科学概念の獲得 / 定着と文脈依存性に関する研究 (第2報) : 矛盾の意識化を促す指導法の開発

抄録

Students have five electric models (collision, circuit, one way, one way emission, two-way emission). Some students use these models depending on the context. For example, a student uses a collision model for a bulb problem, but has a circuit model are given for a motor problem. In the present study, the effect of simultaneous presentation was investigated. First, students are given a motor problem and a bulb problem separately, answering one problem. Two week after this, students answer the other problem. Another two week after this, students answer a motor problem and a bulb problem simultaneously. As a result, students who have context-dependent electric models in separate presentation have a consistent electric model in simultaneous presentation. Simultaneous presentation effects were used together with the proof/disproof teaching method. This new method makes students apply their electric models consistently