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Volume 19, Issue 1
Displaying 1-7 of 7 articles from this issue
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A Study on showing the reason of universal validity of a proposition by acting with material objectsMikio MIYAZAKI1995 Volume 19 Issue 1 Pages 1-11
Published: March 10, 1995
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn school mathematics, one aim of explaining a proposition should be to show the reason why the proposition has universal validity. However , that aim is not being sufficiently met. One reason seems to be that students cannot make use of the means necessary to achieve it. To achieve the aim of clear explanation, we can use as our means the content (What do we explain?) and the representation (How do we represent the content?). Our content is to reason the proposition from universal assumptions deductively. As to representation, I focus on "actions with material objects" in this paper. I set up the research problems as follows. What should a student do to show the reason why the proposition has universal validity by acting with material objects? I will offer the following conclusion in this paper. A student should do the following to show the reason why a proposition has universal validity by acting with material objects. i) Doing various actions with material objects to reach a conclusion from assumptions. ii) Finding invariant properties or relations with a possible suggestion as to common features within the action processes. iii) Producing the necessary actions forwardly and/or backwardly with a possible suggestion as to invariant properties or relations. iv) Organaizing actions from assumptions to conclusion on the basis of successive performance. v) Expanding the range to apply the organized actions.View full abstractDownload PDF (1255K) -
Hirohito YAJIMA1995 Volume 19 Issue 1 Pages 12-18
Published: March 10, 1995
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of the present study was to investigate the construction and validity of the scale of motives for science learning. Two hundred and four students of seventh and eighth grades were given questionaires on their perceptions of motives for science learning, their perceived abilities in science, and their future orientation. The factor analysis revealed that there were four factors of motives perceived by students. The motives for science learning were evaluated using an interest in experiments scale, learning activities scale, taking a high score scale, and profits from science scale. Each scale had a high reliability. To examine the validity of the scale of motives for science learning, the relationship between this scale and relevant factors in science learning was scrutinized. The result showed that there was validity of the scale of motives for science learning, and there was a particular correlation pattern between each scale and relevant factors in science learning. Also, there was a gender difference in the correlation pattern.View full abstractDownload PDF (836K) -
Masakata OGAWA1995 Volume 19 Issue 1 Pages 19-27
Published: March 10, 1995
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSRecent progress in philosophy, history, and sociology of science has made us aware that the image of Western Modern Science we have believed so far is far from what it really is. Western Modern Science is now believed to be not the knowledge, but a kind of knowledge. This inevitably leads us science educators to realize that Western Modern Science can be set in a relativistic perspective. Another research trend has been appearing in science education enterprise. That is the trend in which Western Modern Science could be treated as a type of 'Culture' in the science education context. Integrating these trends together, the author aims in this article to propose a new perspective of science education, "Science as the Culture of Scientific Community". Then, the value or worth of learning science is examined from that perspective through the processes of criticizing the classical view of the value or worth of learning science, that is, the practical value, and the literate worth of science. The new contents of science classes are also proposed.View full abstractDownload PDF (1142K) -
Jun NISIKAWA, Yuichi KURODA, Takumi AIDA1995 Volume 19 Issue 1 Pages 28-40
Published: March 10, 1995
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSTests on science were conducted to students in middle and primary schools. After students finished the test, test sheets were collected. Immediately, a blank paper was distributed to each student. A new assignment of reproduction of test problems and related figures was given to the students. None of the students were informed that the second test would be conducted. Four experiments of this type were done for middle and primary school students. It was found that students who presented correct answers memorize sentences connected to the answer selectively. They memorize figures in problems with slightly changed parts or lost parts, but maintain the main content. They change and leave out test sentences and figures during the process of solving problems.View full abstractDownload PDF (1270K) -
Shiroh MRIMT, Kazuhisa MIWA1995 Volume 19 Issue 1 Pages 41-51
Published: March 10, 1995
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study is to explain how students develop their cognitive structure in the process of learning Force and Motion concepts. Ten students (1st grade) in a upper secondary school learned the teaching materials designed for this study, and their verbal protocol was analyzed. The cognitive structure of the students was represented in the form of a semantic network. We discuss the transition process of Force and Motion concepts based on the network. The result showed that 1) the initial cognitive struture was characterized by naive concepts (ex. interpretation of motion based on internal force and velocity), 2) the students acquired the correct scientific concepts through learning by examples. Next the transition process of the cognitive structure was analyzed from two viewpoints-revising wrong rules and acquiring right rules. Through the analysis, we identified the learning process, which could not be found based on the analysis of the subjects' behavior.View full abstractDownload PDF (1317K) -
Akio HIRATA, Akiteru FUKUCHI, Takashi SHIMOJO1995 Volume 19 Issue 1 Pages 52-58
Published: March 10, 1995
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSA total of 2,010 teachers working in public elementary schools were questioned in order to investigate the status of science teaching literacy in Japanese elementary school teachers. The responses from 580 of these (29%) were collected and analyzed by dividing the teachers into the three groups of science-oriented teachers, literature-oriented teachers and other teachers, including junior college graduates etc., acording to their academic careers. The main findings of this study are summarized as follows: (1) Most elementary school teachers have not acquired enough basic knowledge or basic skills in physical geography and/or astronomy for elementary science teaching. (2) Science-oriented teachers are apt to be good at laboratory works such as in-door experiments while the other teachers are apt to be good at field works such as out-door observation in elementary science lessons. (3) Some elementary school teachers have difficulty in teaching observations or experiments in science classrooms. The reason for this difficulty is considered to be that not enough experience on observations and experiments are acquired by the teachers themselves and/or that their ability of making designs of observations and experiments suitable for children's cognitive development is weak.View full abstractDownload PDF (842K) -
Tadashi FUKUDA1995 Volume 19 Issue 1 Pages 59-65
Published: March 10, 1995
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn Japan, the study in upper secondary school science stresses not the accumulation of knowledge, but the development of positive attitudes and abilities through observations and experiments. However, this is hard to put into practice and to realize in the classroom. Therefore, we suspect that this situation has promoted student disinterest in school science. The author succeeded in creating interest and a positive attitude towards science through a investigative lesson using soil. It was shown from students' reports on the field study that they understood about various soil features, such as consistency, colour, layering, the formation process and the role of microorganisms living in the soil.View full abstractDownload PDF (779K)
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