巻号一覧
19 巻 (1995)
- 4 号 p. 187-
- 3 号 p. 135-
- 2 号 p. 67-
- 1 号 p. 1-
19 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
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小川 正賢1995 年 19 巻 4 号 p. 187-188
発行日: 1995/12/10
公開日: 2017/06/30
ジャーナル フリーPDF形式でダウンロード (323K) -
松森 靖夫原稿種別: 総説
1995 年 19 巻 4 号 p. 189-201
発行日: 1995/12/10
公開日: 2017/06/30
ジャーナル フリーFor the last few decades it has frequently been argued that analogies may be valuable tools in teaching and learning difficult scientific concepts. The present paper first tries to present an overview of those previous arguments in accordance with three major categories (Text-Based Analogy, Teacher-Based Analogy, and Child-Based Analogy), pinpoints various problems raised by the previous studies, and considers them from an overall perspective. The present paper is summarized as follows: (1) There is a growing consensus on the meaning of the term 'analog' among cognitive psychologists. But neither science educators nor articles on science teaching have used 'analogy' in connection with the differences between 'analog' and the other terms (e. g., metaphor, simile, and model). (2) The effectiveness of using analogies in science learning and teaching is questionable, as has been attested by the conflicting results of previous studies. To examine such effectiveness more accurately, future research needs to describe and analyze each factor (e. g., teachers, capability, students' attitudes toward experimental lessons, communication in science lesson, and class management) in detail in order to construct effective science lessons.抄録全体を表示PDF形式でダウンロード (1673K) -
中山 迅原稿種別: 総説
1995 年 19 巻 4 号 p. 202-211
発行日: 1995/12/10
公開日: 2017/06/30
ジャーナル フリーThe purpose of this study is twofold: One is to survey cognitive approach studies in science education, and the other is to identify contemporary issues in this area and provide some perspective for future studies. Cognitive approach studies in science education are divided into the following three groups. (1) the constructivist approach, (2) the social-constructivist approach or the approach based on situated cognition, (3) other approaches. The features of the studies of each approach are discussed. On the basis of these discussions, a perspective for future studies is presented.抄録全体を表示PDF形式でダウンロード (1123K) -
熊野 善介, 長洲 南海男, 久田 隆基原稿種別: 総説
1995 年 19 巻 4 号 p. 212-223
発行日: 1995/12/10
公開日: 2017/06/30
ジャーナル フリーThere is no question that we need major innovations or changes in science and technology education for the Knowledge-Intensive Society which has already started in Japan. There have been some major challenges and efforts in science education in various countries and they have been sending interesting researches or data to our society. In the first part (II.) of this paper STS (Science/Technology/Society) in the US is examined as one of the major movements in science education for considering aims or goals. Based on the first part, 'STS' is understood to include 'constructivism' as the basic philosophy for construction of the new science education. The second part is a summary of action research of STS with constructivism. Four in-service education sessions were held at Shizuoka University where more than sixteen science teachers engaged in various activities in STS with constructivism. Thirdly, as a sample module of STS developed by one of the attending teachers, the module 'Medicine and Body' is examined in the context of Japanese culture for future innovation in Japan. Finally, another STS module developed by Nagasu et. al.,; 'Module Aquatic Environment at Lake Kasumigaura and Cultivation of Carps' is examined. The data and discussion show the positive effectiveness of STS with constructivism for now science education in Japan.抄録全体を表示PDF形式でダウンロード (1500K) -
岡村 寧, 吉崎 静夫, 片平 克弘原稿種別: 研究論文
1995 年 19 巻 4 号 p. 224-232
発行日: 1995/12/10
公開日: 2017/06/30
ジャーナル フリーThe purpose of this study are: 1) to investigate why children do not change their everyday cognition of "steam bubbles" after learning about "the change of water state" in science class, 2) to plan and practice a new teaching of "the change of water state" based on the cause of being unchanged, and 3) to assess the teaching. The results are as follows: 1) since there is a great difference between children's and teachers' thinking on "air bubbles" .children and teachers' one, children do not change their cognition of "steam bubbles" after science class, and 2) children can make their cognition of "steam bubbles" more scientific by comparing "steam bubbles" and "air bubbles", and relating "the phenomenon of steam bubbles forming" to the accompanying phenomena.抄録全体を表示PDF形式でダウンロード (1038K) -
鹿野川 正彦, 寺田 貢, 大場 勇治郎原稿種別: 研究論文
1995 年 19 巻 4 号 p. 233-239
発行日: 1995/12/10
公開日: 2017/06/30
ジャーナル フリーIndividual instruction is conducted in an experiment using "Cathod Ray Tube" in the Physics Laboratory with 1st year students in a Science and Technology course. Before manupulation of the apparatus, 10 questions relating to this experiment are given to each student on the screen of a personal computer. Answers from students are immediately evaluated. These results are available for individual instruction by an instructor; because the instructor can grasp the knowledge level of each student, he can give suitable instructions to each student. Several days after the completion of this experiment, we interviewed two students in order to reconfirm the build-up of knowledge and its representation in the electron motion under an electric field. Because their knowledge was not sufficient, we taught them again, giving questions relating to a falling body under gravitation. They now understood the electron motion through the analogy between gravitational field and electric field. We conclude that they could firmly build up a representation of the basic concept in the above experiment.抄録全体を表示PDF形式でダウンロード (876K) -
手塚 晃原稿種別: プラザ
1995 年 19 巻 4 号 p. 240-242
発行日: 1995/12/10
公開日: 2017/06/30
ジャーナル フリーPDF形式でダウンロード (345K)
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