力の作用・反作用における知識の再構成を促す理科授業のデザイン

抄録

The purpose of this paper is to examine the effectiveness of instruction designed by the author on changes from informal to formal knowledge. The experiment strategy was derived form Clement's (1993) model of Bridging Analogies Strategy. 25 elementary school students (4 th grade) were instructed in action and reaction of force. Students' verbalizations during the lesson were investigated using an interpretive analysis, and their protocols in a pretest posttest, and transfer test were investigated using a quantitative analysis. These data indicated the following conclusions : (1) During the lesson, students interpreted the mechanism of force of action and reaction by detecting analogies with "Anchor", "Bridging", and "Target". (2) Students were instructed to relate phenomenological primitives to phenomena which were in conflict with informal knowledge through experiment and observation of a videotaped lesson, so that reconstruction of the knowledge was induced. (3) Students who understood other's ideas presented during the lesson and accommodated them with their own ideas, showed a higher degree of generalization.