科学教育研究
Online ISSN : 2188-5338
Print ISSN : 0386-4553
ISSN-L : 0386-4553
15 巻, 4 号
選択された号の論文の7件中1~7を表示しています
  • 下沢 隆
    原稿種別: 本文
    1991 年 15 巻 4 号 p. 187-188
    発行日: 1991/12/10
    公開日: 2017/06/30
    ジャーナル フリー
  • 大高 泉, 鶴岡 義彦, 長洲 南海男
    原稿種別: 本文
    1991 年 15 巻 4 号 p. 189-196
    発行日: 1991/12/10
    公開日: 2017/06/30
    ジャーナル フリー
    The purpose of this study was to survey the curriculum of "Methodology of Science Teaching" of the preservice education for secondary school science teacher at all national colleges of education in Japan. Data were collected from all 49 institutions. The findings of the survey can summed up in four points: 1. Naming and Stuffing of the Subject "Methodology of Science Teaching". Eighty-five percent of 48 institutions use both the standard name, "Methodology of Science Teaching" and the changed name "Methodology of Subject Teaching in Science". In 75 percent of 44 institutions the teaching of "Methodology of Science Teaching" is mainly taken charge by a science educator. 2. Type of Instruction Used in "Methodology of Science Teaching". Except for the ten unknown instructions, approximately one-half of 39 institutions use lecture type of instruction in "Methodology of Science Teaching", two-fifth use lecture and semminar type, while a quarter use lecture and laboratory type. 3. Teaching Contents of "Methodology of Science Teaching". Introduction to science education as teaching contents is included in 76 percent of 41 institutions. Theories of instruction method and subject material are included in 34 percent and 27 percent of these institutions respectively. 4. Other Subjects in Science Education. Majority of 48 institutions have diverse subjects in science education.
  • 佐藤 千恵, 坂元 昂
    原稿種別: 本文
    1991 年 15 巻 4 号 p. 197-204
    発行日: 1991/12/10
    公開日: 2017/06/30
    ジャーナル フリー
    To understand the basis of formulae related to velocity and acceleration, it is helpful to consider the simultaneous movements of two objects. The purpose of this paper is to explore these simultaneous movements from the point of view of qualitative reasoning. The simultaneous movements of two objects can be represented by verbal expressions such as, "catch up with" or "draw apart." Verbal expressions are more ambiguous than quantitative expressions, but describe the movements with certain degree of accuracy. In de Kleer's method of qualitative reasoning, the movements can be modeled with the same level of accuracy as with verbal expressions. In this paper, using de Kleer's method, all of the simultaneous movements are represented with the same level of accuracy as verbal expressions. For this method, the manner of recognizing the simultaneous movements of two objects is logically represented. Next, the concept of direct product is introduced in order to understand the model intuitively. Human beings recognize the movements in many ways, according to developmental stages. Most of their recognitions are incomplete. The incomplete recognitions of the movements are modeled in this paper.
  • 大隅 紀和, 宮脇 保男
    原稿種別: 本文
    1991 年 15 巻 4 号 p. 205-212
    発行日: 1991/12/10
    公開日: 2017/06/30
    ジャーナル フリー
    We have designed and developed a Kanji test data analysis system by personal computer which mainly could be use for primary school level's writing practice. This system most provably make satisfy ordinary school teacher, they might be producing Kanji writing practice test, collecting data of young students, and data processing by this software. The system also could be using for Japanese wordprocessor input practice of young students for checking input words and letter.
  • 西川 純
    原稿種別: 本文
    1991 年 15 巻 4 号 p. 213-218
    発行日: 1991/12/10
    公開日: 2017/06/30
    ジャーナル フリー
    Former studies showed the asymmetry between causal and diagnostic inferences. The present study examined lower secondary school students' causal schemata in science education. The data of their inference were compared among grades. Results are as follows. 1) Students infer past from present with greater confidence than present form past. Students infer future form present with greater confidence than present from future. 2) Students infer effects from causes with greater confidence than causes from effects in general. This tendency hold good in bio1ogical fields, also. But, students infer causes from effects with greater confidence than effects from causes in earth sciences fields. 3) Students' causal schemata are not change in lower secondary school.
  • 長谷川 正, 臼井 豊和, 平賀 伸夫, 大坪 道夫
    原稿種別: 本文
    1991 年 15 巻 4 号 p. 219-225
    発行日: 1991/12/10
    公開日: 2017/06/30
    ジャーナル フリー
    A program making system for the diagonosis and guidance of individual student's learning difficulties has been developed. The user does not need any knowledge of programing such as BASIC programing to make a program using the system. The system make it possible for teachers to make their own programs in conformity with the contents of their teaching. The system consists of three main sub-systems; the sub-system for making a problem data file, for making a data file of a set of corret answers and a collection of messeges to be given as a prescription, and for carrying out the program made. Figuers and schemes can be incorporated into problems. The most problems used in quizzes or examinations in ordinary classes can be utilized for the diagnosis as they are. The programs made by teachers themselves make it possible to give each student in their classes individually prescribed instructions.
  • 島貫 陸
    原稿種別: 本文
    1991 年 15 巻 4 号 p. 226-227
    発行日: 1991/12/10
    公開日: 2017/06/30
    ジャーナル フリー
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