巻号一覧
15 巻 (1991)
- 4 号 p. 187-
- 3 号 p. 101-
- 2 号 p. 47-
- 1 号 p. 1-
15 巻, 2 号
選択された号の論文の7件中1～7を表示しています
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坂元 昂原稿種別: 本文
1991 年 15 巻 2 号 p. 47-
発行日: 1991/06/10
公開日: 2017/06/30
ジャーナル フリーPDF形式でダウンロード (161K) -
岩本 昌之, 篠沢 隆雄原稿種別: 本文
1991 年 15 巻 2 号 p. 48-54
発行日: 1991/06/10
公開日: 2017/06/30
ジャーナル フリーThe expression of the lactose operon and its regulation by chemicals in Escherichia coli involves many basic concepts of molecular biology. Through the identification and study of the phenomenon of the induction of β-galactosidase, we have come to recognize the operon theory and the basic mechanisms of transcription and translation. In the present study, we examined the events in detail during the induction of lactose operon in E. coli. 1) Assay of β-galactosidase can be simplified by the treatment of the induced cells with chloroform and sodium dodecylsulfate (SDS) and the activity of this enzyme can be measured with O-nitrophenyl-β-D-galactoside, a colorless substrate which is hydrolyzed to yield yellow products. Yellow products can be measured by its absorption at 420nm. 2) The time course of the induction of β-galactosidase activity could be followed after the addition of lactose. 3) β-Galactosidase and β-galactoside permease which involved in the lactose metabolism were induced coordinate manner by lactose. 4) The experiment using inhibitors which inhibits protein synthesis or RNA synthesis showed that induction represented the de novo synthesis of lac enzyme molecules. These experimental system is useful to understand the operon theory in the classroom.抄録全体を表示PDF形式でダウンロード (753K) -
田中 賢二, 柿原 聖冶原稿種別: 本文
1991 年 15 巻 2 号 p. 55-61
発行日: 1991/06/10
公開日: 2017/06/30
ジャーナル フリーA comparative content analysis of USA "Earth Science" and GDR "Physische Geographie", "Astronomie" was made using the indices of lower secondary level textbooks. In the GDR, geography is composed of two separate categories, i.e., "Physische Geographie" (natural science) and "Okonomische Geographie" (social science). Quantitatively, the contents are roughly similar. Geology and astronomy are the two main fields in both countries. However, there are few teaching contents that were found out to have in common in both countries, due to the differences in their structures and properties of the different systems.抄録全体を表示PDF形式でダウンロード (829K) -
湯沢 正通原稿種別: 本文
1991 年 15 巻 2 号 p. 62-67
発行日: 1991/06/10
公開日: 2017/06/30
ジャーナル フリーSome physical phenomena which are to be taught in science education are difficult to understand and are often regarded as objects by many students. The purpose of this study is to show that some features of objects constructing a physical phenomenon are often mistaken for the features of the phenomenon itself. Twenty junior high school students were asked whether, for example, photosynthesis could be green. Some students thought that photosynthesis itself could be green because leaves, indispensable to photosynthesis, are green. The implications of the results in science education were discussed.抄録全体を表示PDF形式でダウンロード (643K) -
熊野 善介原稿種別: 本文
1991 年 15 巻 2 号 p. 68-74
発行日: 1991/06/10
公開日: 2017/06/30
ジャーナル フリーEnvironmental Education in the U.S. is examined and analyzed from various points of view: goals, purposes, historical background and present situation. Through these viewpoints, we can summarize that E.E. in the U.S. was motivated by environmental problems in the 1960's and 70's. Indeed, all of American culture and history has strongly influenced E.E. in the U.S. On the other hand, the desired outcomes in science education during the same decades were getting worse. From around 1980, more and more problems in science, mathematics and computer science were identified. The stimulus for reform was caused by the so-called 'Economic Sputnik, or 'Japan Shock'. The second part of this paper, focusing on recent changes in science education in the U.S. are summarized by the concept of the 'STS Approach'. Though RUBBA (1987) insists that 'STS Education' is very similar to E.E., the development of the 'STS Approach' was quite different from that of E.E. YAGER (1990) recommends the term 'STS Approach' instead of 'STS Education, and has proposed this broader definition of 'STS Approach' can provide a picture of the needed reform in crises including the goals or purposes, curriculum development, teaching methods, evaluation,strategies and different teacher roles in science education. Most of the current U.S. educational reforms have not resulted in real improvement. However,the 'STS Approach', when broadly conceived, may be most powerful educational activity for the enrichment of future science education.抄録全体を表示PDF形式でダウンロード (835K) -
吉川 厚, 大場 勇冶郎原稿種別: 本文
1991 年 15 巻 2 号 p. 75-88
発行日: 1991/06/10
公開日: 2017/06/30
ジャーナル フリーA questionnaire is conducted on 1st year students, who have almost finished the electromagnetics class. Contents of the questionnaire are composed from 122 items of quantities and laws appeared in electromagnetics. Each student judges, by himself, where is located his understanding degree on each item. The understanding degree is specified by 6 stages with practical examples. Data of questionnaire are analyzed using methods of factor analysis, cluster analysis and dual scaling. As results, it is found that items are classified into 10 factors according to easiness of understanding and familiarity of names of quantities. Also, students are classified into 6 clusters according to their carriers, records and personalities. We suggest how to raise up the understanding levels which are depending on factors and clusters. Next interviews are conducted on 4 groups consisted of few students. We asked them what teaching manners and/or methods are better for understanding lecture, and we got various answers from students who carries good records and an enthusiastic character. Considering students' answers, we suggest better lecturing styles.抄録全体を表示PDF形式でダウンロード (1180K) -
吉川 厚, 大場 勇冶郎原稿種別: 本文
1991 年 15 巻 2 号 p. 89-99
発行日: 1991/06/10
公開日: 2017/06/30
ジャーナル フリーA questionnaire was conducted on the 1st- and the 2nd-year students and 2 teachers in science and technology course, at nearly the end of term. The 1st-year students have almost completed the electromagnetics class. The questionnaire is composed of 171 pairs of 19 quantity terms which apperas in the electromdgnetics. Each student judges a degree of similarity between two quantities of pairs by him/herself. The similarity degree is specified by 11 stages. The closer a relationship between two quantities is, the higher number of stage is specified. Using the type IV quantification method, data obtained from the questionnaire are analyzed. It is found that student's concept structures may be classified roughly into 4 groups according to his and her learning experiences, learning records and lecture given to him and her. Also, it is found that there is a difference between male and female students, in grasping physical concepts. On the basis of this classification, we discuss how to teach students.抄録全体を表示PDF形式でダウンロード (739K)
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