著者

野口 大介

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.46, no.4, pp.483-484, 2022 (Released:2023-01-25)

参考文献数

4

著者

川村 康文

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.2, pp.126-134, 1997-06-10 (Released:2017-06-30)

参考文献数

2

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I teach the students physics with the following two points in mind. The first is what to teach in the physics class, and the other is how to teach it. So far as the first point is concerned, I took dynamics in driving as a theme, and as for the latter point I taught through student discussion. Better results were obtained in the latter class.

著者

田中 謙介

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.29, no.3, pp.240-247, 2005-09-10 (Released:2017-06-30)

参考文献数

16

被引用文献数

2

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The mechanisms of how materials are colored are not mentioned in high school science programs, even though colors or changes of colors are very useful in science as indicators of chemical reactions or the presence of chemical substances, for example, litmus papers and starch-iodine titrations. The primary question, 'Why is water blue?', has never been answered in science textbooks for high school. The color of a transparent material is shown as the complementary color of absorbed light in the material. Therefore water absorbs red colored light more than green and blue ones. I developed a new device which can measure optical absorbance of pure water by using red and green laser pointers as light sources and a solar battery as a sensor. The performance of this device shows the following : 1. Red colored light is clearly more absorbed in pure water than green colored light. 2. An absorbance coefficient of red colored light could be calculated as 3.5×10-3, which is almost the same as the previously known figure (E.O. Hulburt, 1945). Laser pointers have become inexpensive and several other colors are being developed. This device which uses these light sources, is expected to be utilized for school experiments.

著者

上ヶ谷 友佑 服部 裕一郎 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.46, no.2, pp.221-223, 2022 (Released:2022-07-08)

参考文献数

4

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

清水 優菜

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.3, pp.298-307, 2021 (Released:2021-10-05)

参考文献数

42

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The purpose of the present study was to examine the effects of environmental and affective factors on mathematical literacy by analyzing the PISA 2012 Japanese dataset. The data were analyzed by multilevel structural equation modeling at both school and student levels. It was found that: (a) At both levels, student-teacher relations were positively related to mathematical literacy, mediated by affective factors; (b) mathematical teacher support was positively related to mathematical literacy, mediated by self-efficacy only at the student level; (c) self-concept was positively related to mathematical literacy, mediated by self-efficacy and math anxiety only at the student level; (d) math anxiety was shown to have a negative effect on mathematical literacy at the student level; (e) self-efficacy was shown to have a large positive effect on mathematical literacy at both levels. These results suggest that improving student-teacher relations indirectly promotes better mathematical literacy via self-efficacy.

著者

亀山 晃和 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.46, no.1, pp.69-80, 2022 (Released:2022-04-08)

参考文献数

38

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The purpose of this study is to examine whether the effects of psychological safety for observation and experimental groups on critical discussion are moderated by self-efficacy and interest value. The results of the analysis suggest that psychological safety had a positive effect on critical discussion in high self-efficacy students. There was also a positive effect of psychological safety on critical discussion in the low interest value students. These findings suggest that students with high self-efficacy and psychological safety are fully capable of engaging in critical discussions. On the other hand, students who are low in either self-efficacy or psychological safety may not be able to engage in sufficient critical discussion. In addition, students with low interest value may be able to engage in critical discussions with a higher level of psychological safety.

著者

仙波 愛 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.25, no.2, pp.69-80, 2001-06-10 (Released:2017-06-30)

参考文献数

25

被引用文献数

2

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The exhibitions of the Exploratorium, founded in 1969 by the physicist Frank Oppenheimer, are believed to be one of the origins of "hands-on exhibitions" in science museums. The mission statement of the Exploratorium, "the museum of science, art and human perception" indicates clearly that their goal is not to exhibit what science really is. The purpose of this research is to examine the relationship between Oppenheimer's thought development and the crystallization of his idea of a new type of museum, Exploratorium, through deciphering various kinds of documents on his life and thought. The findings are as follows : (1) his insistence on art and sensibility comes from the fact that his mother was a professional painter, his family loved arts, and he was strongly committed to music, (2) his view of science was formed through the experience of "playing with haywire things" and the influence of his brother in childhood, his experience as a physicist, the commitment of ESS and PSSC, and teaching experience in high schools and university, (3) his view of a museum was formed through the experiences of ESS and PSSC activities, and development of his "Library of Experiments" at Colorado University.

著者

Sheila Gamut OYAO Takeshi FUJITA

出版者

Japan Society for Science Education

雑誌

科学教育研究 (ISSN:03864553)

巻号頁・発行日

vol.33, no.3, pp.179-191, 2009-09-10 (Released:2017-06-30)

参考文献数

32

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This study explores the beliefs and practices of Japanese and Filipino elementary teachers concerning their roles and those of their pupils in the conduct of hands-on science, as well as barriers to hands-on science teaching. A survey questionnaire was used to achieve the aims of this study. The results indicate that Japanese and Filipino teachers had beliefs and actual practices regarding hands-on science that can be described as having their pupils design the method of investigation, and work collaboratively. Nevertheless, Filipino teachers have the tendency to provide their pupils with the solutions to the problems. The findings also show that in both countries teachers had experienced major problems relating to laboratory apparatus, science materials and length of class period in their actual teaching. Additionally, Japanese teachers had experienced other big problems pertaining to planning time and limited background and experience in the use of science materials, whereas Filipino teachers felt that the large class size was another big problem. The results further corroborate previous qualitative findings that indicate associations between teachers' beliefs and practices.

著者

川崎 弘作 中山 貴司

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.42, no.4, pp.279-289, 2018 (Released:2019-02-02)

参考文献数

18

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In this study, we aimed to clarify how particle concepts are acquired and changed through a teaching method based on the building process of theory. We analyzed the concepts and processes learned by elementary school students by examining and analyzing lesson content (totaling 6 units from the third grade level “material and weight” to the fourth grade level “the destination of water”) over a period of 53 hours. As a result, the students acquired the following concepts (a to e) and the process of change in these concepts was clarified: a) Materials are composed of invisible small particles. b) Particles do not disappear. c) The size of the particles does not change. d) Particles move in all directions when heated. e) The difference in state occurs due to the difference in the size of the gap between the particles and the movement of the particles.

著者

清 水 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.27, no.3, pp.179-185, 2003-09-10 (Released:2017-06-30)

参考文献数

10

被引用文献数

1

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This research compares the effects of making a model for the purpose of increasing a student's observational abilities to the effects of sketching. In this case, each student had previously sketched a leaf arrangement to observe how the leaves were attached to a stem. By making a model, students could point out many more details about how the leaves were attached and were much more descriptive in their observations of leaf arrangements both during and after model-making. As a result, students not only learned more from model-making than sketching, but retained more information when tested two months later for example, by being able to describe how sunlight affects leaf arrangement. Thus, model-making was found to be more effective than sketching in two important ways: 1) students observed more details, and 2) students retained more information about what they were studying. Model-making, then, can be said to be a more effective way of enhancing the observation and retention of details and information than sketching.

著者

原田 和雄 松川 正樹 吉野 正巳 犀川 政稔 佐藤 公法 林 慶一 長谷川 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.45, no.3, pp.316-330, 2021 (Released:2021-10-05)

参考文献数

24

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The research activities that scientists perform routinely were analyzed and divided into stages. The research process of inquiry-based science in school was developed on the basis of the results of the analysis of scientists’ research activities. Two possible approaches were considered in the research process of inquiry-based science. Pathway 1 starts from the first stage of the inquiry-based science, which is the stage of having interest, curiosity or questioning. Pathway 2 starts just from the stage of defining the problem after presentation of a problem to students from a teacher or an advisor. Pathways 1 and 2 are the same after the problem defining stage, because a concrete inquiry activity starts after defining the problem. The main stages after defining the problem are developing a strategy for problem solving, observations or experiments, summarization of results, discussion and reaching conclusion. The scientific ability to be developed at each stage of the inquiry-based science was defined on the basis of the activities of researchers at the corresponding stage of scientific research. The activity at each stage was analyzed and defined as “Science Activity” and “Remarks on the Activity” and the results were summarized.

著者

高垣 マユミ

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.3, pp.184-195, 2005

参考文献数

21

被引用文献数

3

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This study aimed at devising a teaching strategy and a learning tool for effectively acquiring the concept of a simple pendulum, and examining their teaching effects by conducting science classes on the motion and function of a simple pendulum with respect to 30 fifth-grade students. As a result of conducting the classes, it was found that the following conditions need to be met to effectively acquire the concept of a simple pendulum. 1. Teaching Strategy (1) Length of string : Make the students get on a Tarzan rope for the purpose of recognizing isochronism through physical experience. (2) Pendulum weight : Make the students gather and analyze data acquired on simple pendulum phenomena in the real world to detect isochronism, in a clearly and highly-motivated manner. (3) Amplitude : Make the students iterate the process of mapping data of the numerical world to simple pendulum situation phenomena in the real world. 2. Learning Tool In consideration of the actual situation of the primary school students, give the students the opportunity to visualize simple pendulum phenomena which are difficult to visually capture at a speed that allows for simulation, while allowing each student to manipulate the time base individually in accordance with his/her interest and actual situation.

著者

伏見 康治

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.4, no.2, pp.67-70, 1980-06-10 (Released:2017-06-30)

著者

有元 秀文

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.4, pp.245-250, 2008-12-10 (Released:2017-06-30)

参考文献数

2

被引用文献数

1

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Japanese students have serious problems in Reading Literacy. Many cannot answer open-ended questions in the PISA test. No response rates for open-ended questions exceed the OECD average. A background for this problem is that Japanese teachers do not ask open-ended questions in the classroom. They don't usually discuss materials in school textbooks, and don't ask students to give their own opinions about these materials. The response rate for open-ended questions are also low in scientific literacy in PISA. The background for this problem may be similar to PISA reading literacy, because this problem originals in the Japanese culture of so-called silent communication. Japanese dislike speaking frankly and use vague expressions. But it's time to change so that we can participate in international society.

著者

瀬沼 花子

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.28, no.1, pp.34-42, 2004-03-10 (Released:2017-06-30)

参考文献数

13

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It is very important to know the "needs of society" for mathematics, and to incorporate them into mathematics curricula. A survey on "The degree of requirement and expectation for mathematics" was conducted for 2060 companies by mail from January to February 2002, and 399 companies replied. From an analysis of the results, it is revealed that the general image of a person as expected by companies is "Being able to know numbers, to do calculation, to make predictions based on data, to consider things logically, to make judgments, to know statistics, and to express things briefly" as a result of mathematics education. From an analysis of opinions about mathematics education, it is revealed that "Improvements of mathematics teaching" such as applications to everyday life, lessons which emphasize interest, etc are expected. In addition, "Logical thinking" and "Creativity" are also expected. Making predictions based on data has not attracted attention up to now and should be emphasized more. Although companies' expectation for statistics is very high, statistics has been shifted to the upper secondary mathematics from the lower secondary in the new courses of study. Moreover, companies pay attention to not only the contents of mathematics but also the ways of teaching.

著者

長瀬 諒麻 古屋 光一

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.40, no.4, pp.314-324, 2016 (Released:2017-02-02)

参考文献数

7

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In this study, we conducted a questionnaire survey using the instrument SUMS to consider the support appropriate for the classroom by typifying the tendencies of junior high school students’ understanding of scientific models. Firstly, a factor analysis was performed to reveal the factors determining students’ understanding of scientific models. Secondly, these factors were examined whether they are reasonable scientific models. Thirdly, on the basis of factor scores obtained from the factor analysis, a cluster analysis was performed to typify the tendency of students’ understanding of scientific models. As a consequence, the following findings were gained:(1) The factor analysis showed that the following five factors were extracted: “Models as multiple representations” “Models as exact replicas” “Models as explanatory tools” “Uses of scientific models” “The changing nature of models”(2) The five factors of students’ understanding of scientific models were examined as to whether those are reasonable scientific models. As a result, factors other than “Models as exact replicas” were judged to be proper scientific models.(3) Cluster analysis based on factor scores indicated four groups. We proposed forms of support in accordance with the characteristics of these groups.

著者

三崎 隆

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.17, no.2, pp.102-107, 1993-06-10 (Released:2017-06-30)

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In this study, the relationship between cognitive development and strata observation is discussed. The author investigated the cognitive development using GALT and observation skills using photographs of strata on 295 students. It is sure that, strata observation are influenced by cognitive development. The influence is shown as changes into a qualitative, quantitative, and classifiable observations from a simple observation, according to developing of their cognitive abilities.

著者

後藤 顕一 松原 憲治 野内 頼一 宮内 卓也 北川 輝洋 寺谷 敞介 松原 静郎

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.40, no.2, pp.166-179, 2016 (Released:2016-06-29)

参考文献数

33

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Aiming to foster competencies expected in chemistry education, experimental lessons with model-based learning for chemistry were implemented. The study verified how competencies expected in the discipline were fostered with respect to the practices of instructions, practice, and evaluation, through implementing lessons with and without focus on model-based learning. The mutual evaluation table (Goto, 2013) was used for evaluating the practice, mainly looking at the description written in the discussion part of students’ reports. Verification of the practice was based on the curriculum management model for science lessons (Goto and Matsubara, 2015). The experimental lessons demonstrated revealed what kind of impacts and challenges exist for practicing model-based learning for future implementation.

著者

磯崎 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.25, no.1, pp.11-23, 2001-03-10 (Released:2017-06-30)

参考文献数

46

被引用文献数

4

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"What is the professional knowledge and competence of science teachers?" This is an important theme for those concerned with, and interested in science teaching. This theme is historically recognized as universal in both western and non-western countries. In this paper the author has attempted to identify the professional knowledge and competence of science teachers before World War II from historical and comparative perspectives. First, the author describes two models of secondary teachers: the professional and the academic/liberal. The former was the predominant model for the education of secondary teachers at higher normal schools and the latter was the predominant model used in the imperial universities. The author has analyzed the curricula and records of informal meetings, which aimed to promote the professional development of secondary teachers in higher normal schools and in the imperial universities. Secondly, the author has compared the history of secondary science teacher education in Japan and England in terms of the development of professional knowledge and competence. The author concludes by categorizing the knowledge and competence required by secondary science teachers in Japan and England before World War II into :(i) Content knowledge; (ii) Curriculum knowledge and knowledge of educational goals and values, and (iii) Professional characteristics.