児童期の内包量概念の形成過程に関する縦断的研究

抄録

A longitudinal study was done to investigate the formation process of two concepts concerning intensive quantity, velocity and thickness, in children. For the study subjects were 38 elementary school children in the fifth grade. Two kinds of comparison tasks about intensive quantity and three kinds of logical operation tasks were administered three times semiannually. The results showed that learning of verocity in the classroom affected the formation process of these two concepts, that inverse intensive quantity came to be understood especially in velocity from fifth to sixth grade, and that some errors in thickness were caused by some imperfectness of logical operation. In general, the transiton from one stage to the next was gradual and there were various transition types in the formation process of each concept.