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Volume 20, Issue 2
Displaying 1-8 of 8 articles from this issue
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[in Japanese]1996 Volume 20 Issue 2 Pages 71-72
Published: June 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (262K) -
Hiromitsu MUTA, Tomoko MASUDA1996 Volume 20 Issue 2 Pages 73-78
Published: June 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSAs the information-oriented society develops, much attention has been paid to informatics education at school. In the past ten years, schools have been equipped with more computers, and subjects related to informatics education have been introduced in to school curricula. The purpose of this study is to find out how industry in Japan evaluates such efforts in school education to promote informatics education, and what it expects from the outcome of informatics education at schools. Our analysis is based on primary data collected through a questionnaire sent out to Japanese companies. The result of the research shows that industry considers that knowledge on how to use major application programs such as word processing and spread sheets is important; however, the most important thing is that students acquire logical thinking, problem solving ability, and creativity through long-term informatics education.View full abstractDownload PDF (757K) -
Takashi HAMANO1996 Volume 20 Issue 2 Pages 79-87
Published: June 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe aim of this paper is to introduce the informatics education curricula in Korea and Australia, compare them with the curriculum developed by Nishinosono (1995), and point out some challenges for the improvement of informatics education in Japan. The aim of informatics education in Korea is to catch up with information technology in developed countries such as Japan through educational computing and special education for the gifted, and educational reform. In Australia, the main aim of informatics education is to develop in students an understanding of computers. There are two kinds of courses. One is a preliminary course, and the other is a higher school certificate course. Both courses have adequate class hours. There are many options in computing studies and it is possible for each school to take a flexible attitude to informatics education, there are many evaluation items which are suggestive for curriculum development in Japan.View full abstractDownload PDF (1055K) -
Kazuhiro TAKAHASHI, Takahisa FURUTA, Toshiki MATSUDA, Takashi SAKAMOTO1996 Volume 20 Issue 2 Pages 88-97
Published: June 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe UNESCO curriculum of informatics for secondary education is compared with that for high school students by Nishinosono et al. (1995). Based on this comparison, we suggest what is desirable for Japanese high school students. The most basic course in informatics should be required of all students. There should be two main objectives in the required course: developing a good understanding of the foundations of computer science and the relation between society and information. The foundations of computer science, in this case, mean the use of systematic problem solving methods such as modelling or applying formal algorithms in the broadest sense. This corresponds to the emphasis on practice in problem solving in the UNESCO curriculum. In the relation between society and information, students are expected to grasp some advanced understanding of the morality of the information society and the social influences of information technology. This is thought to be most appropriate to be taught at the high school level because of the required maturity of students.View full abstractDownload PDF (1269K) -
Jun NISHIKAWA, Eijiro FUYUNO1996 Volume 20 Issue 2 Pages 98-112
Published: June 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe relations between the consistency of the concept of electric current and acquirement/fixation of scientific concepts were investigated. We designed four contexts (a bulb, two bulbs, a motor, two motors) for investigation problems. The pattern of application of electric current models to the four contexts forms an index of consistency of concepts. The results indicate that: (1) A clear context dependency was observed. The context dependency decreased with age. (2) Students who applied the wrong model to all contexts showed a good rate of acquirement/fixation of scientific concepts. (3) Students who applied the electric current model stubbornly selected the same model consistently. Student who had high context dependency were not conscious of their concepts clearly. (4) The method of teaching to be conscious of one's concepts and relying upon one's concepts was available for conceptual conversion.View full abstractDownload PDF (1577K) -
Fumi GINSHIMA1996 Volume 20 Issue 2 Pages 113-119
Published: June 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study is to examine the meaning of Number Sense and a framework for describing it. It reveals that the meaning of a for Numbers is related to the following issues: meaning, property, and relation of numbers, and of the operation on numbers. However, those issues are situation-specific. In constructing the framework, the process begins with determining some aspects of students' activities, and analyzing students' activities using those aspects, then examining through those aspects closely. The framework suggests five aspects of students' activity should be considered: "object", "situation", "aim", "method", and "validation", "Method" and "validation" can be discussed in terms of mathematical appropriateness and appropriateness which is related to the aim of a particular situation. Moreover, for the purpose of describing Number Sense, the framework also suggests that we should consider the relationship between the five aspects. Specifically, we should also examine the other three aspects of students' activities: "object", "situation", and "aim".View full abstractDownload PDF (855K) -
Satoru KABEMOTO, Takanori TSUTAOKA, Sadaaki MIYAUCHI, Chiharu UTSUMI, ...1996 Volume 20 Issue 2 Pages 120-125
Published: June 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSA thermometer using two thin film platinum sensors (resistance is 10Ω at 50℃) has been developed for science education. The thin film sensor has small heat capacity and resistance changes fast with temperature. Therefore, temperature response is good. Both temperature and temperature difference between two the sensors can be measured simultaneously by using bridge circuits in which the resistance of lead wires of the sensors is compensated. Measurement error is; within +0.2℃ in the temperature range from 0.0 to 50.0℃. This thermometer has been applied to the measurements of temperature changes in adiabatic expansion of air and in coagulation of water. In each case, favorable results were obtained for use as a teaching tools.View full abstractDownload PDF (663K) -
Toshiki MATSUDA, Tairo NOMURA, Toshio NAKAI, Kazuhiko HATANO, Takashi ...1996 Volume 20 Issue 2 Pages 126-136
Published: June 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn this study, an instructional method for a pre-service teacher training course was proposed and evaluated. This method was developed for the students in order to obtain the information literacy which was necessary for informatics education and make use of educational media in class. The features of this study were the following: 1) The students did their home work using computers during their free time. In order to avoid high cost, old computers were utilized in a network system. 2) The students could understand the way of using information technology in instructional activities and acquire computer operation skills through such experiences. 3) Such experiences might help the students to attend continuing education after graduation. This instructional method was utilized for "Educational Technology" and "Practical Teaching" which are required subjects for receiving a teacher's license. Since the students in this study did not have sufficient computer literacy, two hours of introductory lessons were provided for some students. Through these lessons, the students could acquired the minimum skills for carrying out the activities. This instructional method helped students obtain information literacy without cutting off any contents of the two required subjects. However, the students who did not have the introductory lessons tended to have negative attitudes to information technology.View full abstractDownload PDF (1324K)
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