THE JAPANESE JOURNAL OF PSYCHOLOGY IN TEACHING AND LEARNING
Online ISSN : 2424-1725
Print ISSN : 1880-0718
ISSN-L : 1880-0718
Volume 1, Issue 1
Displaying 1-7 of 7 articles from this issue
  • Article type: Cover
    2005 Volume 1 Issue 1 Pages Cover1-
    Published: 2005
    Released on J-STAGE: October 10, 2017
    JOURNAL FREE ACCESS
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  • Article type: Index
    2005 Volume 1 Issue 1 Pages Toc1-
    Published: 2005
    Released on J-STAGE: October 10, 2017
    JOURNAL FREE ACCESS
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  • [in Japanese]
    Article type: Article
    2005 Volume 1 Issue 1 Pages 1-2
    Published: 2005
    Released on J-STAGE: October 10, 2017
    JOURNAL FREE ACCESS
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  • Keiichi MAGARA, Toshihiko SHINDO
    Article type: Article
    2005 Volume 1 Issue 1 Pages 3-19
    Published: 2005
    Released on J-STAGE: October 10, 2017
    JOURNAL FREE ACCESS
    Many teachers and researchers have reported that it is difficult for elementary school students to understand the meaning of the multiplication of decimal numbers. They explained that such difficulty might be caused by the students' notion that the meaning of multiplication was the cumulation of same number. We hypothesize that teachers' inappropriate understanding of multiplication concepts causes the students' difficulty. In study 1, we investigated how elementary school teachers conceptualize the meaning of multiplication of decimal numbers. Two problems were given to them. One was to write a story problem, where a correct answer would be obtained by calculating 3.2×4.6. The other was to explain the meaning of the multiplication 2.7×3.6 to a student who was perplexed by the nonsense notion of repeatedly adding 2.7 three point six times. Approximately seventy percent of teachers provided appropriate answers on the first problem, while only sixteen percent did on the second problem. In study 2, we tried to teach teachers college students the meaning of multiplication and obtained very good results. They were discussed from the standpoint of teaching principles adopted.
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  • Yohji FUSHIMI, Toru TATSUKI, Yoko ICHIKAWA, Tetsuo IWASAKI
    Article type: Article
    2005 Volume 1 Issue 1 Pages 20-36
    Published: 2005
    Released on J-STAGE: October 10, 2017
    JOURNAL FREE ACCESS
    This study was conducted in order to investigate the effects of teacher-training in productive activities on the transition of teachers' awareness of "productive activities in primary schools". We invited teachers to participate in a "Practical training course in productive activities", which consisted of a course of seven class meetings of 90 minutes each. Participating teachers rated their emotional images of "productive activities in primary schools", their perceptions concerning productive activities in their lives and the extent to which the training would have an effect upon the feeling of effectiveness, creativity and so on of the schoolchildren. Furthermore, participants were asked to rate their preferences for each productive activity and their consciousness concerning the extent to which schoolchildren would become skilled at the use of each tool and to which they would acquire a feeling of effectiveness. It was found that practical training in pruductive activities had a positive effect on the final scores of all evaluation items.
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  • Yoshifumi KUDO, Shinobu UNO, Hideaki SHIRAI, Tatsuya ARAI
    Article type: Article
    2005 Volume 1 Issue 1 Pages 37-47
    Published: 2005
    Released on J-STAGE: October 10, 2017
    JOURNAL FREE ACCESS
    The purpose of this longitudinal research was to clarify whether learners could maintain their learning effects of plants through three units of science learnt by the fifth grader and sixth grader in elementary school and to examine whether the learners could link new knowledge to old knowledge by themselves without teacher's support. The investigation about change in each understanding of germination, flower, and photosynthesis was made on the same 33 school children through pretest, posttest and delayed test. As a result, 1) As a whole tendency, high learning effect by teaching was slightly obtained but it was lost with the passage of time. 2) "Recovery" in the flower tests before and after the class of photosynthesis was assumed to be a sigh of children's own linking. The very few leaners showed the recovery. They tended to show high level of understanding of flower, photosynthesis. These results suggested that the learners tend to learn unit's contents without interrelating by themselves and that their understanding could be promoted by teacher's help for interrelating.
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  • Article type: Cover
    2005 Volume 1 Issue 1 Pages Cover2-
    Published: 2005
    Released on J-STAGE: October 10, 2017
    JOURNAL FREE ACCESS
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