文献数

3

著者

田邉 和彦

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.47, no.4, pp.497-508, 2023 (Released:2024-01-24)

参考文献数

24

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Japanese higher education has a low proportion of women in academic areas such as science, technology, engineering, and mathematics (STEM). The results of recent empirical studies in Japan suggest that from the elementary school stage, boys are more likely to recognize themselves as “science types” than girls, and that such gender differentiation is maintained in later educational stages. Based on the idea that there are values that tend to regard boys rather than girls as “science types” and that these may be transmitted during the socialization process, and the discussion of the critical role of significant others in the formation of science identity, this study focused on the values held by mothers, who are the main socializers in early childhood. We first tested the hypothesis that mothers are more likely to recognize their children as “science types” if they are boys, regardless of their children’s academic abilities. Second, we tested the hypothesis that such double standards may be caused by gender-related cultural beliefs. A statistical analysis of the results of a survey of 1,000 mothers who have children in the first grade clearly supported both hypotheses. The results suggest that girls need to overcome their parents’ low expectations to develop “science type” self-concepts.

著者

中村 大輝 松浦 拓也

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.4, pp.542-548, 2023 (Released:2024-01-24)

参考文献数

21

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Many interventions have been implemented to increase STEM aspirations among high school students. However, recent research has pointed out the possibility that the self-perception of the humanities and sciences is formed at a stage prior to high school. In this study, we hypothesized that a strong self-perception of the humanities and sciences is already formed at the junior high school stage, and examined the validity of this hypothesis through a secondary analysis of a nationwide survey. Specifically, using publicly available data from the Parent and Child Survey on Children’s Life and Learning, an ongoing longitudinal survey since 2015, we examined the timing of awareness of one’s aptitude for the humanities and sciences (Analysis 1), the evolution of self-perception of the humanities and sciences (Analysis 2), and the predictability of future choice of humanities or sciences (Analysis 3). The results showed that self-perceptions of the humanities and sciences were fixed from the third year of junior high school to the third year of high school, and that machine learning using data from the third year of junior high school could predict the future choice of humanities or sciences with a certain degree of accuracy (approximately 70%).

著者

石橋 一昴

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.246-255, 2021 (Released:2021-07-16)

参考文献数

36

被引用文献数

1

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Probabilities apply not to events in the real world we are familiar with, but to our information about that world at any given moment in time. But students understand “equally likely” to be based not on the recognition that probabilities apply to our information about events, but the recognition that probabilities do not apply to events in the real world we are familiar with. The purpose of this study is to develop principles for teaching “equally likely” based on the recognition of probabilities applying to our information about events in probability education. As a result, we developed principles for teaching “equally likely”, which consist of the following levels:1. We introduce “equally likely” based on a large number of independent identical trials of a random experiment in the physical world.2. We expand probability mathematically, and teach conditional probability.3. We make students understand that:• Probabilities apply not to events in the real world we are familiar with, but to our information about that world at any given moment in time.• “Equally likely” is an assumption in a hypothetical world based on the principle of insufficient reason.through problems about Bayesian updating.

著者

鷲谷 いづみ 佐藤 七郎

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.59-67, 1979-06-10 (Released:2017-06-30)

著者

深谷 哲

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.53-58, 1979-06-10 (Released:2017-06-30)

著者

仁宮 章夫 村岡 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.3, pp.225-230, 2018 (Released:2018-10-27)

参考文献数

12

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The reaction of two compounds, hypochlorous acid and a mixture of hydrogen peroxide and sulfuric acid, was investigated by applying them to the surface of copper plates, respectively. Hypochlorous acid was produced using two methods. The first hypochlorous acid was prepared by adding one drop of hydrochloric acid to a bleach solution containing sodium hypochlorite. The second hypochlorous acid was prepared through chlorine gas. Through X-ray analysis, the black substance produced by adding one drop to a bleach solution was identified as copper(II) oxide, whereas copper(I) chloride was also found on the copper. The black substance found on the copper plate from the mixture of hydrogen peroxide and sulfuric acid was assumed to be copper(II) oxide by chemical analysis.

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

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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

笹川 由紀 小野 道之

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.32, no.3, pp.216-229, 2008-09-10 (Released:2017-06-30)

参考文献数

30

被引用文献数

5

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In 2002, the guidelines concerning recombinant DNA experiments was renewed and now allows this experiment within a safety range at schools. It is said that the hands-on lab activity using the recombinant DNA experiment in high schools is very effective for understanding the basics of molecular biology, while making students interested in biotechnology and gene literacy education. Although it would be better for all students to experience, it, only a small number of student have a chance. We administered a questionnaire survey to teachers of biology and studied some cases carried out to popularize the recombinant DNA experiment. From these results, we investigated what is needed to make this experiment more popular in gene literacy education. The results of questionnaire survey showed that effective lessons mutually motivate teachers and students. Educational material kits make it easy for teachers to try and are useful for them. We know that is some good cooperation between school, university and administration, and therefore teacher motivation is very important. We conclude with 10 needs to popularize the recombinant DNA experiment; they are related in complex ways. It is important to carry out action continuously and see these things in the long-term.

著者

貝沼 喜兵 斎藤 淳一 原田 和雄 小林 興

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.27, no.3, pp.212-222, 2003-09-10 (Released:2017-06-30)

参考文献数

18

被引用文献数

13

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In an attempt to promote the understanding of life science, in particular DNA function, in junior and senior high school students, we have conducted a 2-day laboratory course on DNA and recombinant DNA technology in the Kanto area twice, in 2001 and 2002. We used the Biotechnology Explorer kit, available from Bio-Rad Laboratories as follows: 1) E. coli cells susceptible to ampicillin are converted to a resistant form by transformation with a DNA plasmid, pGLO, and 2) the transformed cells produce a fluorescent protein, GFP, which can be visualized by UV irradiation of colonies of cells. We also supervised an experiment where DNA is extracted from chicken liver. We analyzed the ability of the students to understand the experiments using the following three materials: 1) a written test before (pre-test) and after (post-test) the experimental course, 2) reports concerning the experiments, 3) a questionnaire. Based on these data we conclude that the majority of the students comprehended the experiments. We also discussed the significance of conducting laboratory experiments in recombinant DNA for junior and senior high school students

著者

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.19, no.1, pp.19-27, 1995-03-10 (Released:2017-06-30)

参考文献数

28

被引用文献数

8

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Recent progress in philosophy, history, and sociology of science has made us aware that the image of Western Modern Science we have believed so far is far from what it really is. Western Modern Science is now believed to be not the knowledge, but a kind of knowledge. This inevitably leads us science educators to realize that Western Modern Science can be set in a relativistic perspective. Another research trend has been appearing in science education enterprise. That is the trend in which Western Modern Science could be treated as a type of 'Culture' in the science education context. Integrating these trends together, the author aims in this article to propose a new perspective of science education, "Science as the Culture of Scientific Community". Then, the value or worth of learning science is examined from that perspective through the processes of criticizing the classical view of the value or worth of learning science, that is, the practical value, and the literate worth of science. The new contents of science classes are also proposed.