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Volume 20, Issue 4
Displaying 1-7 of 7 articles from this issue
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[in Japanese]1996 Volume 20 Issue 4 Pages 205-206
Published: December 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (232K) -
Junichi ISHIDA1996 Volume 20 Issue 4 Pages 207-212
Published: December 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis study examined mathematical problem solving strategies of sixth graders. The students had received the instruction of problem solving strategies for three years regularly in arithmetic lessons. Twenty good students and twenty poor students were selected based on the problem solving test. Three differences in their solution processes were observed. Good students were more likely to use a "look for a pattern" strategy and a "mathematical expression" strategy, while poor students often used a "make a table" strategy and a "draw a figure" strategy. Some good students tended to be more concerned about obtaining "elegant" solutions. When they were confused in solving a problem, good students easily changed their strategies and succeeded. Instead, poor students did not have the abilty to use alternative strategy and failed. These results suggested that it is difficult for poor students to learn "look for a pattern" strategy and to evaluate and improve their solution processes even though they had received long-term teaching.View full abstractDownload PDF (668K) -
Toshiyuki ISHII, Akihiro MINOWA, Yoshihiko HASHIMOTO1996 Volume 20 Issue 4 Pages 213-220
Published: December 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study is to demonstrate the existence of "context dependency" between mathematics and science, to illustrate that despite students' tendency of "context dependency" they can solve mathematics and science problems with teachers' guidance, and to consider the necessity of a cooperative instruction of the two subjects; which can alter "context dependency" to "positive transfer of learning". The results of this investigation revealed the following points. 1) It is difficult for students to apply their knowledge of one subject to other subjects because they have fallen into "context dependency". 2) "Positive transfer of learning" is possible if mathematics and science teachers reinforce students to apply what they have learned in one subject to the other. 3) There is a need for cooperation. Mathematics and science teachers shoud discuss not only the schedule of teaching, but also teaching contents and methods in order to promote "positive transfer of learning"View full abstractDownload PDF (991K) -
Hiroko FUJII1996 Volume 20 Issue 4 Pages 221-229
Published: December 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe educational computers in the examined district have been introduced by the municipal educational committee since the new curriculum went into effect in 1993. One computer in every schools has been used as CMI (Computer Managed Instruction), however few computers has been used as CAL (Computer Assisted Learning) yet. The teachers have committed themselves to use computers. Most of the schools have not yet tackled computer education. The examined district has many schools of small size. The municipality has a heavy load of school management. It's necessary for the municipal educational committee to take the initiative in using computers to complement educational conditions and to lighten the teachers' burden. For these purposes, it's necessary (1) to increase the amount of hardware and educational software; (2) to guarantee that teachers are trained; (3) to prepare the training courses about not only manipulating computers but also how to use them for CAL; and (4) to consider personnel. It is impossible for a municipality to execute these four tasks. The goverment is expected to support with subsidizing. The Prefectures' Educational Center and The National Laboratories are expected to support this by studying about how to implementing educational computing.View full abstractDownload PDF (992K) -
Noboru KONNO, Itsuko YAMAMOTO1996 Volume 20 Issue 4 Pages 230-237
Published: December 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSWe surveyed the consciousness change of CAI teaching before and after the teaching at elementary level. The survey was conducted before and after the lesson to test the Little The Number (LTN) CAI. The results are summarized as follows; 1. After the lesson of LTN CAI teaching, pupils were felt that the computer operation was easier before the lesson, and their motivation to work with the computer were increased. 2. The pupils motivation were increased more by the LTN CAI study with diversified study activity. 3. After this lesson, the most of the children felt that the CAI study is effective to them.View full abstractDownload PDF (980K) -
Akira MORIMOTO1996 Volume 20 Issue 4 Pages 238-245
Published: December 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study is to investigate that we can consider factors that prompts change of children's method to use literal expressions. We presented how to think of children's method to use literal expressions and reviewed researches on it. Moreover I studied factors that prompt the change of children's method to use it in the case of observational deaf student's activity. Consequently, it is implicated that the change of children's method to use literal expressions is decided on the change of children's aims of using them and conceptions toward them according to their interpretation of other children's aims and conceptions.View full abstractDownload PDF (976K) -
Hideo OHASHI1996 Volume 20 Issue 4 Pages 246-249
Published: December 10, 1996
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSTwo decades from 1960 were the era of educational explosion. Especially in the science education domain, international meetings and collaborations were in full activity. Under these circumstances, in Japan, important decisions were made. Among them: 1) Allotment of the National Grant for Scientific Research to the research of science education, and 2) Formation of the Science Education Committee in the Japan Science Council. These two decisions were of vital importance for the establishment of the Japan Society of Science Education.View full abstractDownload PDF (440K)
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