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Volume 23, Issue 5
Displaying 1-9 of 9 articles from this issue
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[in Japanese]1999 Volume 23 Issue 5 Pages 307-308
Published: December 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (241K) -
Yasushi OGURA1999 Volume 23 Issue 5 Pages 309-321
Published: December 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSPaper-and-pencil tests (N=607) and interviews (N=36) on a variety of proportional reasoning tasks in science were administered to lower-secondary school students in order to investigate the characteristics of their understanding of proportional relationships among variables in solving science problems. The main findings are as follows: 1. Many students have not developed the conceptual entities necessary for a qualitative understanding of the relationships among variables. 2. Qualitative understanding of the relationships among variables is not connected with formal operational procedures or calculations for solving proportional reasoning tasks in many students. 3. Students tend to start a calculation process in problem solving with out analyzing the relationships among the variables of the problem qualitatively. 4. Most students cannot use metacognitive functions for evaluating their own problem solving process. 5. The way of understanding the relationships among variables is different between students. The author concludes that it is important for students to build conceptual entities through activities, that students understand a given problem situation qualitatively and not start calculations until the situation is properly understood, reflect on the adequacy of their calculations, and master calculation skills. It is also important to teach them multiple methods of constructing and interpreting the relationships among variables in solving science problems.View full abstractDownload PDF (1613K) -
Masayoshi YANAGISAWA, Kanji AKAHORI1999 Volume 23 Issue 5 Pages 322-332
Published: December 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn three-dimensional CG animation, the photographic reality of objects can be changed freely by changing the drawing method. When using solid figures as mathematics teaching materials, designers have to consider their reality. In the present research, we conducted two types of experiments in which figure recognition was examined according to difference of reality. In experiment 1, the task of recognizing signs on the surfaces of hexahedrons drawn by three methods was given to the subjects. The result shows that a realistic. In experiment 2, the task of recognizing signs on the surfaces of octahedrons drawn by three methods was given to subjects. Results are the same as in experiment 1, with an additional practice effect. These results indicate that (1) a higher degree of reality is not always necessary (2) designers must consider learners' characteristics in designing teaching materials.View full abstractDownload PDF (1478K) -
Keiji KAMOGAWA1999 Volume 23 Issue 5 Pages 333-347
Published: December 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSStudents' preconceptions and misconceptions in the literature were reanalyzed with a dynamic response (R) scheme to the question (Q). Their thought processes from Q to R could be retraced to give consistently the reported pattern of R and interpretation etc. as a function of dynamic factors including understanding of the question, mismatched memories of the previous study, imaging ability of the corresponding operations and syntactic buildup of the answer. Students' conceptions about the weight of a solution, electric current in a circuit and vacuum force in the three research reports were analyzed using this dynamic construction model. From the analysis, the imaging ability of weighting in water, ambiguity in temporal and circuit expense of the electric current, mistaking of work for power, etc., were found to be the responsible factors.View full abstractDownload PDF (1953K) -
Takashi MISAKI1999 Volume 23 Issue 5 Pages 348-356
Published: December 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSWe developed a method of learning based upon the students' ability to do calculations the were context dependent, and have sufficient evidence to prove the validity of this methodology. We established a control group and an experiment group. We taught the experiment group by using naturally occuring phenomena as the context for learning mathematics. The control group were taught directly from the textbook. These two teaching methodologies were implimented in the mathematics and science classes and the differences between them were compared. As for the experiment group, though there was no difference in the number of questions that they answered as compared with the control group, there was a difference in the ways the two groups responded to the problems as indicated by their thought processes. We, therefore, argue think that the method of teaching science in context is as effective as teaching mathematics in context.View full abstractDownload PDF (971K) -
Akira MORIMOTO, Hideyo EMORI1999 Volume 23 Issue 5 Pages 357-364
Published: December 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this paper is to identify difficulties in communicating structured mathematical concepts. We first discuss a framework in order to identify such difficulties on the basis of the dual nature of mathematical conceptions, which are operational and structural concepts. According to this framework, we focus on two difficulties which depend on the nature of mathematical concepts. One difficulty is actualized when the sender adds his interpretation to the message. The other difficulty is actualized when the receivers interpret the message. In this study, we observed a first grade mathematics class in our College for the Hearing Impaired. One out of eleven freshmen in the class was selected as the sender. He explained his solution to the other ten students. In the result of our observation, ten students were classified into four groups according to our framework.View full abstractDownload PDF (951K) -
Akira Ogiwara, Yoshinobu Tokita1999 Volume 23 Issue 5 Pages 365-372
Published: December 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper examines the content of environmental literacy in elementary and secondary education in the United States of America with a focus on knowledge stands. An examination of the advanced-level framework or curriculum guides in environmental education shows that we can classify know ledge into eight domains, namely; knowledge of biology, geology and meteorology, energy, natural resources, relation between man and nature, relation between environment and pokitics, environmental problems, and relation between culture, values and nature. These areas of knowledge have great variety, with an emphasis on ethics. We conclude with a discussion of multiculturalism in environmental education and look at approaches to integrating environmental education into elementary and secondary education.View full abstractDownload PDF (910K) -
Masatoyo OHSHIMA, Hiroshi NOKITA, Yasuhisa OKAZAKI, Hisaharu TANAKA, K ...1999 Volume 23 Issue 5 Pages 373-381
Published: December 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper describes a new framework for and educational use of the WWW database and its application in classroom lessons. Although the WWW has an enormous amount of useful information, it is not straightforward for school teachers to use such information for their classroom lessons. The reason is that databases on the WWW are constructed from the designer's own point of view. A point of view here means a way of considering data. The problem is that this point of view does not always match the context of classroom lessons. We point out the importance of the information which is given with a link. We call it as "link information". It plays the role of an interface to quote information, whose original point of view is different and changes the point of view form the original one to that of the user. We present the content of the link information for investigative learning. We propose to build a WWW database which presents explicitly the purpose and the point of view of the usage of WWW data and utilizes the rich information available on the WWW by virtue of "link information." We call it "User Database", because it adopts on the point of view of its user. We have designed a new classroom lesson style of investigative learning activities which utilize such a "User Database". We have investigated its effectiveness through classroom lessons in a Japanese junior high school.View full abstractDownload PDF (1108K) -
[in Japanese]1999 Volume 23 Issue 5 Pages 382-384
Published: December 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (319K)
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