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Volume 16, Issue 4
Displaying 1-8 of 8 articles from this issue
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[in Japanese]Article type: Article
1992 Volume 16 Issue 4 Pages 159-160
Published: December 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (295K) -
Toshiyuki NAKAGAWA, Shizuo YOSHIZAKIArticle type: Article
1992 Volume 16 Issue 4 Pages 161-168
Published: December 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn this paper, the following results are known in consequence of classifying and comparing sixth grade student' strategies to solve word problems in mathematics. 1 Strategies are formed hierarchically from synthetic to concrete. 2 Students with high academic achievement use many strategies to solve problems, but students with low academic achievementuse do few ones. 3 Students use many strategies to solve moderately difficult problems.View full abstractDownload PDF (863K) -
Takahito YAMASAKIArticle type: Article
1992 Volume 16 Issue 4 Pages 169-177
Published: December 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSAt the upper grade of the Gymnasium in Federal Republic of Germany one subject is differentiated into two courses 'Grundkurs' and 'Leistungskurs'. The purpose of this paper is to clarify characteristics, real conditions and problems of this course differentiation in the selection system of science subjects specially in the case of biology. This differentiation aims for the flexible education which is designed according to each student's ability, aptitude, interest and his furture course. One of characteristics of the course differentiation is that he can select any major subject in university, no matter which course and what subject he may take at the upper grade of the Gymnasium. In the case of biology the difference of these two courses is not the construction of handled themes, but the degree of their emphasis on student's experiments, practices and his independent studies. Such differentiation depends on the idea (equivalence of subjects', that is each subject is equally meaningful in the view of the preparatory education for the study in university. But the selection system of science subjects containing the course differentiation has a problem how to arrange the idea of this system according to the actual conditions of schools and students.View full abstractDownload PDF (1026K) -
Isao MIYAJIArticle type: Article
1992 Volume 16 Issue 4 Pages 178-184
Published: December 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSWe developed the drill-type CAI for improving to understand the changing of variable content by the given five arithmetic assignment statements. Students learned twice on the last classes of the first and the second terms by using the CAI until they have gotten a full mark. The change of average correct answer agrees closely with the logistic curve. The changes of learning time and time to read explanation are exactly fit for the logarithmic functions. These curves are especially usefull in providing estimation of the masterly learning processes. The learning times, the cumulative initial learning time, the cumulative learning time, the explanation time, and the initial learning time of the first time on the second term decrease about a half of, a half of, one-third of, one-third of, and one-fourth of the first term, respectively.View full abstractDownload PDF (647K) -
Shinya MORIMOTO, Noriaki SAKAMOTOArticle type: Article
1992 Volume 16 Issue 4 Pages 185-189
Published: December 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study is to describe the model of science teaching and learning process so as to make clear the children's views of the natural world. The methodology adopted this study is the communication model that clarifies the interaction between the teacher's and learner's rule system. Consequentry, the authors could set up the stages of learning activities in order to prompt the children's knowledge formation and transformation.View full abstractDownload PDF (572K) -
Kumeo SUZUKI, Yosinobu TOKITAArticle type: Article
1992 Volume 16 Issue 4 Pages 190-199
Published: December 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSWhen secondary school science teachers make their students learn the environment, it is important to consider the students' observations. At present, researchers of science education examine the students' observations such as, changes in the environment and environmental pollution. They also investigated the curriculum of environmental education used by teachers. In this study, students' and teachers' observation of the environment were compared by asking them to answer the same set of questionnaires. The following facts were found out: 1) Teachers know that the changes in the natural environment and environmental pollution were caused by themselves, while most of the students didn't know at all. 2) Teachers want to teach real changes in the environment while the students expect to learn the earth's future and mankind. 3) Both teachers and students are not interested in environmental pollution's examination. 4) No significant changes in the environment ocurred even by teaching the students in the secondary school.View full abstractDownload PDF (987K) -
Atsuko HOSINO, Koichiro MURASE, Tadahiko GOTOArticle type: Article
1992 Volume 16 Issue 4 Pages 200-208
Published: December 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIt is important to improve both technical and intentional effects in the training of educational computing for teachers. The intentional effects mean their desires dnd confidences to use computers practically at schools. The purpose of this research is to clarify a mutual relation of the image to educational computing of teachers and the intentional factors of their training. As a result of the investigation and the analysis, it was clarified that the effects of the training are prescribed by the image. Especially, it has been understood that the image factor of "Good feeling and lucid" infludences strongly. In addition, the image, which the teacher has had before training, is influenced by the level of the experience of the computer use. However, the image changes through training and continuously becomes clear. Moreover, prescription of the effects increase. On the other hand, the image of the students of the faculty of education is more flexible than classroom teachers, and is improved easily compared with teacher's one. Therefore, it must be useful to guide appropriately for students before they become teachers.View full abstractDownload PDF (974K) -
[in Japanese]Article type: Article
1992 Volume 16 Issue 4 Pages 209-211
Published: December 10, 1992
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (371K)
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