著者
松岡 葉月
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.1, pp.56-64, 2008-03-10 (Released:2017-06-30)
参考文献数
24

It is important that people maintain science communication at places such as museums throughout their lives, and the natural science museum carries an important role in this respect. However, a museum where science communication is developed is not only natural science system. Technology itself pervades in many aspects of human life, and that a general viewpoint beyond field of the studies has developed is a factor. This study clarifies the possibility of science communication in the History Museum in this through a fusion with history and natural science. The reason is that of physics and chemistry wethedology has been applied to the study of history. And therefore to think about human history from relations with natural environment from the viewpoint of environmental disruption has become important. From such techniques and an expansion of the object of historical study, I developed learning resources by fusing history and natural science in the History Museum, and show an example of the learning program and the actual situation of the user. A big problem in science communication is bidirectional communication between researchers and citizens. In this study, I pointed out that science literacy through citizens' active learning was necessary for bidirectional communication in the museum. Science literacy is a learning theory of constructivism and a scientific intellectual power. Furthermore, it involves fundamental skills for learning natural science and history. Science communicators understood these points and emphasized the necessity of learning support.
著者
吉田 甫 河野 康男
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.27, no.2, pp.111-119, 2003
参考文献数
22

A new curriculum based on stundent's informal knowledge in ratio was established in the present study. The goal of this study was to examine the effect of the new curriculum on students' understanding of ratio. The ratio concept as a quantity rather than symbol operations was stressed in the new curriculum. In addition, the second term of proportion (b × p=a ; b : base quantity, p : proportion, a: quantity to be compared) was introduced first in the sequence of teaching three terms on ratio. Thirty-five students participated in eight lessons based on the new curriculum and 71 received normal lessons following the textbook. The students of the experimental group showed significantly superior performance over the textbook group (control group) in solving ratio problems. Although computational strategy was used in the textbook group in problem solving, an estimation strategy was mainly adopted in the experimental group. These results are discussed from the viewpoint of curriculum based on informal knowledge in children.
著者
宮地 功 岸 誠一
出版者
一般社団法人 日本科学教育学会
雑誌
日本科学教育学会研究会研究報告
巻号頁・発行日
vol.8, no.3, pp.57-62, 1993
被引用文献数
1

AHPを用いて1時間の道徳授業による目標としている指導内容の変容を定量的に評価する方法を提案する。道徳教育における授業の視点に含まれる指導内容それぞれについて一対比較をして、授業によって目標にしている指導内容の重要度 (大切さ) を調べるアンケートを実施する。そのアンケートを授業の前と後に行い、重要度の差をとる。この値によって、どの指導内容がどの程度変化したかを知り、その授業によって生じた児童の道徳性の変容を定量的に知ることができる。小学校の道徳の授業において、提案した方法によってアンケートを実施し、授業展開にほぼ対応した変容がみられた。提案した方法による定量的な変容から授業効果を知り、授業方法を改善できるようになった。
著者
張 蘭翎 須曽野 仁志 下村 勉
出版者
一般社団法人 日本科学教育学会
雑誌
日本科学教育学会研究会研究報告 (ISSN:18824684)
巻号頁・発行日
vol.28, no.8, pp.45-48, 2018 (Released:2018-04-07)
参考文献数
6

中国人日本語学習者の語る力を向上させるために、デジタルストーリーテリングに注目した。筆者による日本語学習と演劇の経験を結びつけ、デジタルストーリーテリングを活用し、①状況・感情、②デジタルの良さを重視しながら音声での語り方を鍛えていく学習プログラムを開発した。本研究では、デジタルストーリーテリング用学習プログラムを試行した学習を行い、中国人日本語学習者が語りで苦手とする原因、語る力と意識にもたらす効果について考察する。
著者
石田 淳一 子安 増生
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.12, no.1, pp.14-21, 1988-03-10 (Released:2017-06-30)

642 children of grade 1 and 2 were given eight types of word arithmetic problems to test their understanding of semantic structure of addition and subtraction from two points of view: (1) choosing operations required to solve word arithmetic problems, and (2) making up word arithmetic problems to fit given calculations. The types of addition problems were join, combine, compare (compared quality unknown), and those of subtraction problems were separate, combine, compare (difference unknown), compare (compared quality unknown), join missing addend. The main findings are as follows. (a) Semantic structure has a profound effect upon the relative difficulty of word arithmetic problems. (b) Considering the childrens' performance from the two points mentioned above, especially, compare (compared quality unknown) [addition], combine [subtraction], and join missing addend problems are more difficult than others. (c) It is more difficult for children to make up word arithmetic problems to fit given calculations than to solve ordinary word arithmetic problems.
著者
武村 政春 山野井 貴浩
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.36, no.3, pp.292-307, 2012-09-10 (Released:2017-06-30)
参考文献数
46

Most high school and university students are interested in fictitious organisms that have featured in novels, movies, on television, and other media. In several countries, teaching trials using various fictitious organisms have been introduced in biology educational courses. For example, self-study of fictitious organisms during undergraduate courses, and an "origami bird" teaching material for evolution education have been reported up to date. "Caminalcules", fictitious organisms for teaching taxonomy and evolution, and BioLogica^<TM> simulation software for learning genetics have also been thought to be effective educational materials. After discussing the effects of these trials using fictitious organisms for Japanese biology education, we assess the potential of trials using fictitious organisms for future Japanese biology education.
著者
小松 孝太郎
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.35, no.3, pp.272-286, 2011-09-10 (Released:2017-06-30)
参考文献数
38

Recently, owing to their desire to cultivate pupils' ability to learn and think for themselves, educational researchers and practitioners emphasize inquiry-based learning. Toward inquiry-based learning relying on proof and proving, this paper deliberates a normative meaning of mathematical inquiry from a Lakatosian fallibilist perspective, and discusses educational values of mathematical inquiry. Firstly, this paper examines three aspects of mathematical inquiry and their sub-aspects, through analyzing Lakatos' chief book Proofs and Refutations (Lakatos, 1976) in detail. By synthesis of these aspects, this paper then conceptualizes the meaning of mathematical inquiry as "conjecturing statements through investigation of properties or relations of mathematical objects, proving them, and then refining the statements and proofs through refuting them, with the aim to reducing their uncertainty". Subsequently, this paper discusses educational values of the mathematical inquiry from three standpoints; change of pupils' views of mathematics, and their learning on methods for productive mathematical activities; change of pupils' views of proof and proving; learning of proof and proving from primary school level.
著者
古賀 智子
出版者
一般社団法人 日本科学教育学会
雑誌
日本科学教育学会研究会研究報告 (ISSN:18824684)
巻号頁・発行日
vol.20, no.1, pp.9-14, 2005-08-26 (Released:2017-11-17)
参考文献数
14

本研究は, 「総合的な学習の時間」において, メタ認知を促すと想定する方略が, メタ認知的知識の向上へ効果的かどうかを検証することと, 児童本来が持つメタ認知的経験を解析することを目的する。まず, メタ認知的知識測定質問紙を作成し, 本研究の処遇であるメタ認知を促す振り返り活動を組み入れた実践授業を, 小学5年生を対象に行った結果, 処遇は, メタ認知的知識の向上に効果的であるが, メタ認知能力の高低によって効果に差があることが明らかとなった。次に, メタ認知的経験の認知過程を捉えるため, 同じく小学5年生の学習過程の会話をプロトコル分析した結果, メタ認知的経験が見出され, 課題修正や方法修正には課題・方法・自己評価が関わる傾向があり, グループによってモニタリング発話は異なる可能性も見出された。
著者
山田 貴之
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.41, no.3, pp.361-372, 2017 (Released:2017-10-18)
参考文献数
23

The purpose of this research is to clarify a causal model of factors constituting students’ proactive learning in science classes in lower secondary schools as well as to gain hints about the establishment of a new method for establishing proactive learning among them. A questionnaire survey comprising 65 items was administered to 503 lower secondary school students (165 first-year students, 160 second-year students, and 178 third-year students) in a public lower secondary school in Gifu Prefecture. Seven factors were extracted from the analysis: logical thinking necessary for problem solving, interactive learning for the refinement of thinking, relationships and classification of learning contents, summary of learning contents, recording and organizing learning contents, motivated research activities, and proactive learning attitude. A path diagram was then constructed on these seven variables, and a path analysis was conducted. As a result, it was shown that in lower secondary science classes, students’ acquisition of proper learning strategies contributes to stimulate their motivated research activities and proactive learning attitude as well as to improve logical thinking and interactive learning.
著者
山下 修一 YEO Jennifer 湯地 涼介 中村 祐樹 山田 実加 成松 泉 平野 祐希子 YANG Lim Tong HWEE Lim Chia 野村 純 大嶌 竜午 馬場 智子 林 英子
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.2, pp.96-106, 2017 (Released:2017-07-15)
参考文献数
14

The purpose of this study was to investigate how findings in science education findings play a key role in the improvement of science lessons for secondary school students. Japanese university students created a science lesson on tomography for Singapore students as part of the TWINCLE program. We investigated the change of lesson plans, PowerPoint slides, teaching materials and worksheets on the topic of tomographic visualization before and after the lesson with our Singapore counterparts. The results of this study show three key points: 1. The process of improvement of the science lesson became a form of active learning for the university students. 2. The university students’ lesson plans and teaching materials were revised according to the context so as to find the location of blood clots present in blood vessels. 3. The revised hands-on activity exposed secondary school students to a more “authentic” application of the concept of tomography.
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

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
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 (Released:2016-04-05)
参考文献数
7
被引用文献数
1

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
瀬戸崎 典夫 森田 裕介 竹田 仰
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.4, pp.370-377, 2009
参考文献数
15
被引用文献数
6

The purpose of this research was to examine the teaching effect of using a "Multi-view VR Teaching Material of the Solar System". The teaching experiment was conducted with elementary and high school students. The result shows that the VR Teaching Material improved the interest and attitude of the elementary school students. In addition, it was shown that when the VR Teaching Material was used as an introduction, the level of understanding improved. Moreover, high school students obtained a similar learning effect, regardless of the use of the VR Teaching Material. In addition, we suggeste that the VR Teaching Material improves the level of understanding of elementary school students, and high school students with low learning capacity.
著者
大島 まり 川越 至桜 石井 和之
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.39, no.2, pp.59-66, 2015 (Released:2015-06-30)
参考文献数
11

Science and technology have continued to become more diversified in recent years, leading to further promotion of science, technology, engineering and mathematics (STEM) education and to advances that can be incorporated into science education. The Office for the Next Generation (ONG) was founded in 2011 at the Institute of Industrial Science (IIS), the University of Tokyo, to promote STEM education through outreach programs in collaboration with various industries. In this paper, we present several outreach programs designed and conducted by the ONG. The collaborative university/industry programs aim to encourage students in primary and secondary schools to deepen their understanding of STEM as well as the social roles and significance of science and technology. One of the goals of our outreach programs has been the development of a series of lectures by IIS professors and teaching materials such as experiment kits and visual materials based on the lectures. The visual materials will be provided as DVDs or YouTube videos. The materials will be provided with classroom instructions according to the curriculum of the related subjects, including social studies. We also describe the workshops developed jointly by ONG and industries. The outreach programs have been evaluated by questionnaire survey and by interviews of lecturers and people in industry. Lastly, we provide a summary of the challenges and the future prospects of the STEM education and outreach programs in university/industry collaboration.
著者
郡司 晴元
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.3, pp.225-232, 2015 (Released:2016-02-24)
参考文献数
26

The purpose of this paper is to present a method of making bone specimens in cooperation with a zoo. At the zoo, the veterinarian keeps dead animal specimens refrigerated after autopsies have been performed. The author borrows the specimens and turns them into bone specimens by heating them. During the heating process, it was found useful to put a specimen into a high-density polyethylene (HDPD) bag with water, and to keep the bag in hot water. This use of a HDPD bag helps eliminate malodors and maintains the alignment of the bones. This process has been practiced for eight years in classes at the Graduate School of Education, Ibaraki University. The benefits of the system are that graduate students experience cooperation with a zoo and are able to borrow the specimens after becoming school teachers. For its part, the zoo increases its collection of bone specimens as educational materials. Thus, the zoo, schools, and the graduate school of education effectively constitute a regional system of zoological education.
著者
奥本 素子 岩瀬 峰代
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.39, no.4, pp.359-366, 2015 (Released:2016-02-24)
参考文献数
20

Recently, art has received a lot of attention in science communication as a tool for engaging a potential audience. However, there are few studies that have analyzed the effects and characteristics of art in science communication. Therefore, the present research is an attempt to examine the emotional and transmission effects of art in the context of science communication. We used two works of art created through collaboration between scientists and artists. These works were then compared with other images of science communication and were analyzed for their communicative effects. Through an experiment that gauged the emotional effect of art, we found that people tend to be impressed by the novelty of a work of art. Through another experiment that probed the transmission effect of art, we also found that a work that used analogy could transmit a complex science concept better than a typical science illustration.
著者
山邉 昭則
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.3, pp.196-203, 2014 (Released:2014-09-11)
参考文献数
8

The use of visual expression in education has expanded significantly since the emergence of printing and photography technologies towards the end of the 19th century. Education and research in the 21st century will not be limited to the now-traditional combination of text and figures. E-books can now incorporate a wide variety of visual content and supplementary web services for printed textbooks are becoming standard. Science education research in particular cannot ignore the increasing academic use of visual content.This article provides a qualitative examination of the visual communication of science (focusing on educational material and research publications) in foreign institutions that have experimented with these new forms of education earlier than Japan. It shows that examples of visual communication can be grouped into organization-driven and researcher-driven types. The former brings the benefit of organization-wide visual unification, while the latter ensures that the researcher brings his/her professional expertise to the project. With increasing expectations for visual communication in education and research both in Japan and overseas, including the spread of Massive Open Online Course (MOOC), there is a need of further consideration of institutional understanding of and support for visual communication in science.