研究論文
互生植物の葉の付き方の理解に関する研究
2018 年 42 巻 2 号 p. 140-150
詳細
2018 年 42 巻 2 号 p. 140-150
In this research we examined science lessons with the objective to make learners understand different types of leave attachment by building models. The lessons were based on the results of the 2012 National Survey on Academic Performance and Learning Context, category science.
As a result we found that the students were able to notice the regularity of “opposite leaves”, but were unable to notice the regularity of “alternate leaves”. We analyzed why they had failed to notice the regularity of alternate leaves and proposed a “divergence” and a “phyllotaxis schematic view” as strategies to help them notice. “Using plants with simple divergence among alternate leaves” and “having students draw phyllotaxis schematic views” proved to be effective methods to help students notice the regularity of alternate leaves in the process of observing plants and building models.
It became clear that plants with simple divergence were no crucial factor for noticing the regularity of alternate leaves. Using plants with simple divergence and additionally having the students draw a phyllotaxis schematic view in jigsaw learning turned out to be effective methods to help students notice the regularity of alternate leaves.
