著者

大嶌 竜午 ロバーツ ロス 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.35, no.2, pp.111-118, 2011-06-10 (Released:2017-06-30)

参考文献数

26

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Understanding scientific evidence is now an important component of school science curricula in many countries. Empirical work produces datasets with inherently varied data and statistical techniques are important to analyse the uncertainty. Research has shown, however, that students do not have a good understanding of the varied nature of data and how this affects the quality of the evidence, in terms of its validity and reliability. But can such an understanding be taught? This paper describes the ideas that form the knowledge-base for an understanding of evidence-the Concepts of Evidence-and illustrates how some of the ideas important for understanding the nature of varied data, which underpins an understanding of uncertainty and statistics, might be explicitly taught to pupils. The implications for practice are discussed.

著者

坂田 尚子 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.30, no.1, pp.3-13, 2006-03-10 (Released:2017-06-30)

参考文献数

27

被引用文献数

6

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Science Education in Japan begins only at 3^<rd> grade in Elementary school. Prior to this, children from the ages of 3 to 8 receive no formal science education or school-science education. In this research, the main focus is on the development of a vision for design of early childhood science education activities within a Japanese context. In order to develop a vision for the designing the activities, we need to analyze several things. First, we need to analyze the status of early childhood education in Japan. Second, we need to analyze the cognitive development of children themselves. We also need to consider other countries, for example the United States and Canada, where science education for early childhood has already been well developed. Moreover, the rationale for the acquisition of scientific literacy and global science literacy for young children is discussed. As a result of an over all discussion of scientific literacy and the present situation, a vision for design of science education activity for young children is developed. Finally, in consideration of scientific literacy, five science education activity examples are described.

著者

佐川 演司

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.33, no.2, pp.131-136, 2009-06-10 (Released:2017-06-30)

参考文献数

3

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Phenolphthalein changes to colorless from red in strong alkali. This is because a quinoid type diavalent anion (red) becomes a trivalent anion (colorless). The change in the red color of this reaction could be analyzed by the combination of a personal computer and a throwing type colorimeter, as I mentioned in my former article. If the preparation for this experiment is done in advance, all experiments are completed in two-period school hours. We can get the rate of this reaction, concentration dependence, temperature dependence, activated energy, equilibrium constant and so on. The following four results were found. First, the reaction rate became faster in proportion to the concentration of phenolphthalein, and increased about 1.7 times by a temperature rise of 10℃. Second, the activated energy seen for the direct reaction was 51kJ/mol, and the activated energy seen for the inverse reaction was 97kJ/mol. Third, the heat of this reaction was +46kJ/mol, and this reaction was a exothermic reaction. Fourth, the equilibrium was moved to the left by the temperature rise of the solution, and the equilibrium constant decreased.

著者

柿原 聖治

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.23, no.2, pp.106-111, 1999-06-10 (Released:2017-06-30)

参考文献数

2

被引用文献数

2

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Burets, volumetric pipets, and volumetric flasks are essential for titration. Burets stands and pipet stands are also needed. It is guite much troublesome to prepare for this experiment. It takes much time and labor for students to get used to these kinds of glassware. However, it is possible to carry out a titration without any volumetric measurement at all, involving only mass measurement. Since titration is based on volumetric measurement, the author has planed a titration based on the mass measurement with an electronic balance. A new unit called weight molarity is introduced. Weight molarity is the concentration of a solution expressed in moles of solute per kilogram of solution. This unit makes a neat equation for a titration, and the method above streamlines the titration procedure very much; each student can therefore perform the experiment with ease and speed. It is high time for us to reconsider the conventional volumetric titration and replace it with a gravimetric one, now that electronic balances have become quite popular.

著者

大宮 輝雄 奥村 清

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.4, pp.189-196, 1994 (Released:2017-07-29)

参考文献数

12

被引用文献数

3

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Japanese decators are concerned about the problems caused by the recent increase in the number of senior high school students who display dislike for science education.Of particular-concern is the decrease in the number of students who elect to take physics course.An analysis of the principal cause of this growing dislike for science education revealed the following conclusions.1. About 40 percent of male students and 60 percent of female students dislike science subjects in secondary school. 80~90 percent of these students profess a particular dislike for physics and chemistry. The oneset of this dislike for science education takes place in the second year of secondary education.2. The chief factors contributing to the dislike of physics and chemistry are the necessary use of education, formulas and basic understanding of these concepts among students.3. It was clear from the analysis that illustration with figures is a better method for understanding the contents of numerical equations.4. There are significant differences in education. It is therefore crucial for science educators to take into consideration these different attitudes among their male and female senior high school students.

著者

平田 邦男

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.11, no.4, pp.143-146, 1987-12-10 (Released:2017-06-30)

著者

岡本 紗知 青井 議輝

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.43, no.2, pp.187-204, 2019 (Released:2019-07-05)

参考文献数

88

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The nature of science (NOS) has become a priority in school science education worldwide and is currently considered essential for achieving a high level of scientific literacy. The present study analyzed and compared biology textbooks (molecular-biology related topics) used at the upper secondary level in Japan and Canada to determine whether NOS was sufficiently presented. This analysis showed that Canadian textbooks covered a much wider range of the NOS than Japanese textbooks. These findings also indicate that, in both countries, three NOS aspects (the empirical nature, the difference between observation and inference, and the cumulative and collaborative nature of scientific knowledge) were relatively well described, while two NOS aspects (the involvement of creativity and imagination and social and cultural embeddedness) occurred less. One of the striking differences between the two countries was the occurrence of theory-laden nature and subjectivity: It was well described in Canadian textbooks, but rarely found in Japanese textbooks. Overall analysis found that the degree of emphasis on each NOS aspect differed by country, and further suggested the importance of incorporating NOS acquisition into national curricula.

著者

荻原 彰 佐古 裕史 寺島 隆志

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.177-187, 2018 (Released:2018-10-27)

参考文献数

9

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The purpose of this study was to clarify the roles of stakeholders (such as teachers or researchers) in the development of competency of high school students through a case study of school science club activities.For this purpose, we investigated students and their teacher at a high school science club based on the Modified Grounded Theory Approach. Analysis of the results clarified the following points.1. The teacher set up a framework, but made students think about the detailed plan by themselves.2. The teacher imposed strict guidelines about adopting a sincere attitude and rigorous methodology toward research as well as encouraging students to select methods that met the purpose of the research.3. The teacher provided an opportunity for students to communicate with researchers and enlighten the public.4. Researchers provided research guidance and helped to motivate the students.5. Students of other schools served as good models for the students.6. Outreach activities offered a chance for students to enrich their knowledge and devise means of communication.

著者

中山 迅

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.22, no.1, pp.12-21, 1998-03-10 (Released:2017-06-30)

参考文献数

35

被引用文献数

2

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Lakoff and Johnson (1980, p.56) claim that most of our normal conceptual system is metaphorically structured; that is, most concepts are partially understood in terms of other concepts. From this viewpoint, metaphorical aspects of children's naive conceptions, concepts and models of science, and science classes are reconsidered. Models of science plays a central role in scientific theory. There are basic metaphorical ideas behind each scientific model. But learners of science may have naive conceptions that are based on different metaphoric ideas from those of the scientists. Learning science therefore necessarily involves getting new metaphoric ideas or modifying one's own metaphoric ideas. The necessity for research based on metaphor is pointed out. Some important proposals for science classes are also made.

著者

三宅 志穂 野上 智行

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.22, no.1, pp.47-53, 1998-03-10

被引用文献数

6

著者

小川 義和

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.1, pp.9-10, 2017 (Released:2017-05-25)

参考文献数

4

著者

布施 光代

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.4, pp.271-279, 2002-12-10 (Released:2017-06-30)

参考文献数

25

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This study examined the development of the concept of animals in childhood under the following experiments. In experiment 1 subjects were told to choose animal cards from twelve picture cards showing animals, plants, or inanimate objects. The results showed that first graders of elementary school did not have a clear concept of animals, while third and fifth graders have formed a clearer concept of animals. However, the third and fifth graders did not include humans in the concept of animals. It was also suggested that even adults still maintain naive concepts of animals that exclude worms and bees. Experiment 2 examined the development of the concept of animals based on the content of the explanations and examples of animals that children offered. The results showed that children tended to think that only mammal-like creatures were animals.

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

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<p>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.</p>

著者

小林 辰至 永益 泰彦

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.30, no.3, pp.185-193, 2006-09-10 (Released:2017-06-30)

参考文献数

8

被引用文献数

8

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Since scientific research begins with the setting of hypotheses, students at teachers colleges must to design hypotheses learn during teacher training. However, no effective generalized instruction methods for hypothesis setting have been developed. In fact, no such instruction has ever been carried out. In this study, we investigated the actual involvement of elementary school teacher candidates in inquiry into natural science and related fields in their elementary, junior and senior high school days. At the same time, we developed a method to design a hypothesis based on the technique of the "four question strategy" in order to practice this method using these teacher candidates, and demonstrated the following findings: (1) With the advancement from elementary and junior high school to senior high school, the percentage of elementary school teacher candidates who liked the subject of natural science tended to decline. In particular, during their senior high school days, half of such students disliked this subject. (2) The frequencies of observations and experiments tended to decrease, as seen in their low rate of liking for natural science when they advanced to higher schools. At high school, the frequencies of observations and experiments were only 20.3% even when both "high" and "somewhat high" were combined. This figure was extremely low compared with those of elementary and junior high schools, which is problematic. (3) The percentage of students who had gone through a series of the experiences of science learning was under 10%. (4) Two 60-minute sessions were conducted using the instruction method and worksheet developed through the "four question strategy." As a consequence, more than 90% of the students responded by saying "well understood," and "somewhat understood." From this outcome, we concluded that the newly proposed instruction method and worksheet were highly effective for the students to acquire a means to design hypotheses.

著者

石黒 浩三

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.1, pp.9-14, 1978-03-10 (Released:2017-06-30)

被引用文献数

1

著者

蒔苗 直道

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.264-271, 2011-09-10 (Released:2017-06-30)

参考文献数

21

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This study aims to clarify the effects of the Virginia course of study on the "Tentative course of study in mathematics" immediately after World War II. To this aim, the following three considerations are made. First, to clarify the foundation and construction of the Virginia course of study. Second, to clarify the main emphasis and underlying theory. And third, to clarify the effects on the "Tentative course of study in mathematics". As a result, three points were clarified. The Virginia course of study had two aspects. One was a core-curriculum as progressive education, and the other was subject instruction against progressivism. For the edition of the Japanese tentative course of study in mathematics, subject instruction was introduced. The part of subject instruction was based on Meaning Theory by W. Brownell. Meaning Theory was the teaching theory that emphasized understanding the meaning of fundamental processes in arithmetic and the relationship between them. In the "Tentative course of study in mathematics", we can see the same emphasis. However, the explanations were different from the Virginia course. In Japanese, the meaning of fundamental processes meant why and how the procedure was introduced as a fundamental process. The Japanese editor introduced Meaning Theory form Virginia course of study and developed the their meaning.

著者

田中 維 江草 遼平 楠 房子 奥山 英登 山口 悦司 稲垣 成哲 野上 智行

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.210-224, 2018 (Released:2018-10-27)

参考文献数

18

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We developed and evaluated animation-based learning contents for supporting scientific observations of animals in zoos. The contents provide the viewpoints of scientific observation. In order to evaluate whether the contents support observation, we developed cases of contents for observable features and behaviors of the hind flippers, noses, and claws of seals, and implemented a workshop for parents and children. The participants of the workshop were 15 parent-child pairs. Their average age was 7.0 years (SD = 2.0). We analyzed the video data of these 15 parent-child pairs’ observations using the contents. The results show that most parent-child pairs were able to observe the seals’ features and/or behavior using animation-based learning contents.

著者

大髙 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.42, no.2, pp.55-64, 2018 (Released:2018-07-12)

参考文献数

45

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At present, globalization is still in process, and from now on, globalization will continue to accelerate. In this article, “globalization and science education” will be dealt with from the following perspectives:1. From the Meiji Era, in the process of Westernization and standardization, the establishment and the development of Japanese science education.2. In the present world, the character of globalization and educational policy.3. The present situation and problems of science education in globalization.4. The prospects of science education in Japan correspond to globalization.In this article, the following conclusions were made. First, Japanese science education began amidst the globalization of Westernization since the Meiji Era, and after world war II, Japanese science education developed amidst the globalization of Americanization. Second, globalization has multiple meanings, under the bottom line there is neoliberalism, and in globalization there are aspects of objective reality and ideology, which influence world educational policy. Third, among the points of view of globalization there are some problems concerning the objectives and the curriculum of Japanese science education. Finally, from the point of view of diversity and peculiarity, Japanese science education has the potential to improve world science education.

著者

矢野 潤 塩原 正雄 平木 弘一 竹田 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.29, no.4, pp.308-312, 2005-12-10 (Released:2017-06-30)

参考文献数

6

被引用文献数

2

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Both a ringed copper plate electrode and a carbon rod electrode were arranged in a Petri dish filled with the electrolyte solutions : 0.2M H_2SO_4, 0.2M Fe^<3+>+0.2M Fe^<2+>+0.2M H_2SO_4 and 0.2M Fe(CN)_6^<3->+0.2M Fe(CN)_6^<4->+0.2M H_2SO_4 aqueous solutions (1M=1 mol dm^<-3>). The Petri dish was placed on a permanent magnet. The geometrical arrangement is shown in Fig. 1. The vortex motion of the electrolyte solutions originated from the Lorentz's force was clearly observed as soon as the constant-current electrolysis was started. The magnitude of the vortex motion was estimated by the rotation rate (R) defined as the equation (2). The larger the electrolytic current was, the higher the rate became. The rate was in the order of Fe(CN)_6^<3->/Fe(CN)_6^<4->>Fe^<3+>/Fe^<2+>>H_2SO_4 systems and the order was probably due to the valence of the ionic species. In addition, the equation of motion was analyzed for the Fe^<2+> ion using a simplified model. The experiment was demonstrated in front of college students as estimators.

著者

鈴木 栄幸 加藤 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.32, no.3, pp.196-215, 2008-09-10 (Released:2017-06-30)

参考文献数

24

被引用文献数

1

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This paper describes the concept of a Manga-based thinking method and discusses the results of the field tests of the method. A Manga-based thinking method is a method to encourage participants to scrutinize their presentation from the various viewpoints of related people. According to this method, learners are asked to represent the message of their presentation in the form of a Manga and then reflect on their messages by examining the Manga. It is expected that this method will support learners in grasping the social network of related people through envisioning all the related people's voices since Manga are comprised of spatially located actors who have their own words. The three field tests suggest that Manga-based thinking makes learners' thoughts more actor-oriented resulting in the method expanding learners' understanding about networks of related people and their presentations.