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Volume 22, Issue 3
Displaying 1-5 of 5 articles from this issue
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Eric ALONEArticle type: Educational Issue
1998 Volume 22 Issue 3 Pages 119-129
Published: September 10, 1998
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn both Britain and Japan, education is in flux. Each nation believes that the other holds an important key to a better, more relevant science education. Science educationin in each nation faces similar challenges. These include concerns that school science is not engaging sufficiently the imagination and enthusiasm of young people, that it is not providing employers with sufficient recruits having appropriate skills, and that the public is not well informed about or sympathetic to science, even thougth it is the driving force of modern culture. It is proposed that to counter these challenges there is a major need to adapt our education systems in order to enable students of all ages and abilities to have some appropriate direct experience of sharing in "Science for Real, " in science as it is used by real people to solve real problems in the real world. Already there is convincing anecdotal evidence that such Science for Real programmes are effective, but the scope of such schemes needs to be extended and backed by a programme of teacher-centred education research. The UK-Japan Science, Creativity and the Young Mind Workshops (1994, 1996, 1998) confirm the view that much is to be gained by sharing experiences between grass-roots practitioners in our two nations.View full abstractDownload PDF (801K) -
Mariko SUZUKIArticle type: Research Article
1998 Volume 22 Issue 3 Pages 130-141
Published: September 10, 1998
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study was to investigate how Japanese children at a junior high school use their knowledge about the solar system when explaining an astronomical phenomenon. Students answered a problem in a questionnaire. The students' responses were grouped into three notions. Notion 1 : Children did not refer to the solar system. Notion 2 : Children tried to use constructed concepts of the solar system as a tool when thinking. Notion 3 : Children used the scientific concepts of the solar system as a tool when thinking. Two features of constructed concepts of the solar system were found. First, the observers think of the solar system in terms of two-dimensions rather than three. Second, the observers do not know where they are in relation to the objects they are viewing. No significant difference was found in the frequency with which children used concepts of the solar system before and after instruction.View full abstractDownload PDF (837K) -
Toshikazu IKEDA, Max STEPHENSArticle type: Research Article
1998 Volume 22 Issue 3 Pages 142-154
Published: September 10, 1998
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSStudents in a Japanese university engaged in a task requiring them to develop and investigate a mathematical model of a physical situation. As novice modellers, what mathematical predispositions did they bring to this task? The study presents a framework for interpreting their responses and looks at differences generated by relatively open and more structured versions of the task. The study discusses the gap between current emphases in the Japanese mathematics curriculum and the skills needed to engage in mathematical modellong.View full abstractDownload PDF (930K) -
Maitree INPRASITHA, Nobuhiko NOHDAArticle type: Research Article
1998 Volume 22 Issue 3 Pages 155-161
Published: September 10, 1998
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper is an attempt to provide a perspective on learning mathematics as emotional participation in response to a call for recent educational reform, which argues that we should help students learn mathematics actively, autonomously, and practically. We adopted Mandler's theory of emotion, which claims that emotional experiences consist of the concatenation in consciousness of some cognitive evaluations with the perception of visceral arousal. By focusing on cognitive evaluation, we argue that cognitive evaluations ( i. e., values and beliefs) which are cognitive aspects of emotional experience are at the same time crucial for the development of mathematical concepts. We claim that the degree to which students become conscious of the cognitive evaluation will influence such development. In order to help students become conscious of their cognitive evaluation during mathematical problem solving, we propose the term 'cultural collision' as a way to generate the state of intersubjectivity, the place where consciousness is constituted in and through communication. Students who engage in mathematical problem solving in this way are viewed as learning methematics as emotional participation.View full abstractDownload PDF (609K) -
Nobuyasu KATAYAMA, Robert WALLISArticle type: Research Note
1998 Volume 22 Issue 3 Pages 162-168
Published: September 10, 1998
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSEnvironmental education in Australia has progressed from the teaching of content, especially ecology, to an interdisciplinary approach to problem solving in which students develop values, an environmental ethic and have an action plan to help solve environmental problems. It is widespread and accepted by the national and state governments and has been incorporated into appropriate school policies. In the State of Victoria, environmental education is carried out through "Studies of Society and Environment" and "Science" of the Curriculum and Standards Framework in years P("preparatory")-10(the years of compulsory schooling) and in a separate subject, Environmental Studies, at years 11 and 12. A brief account of the aims and content of such programs is described.View full abstractDownload PDF (503K)
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