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Volume 16, Issue 2
Displaying 1-7 of 7 articles from this issue
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[in Japanese]Article type: Article
1992 Volume 16 Issue 2 Pages 43-
Published: June 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (176K) -
Takahiro KAWAMOTO, Shizuo YOSHIZAKIArticle type: Article
1992 Volume 16 Issue 2 Pages 44-50
Published: June 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSChildren's preconceptions on an electric current are investigated by a questionaire and interviews. We give 423 children from third to eighth grades a problem, in which we ask a current behaviour in a simple circuit composed of a dry battery and bulbs. By analyzing children's answer, we classify the preconceptions to three categories: 1) the current flow is undersfood corrently; 2) the electric current is consumed in the bulbs; 3) the electric current flows out from both terminals of the battery to the bulbs. We conduct interviews for 22 middle schoolboys/girls, who have particular concepts different form other pupils. We discuss a formation of the preconception and changes of conceptions, relating to teaching materials on electricity in progress of the children's grades.View full abstractDownload PDF (832K) -
Nozomu SHINOHARA, Takeshi TAKAOKI, Katsuhiro KATAHIRA, Kiyoshi OKUMURAArticle type: Article
1992 Volume 16 Issue 2 Pages 51-59
Published: June 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSSome methods for teaching about plants using computer for the pupils of the elementary school have been researched, but their reports showed that the teaching using computer had less effect than that using explorative cards or illustrated books. In this research, the authors put some colored miniatures of plants and their data in computer and tried to adapt them to the teaching about plants for Japanese 3-4th graders. This research revealed that the explorative teaching about plants by using the computer with authors' built-in programs had effect as well as that of teaching using the explorative cards or illustrated books. Furthermore plants taught using exp1orative teaching produced good mental results, that is to say that teaching using computer allowed for easier understanding of plant species.View full abstractDownload PDF (987K) -
M. NARITA, Y. MATUDAIRA, S. JYOH, T. ITOH, F. HOSINOArticle type: Article
1992 Volume 16 Issue 2 Pages 60-66
Published: June 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSSapporo Seishu High-school is a girls' senior high school. The students are poor in learning, especially Science and Mathematics. And for the most part they are no interested in science. Then we formed a curriculum with Laboratory-works, for the purpose of followings. (1) To let interest them in science. (2) To set them experience of basic laboratory-works. (3) To set them experience of scientific thinkings. We have taught 3 classes in a week for 3rd grade. Then, the Laboratory-works classes have brought the desired effect on the whole.View full abstractDownload PDF (851K) -
Tomoyuki NOGAMIArticle type: Article
1992 Volume 16 Issue 2 Pages 67-72
Published: June 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe current issues in STS education have been the fundamental and historical problems to be solved in the field of sicence teaching since it was introduced into school as part of general education. We can find the same issues in the arguments on the general science movement in the 1910s to 1930s. American general science can be evaluated as one form of science teaching for all citizens, which aimed at socialization of science and scientific life for democratic society. There were, however,serious problems even at that time in putting ideal general science into practice, if looked at critically from the viewpoint of the role of science in the modern society already discussed by John Dewey. They were also the fundamental and essential issues concerning the role of science itself in society. Ideal general science teaching requires the revolution of society and substantial change in the role of schools. The STS education movement of today will inevitably faced with these problems which, as Dewey pointed out, were inherent in the general science teaching, if STS should proceed in the direction of idealistic approach.View full abstractDownload PDF (755K) -
Tetsuo HORIArticle type: Article
1992 Volume 16 Issue 2 Pages 73-78
Published: June 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study is to investigate an evaluation measure of scholastic competence in science which has been developed in the learning theory of the constructivism. On the bases of such investigations, the author examines the evaluation of the scholastic competence in science to find out what ought to be the most adequate one. So the author takes up the concrete example from the problems with "the change of the volume of air according to different degrees of temparature". Then the author examines the past problems with an evaluation measure in connection with constructivism's evaluation measure. Consequently the author comes to the conclusion that the following four points of the evaluation of the scholastic competence in science ought to be taken into consideration: (1) It is important to investigate what patterns of the knowledge are stored by learners. (2) It is important to introduce the learners' thought when one make problems. (3) It is not appropriate to evaluate the learners' thought since it is immediately after he has learned. (4) It is important to make the best use of the evaluation of learners' for the organization of teaching.View full abstractDownload PDF (666K) -
[in Japanese]Article type: Article
1992 Volume 16 Issue 2 Pages 79-81
Published: June 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (244K)
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