Journal of Science Education in Japan
Online ISSN : 2188-5338
Print ISSN : 0386-4553
ISSN-L : 0386-4553
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Volume 12, Issue 1
Displaying 1-7 of 7 articles from this issue
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  • [title in Japanese]
    [in Japanese]
    1988 Volume 12 Issue 1 Pages 1-6
    Published: March 10, 1988
    Released on J-STAGE: June 30, 2017
    DOIhttps://doi.org/10.14935/jssej.12.1
    JOURNAL FREE ACCESS
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  • [title in Japanese]
    Article type: Appendix
    1988 Volume 12 Issue 1 Pages 7-13
    Published: March 10, 1988
    Released on J-STAGE: June 30, 2017
    DOIhttps://doi.org/10.14935/jssej.12.7
    JOURNAL FREE ACCESS
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  • The effect of problem structure upon choosing operations and making up stories in word arithmetic problems
    Junichi ISHIDA, Masuo KOYASU
    1988 Volume 12 Issue 1 Pages 14-21
    Published: March 10, 1988
    Released on J-STAGE: June 30, 2017
    DOIhttps://doi.org/10.14935/jssej.12.14
    JOURNAL FREE ACCESS
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    642 children of grade 1 and 2 were given eight types of word arithmetic problems to test their understanding of semantic structure of addition and subtraction from two points of view: (1) choosing operations required to solve word arithmetic problems, and (2) making up word arithmetic problems to fit given calculations. The types of addition problems were join, combine, compare (compared quality unknown), and those of subtraction problems were separate, combine, compare (difference unknown), compare (compared quality unknown), join missing addend. The main findings are as follows. (a) Semantic structure has a profound effect upon the relative difficulty of word arithmetic problems. (b) Considering the childrens' performance from the two points mentioned above, especially, compare (compared quality unknown) [addition], combine [subtraction], and join missing addend problems are more difficult than others. (c) It is more difficult for children to make up word arithmetic problems to fit given calculations than to solve ordinary word arithmetic problems.
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  • Towards a Reconstruction of Rika (natural science) Education : Unification of "Nature Study" with "Science Education"
    Yoshito HIJIOKA
    1988 Volume 12 Issue 1 Pages 22-28
    Published: March 10, 1988
    Released on J-STAGE: June 30, 2017
    DOIhttps://doi.org/10.14935/jssej.12.22
    JOURNAL FREE ACCESS
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    There have been two attitudes as to the purpose and method of Rika education in Japan. One is the so called "nature study" which teaches pupils natural phenomena through observation and experiments, and the other, "science education" which insists firmly that the educational objective of Rika is to teach natural science which human beings have developed. In spite of the efforts of teachers with either attitude, pupils have been left out of knowing and enjoying nature because of the defects in both attitudes. To avoid the poor results of such teaching methods a reconstruction of the Rika education program towards the full recognition of nature by unifying the both attitudes is argued for. This unification of both attitudes is arrived at in a later comprehensive recognition process when learners practise by themselves to understand phenomena through the study of such phenomena and the synthesis of the scientific principles, such as natural laws and theories, involved. In the last phase of the new program learners can form a comprehensive image of nature which includes the whole knowledge of the various phenomena of nature and scientific principles.
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  • Computer Science/Informatik in the Upper Secondary Education
    Kenji TANAKA, Seiji KAKIHARA, Toshitsugu YONAMI
    1988 Volume 12 Issue 1 Pages 29-37
    Published: March 10, 1988
    Released on J-STAGE: June 30, 2017
    DOIhttps://doi.org/10.14935/jssej.12.29
    JOURNAL FREE ACCESS
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    In this paper, firstly the objectives and contents of Computer Science/Informatik in USA, UK, and FRG are classified into the generally accepted categories, i. e., Knowledge, Skill &amp Attitude; Hardware, Software &amp Social Aspect, and then analyzed. Concerning their objectives, three countries require in common the Knowledge and Skills for the programming. Informatik includes social science aspects such as the historical background. Therefore, the emphasis on social aspects of FRG is higher than that of USA and UK. In USA, hardware is scarcely taught but software is greatly treated, whereas in UK, equal emphasis is on hardware and software. Handling software requires, if anything, skill aspect, while handling hardware requires rather knowledge aspect. From this tendency, the above-mentioned facts can be interpreted as in; USA the emphasis on skills is greater than on knowledge, but in UK the proportion of emphasis is opposite. Considering the circumstances mentioned above, when a new independent subject such as Computer Science/Informatik is introduced into the upper secondary education, two influential factors must be considered; (1) whether or not the contents of social sciences should be included into this subject, (2) as far as natural sciences are concerned, to what extent the mathematical and electronical engineering basis should be dealt with.
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  • [title in Japanese]
    [in Japanese], [in Japanese]
    1988 Volume 12 Issue 1 Pages 38-40
    Published: March 10, 1988
    Released on J-STAGE: June 30, 2017
    DOIhttps://doi.org/10.14935/jssej.12.38
    JOURNAL FREE ACCESS
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  • [title in Japanese]
    [in Japanese]
    1988 Volume 12 Issue 1 Pages 41-
    Published: March 10, 1988
    Released on J-STAGE: June 30, 2017
    DOIhttps://doi.org/10.14935/jssej.12.41
    JOURNAL FREE ACCESS
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