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Volume 23, Issue 2
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[in Japanese]1999 Volume 23 Issue 2 Pages 79-80
Published: June 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (226K) -
Hayashi NAKAYAMA, Yuji MIYAKAWA1999 Volume 23 Issue 2 Pages 81-88
Published: June 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe hypothesis of this study is that students' ideas of force are based on some metaphors. In this study we focused our attention on ontological metaphors, because prior studies suggest that ontological metaphors are hidden in students' naive ideas of force. To examine the hypothesis we conducted interviews with 197 primary and lower secondary school students using the POE (Prediction-Observation-Explanation) method. As a result of the analysis of the transcribed protocols over half of students' predictions and explanations in every school grade are based on ontological metaphors. This result suggests that ontological metaphors are basic metaphors in students' ideas of force and these metaphoric conceptions might be the causes for generating naive conceptions of force.View full abstractDownload PDF (813K) -
Tatsuro SHINCHI, Haruhiko NISHIMURA1999 Volume 23 Issue 2 Pages 89-97
Published: June 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDuring the past few years the computers have spread to almost all schools. As the use of computer increases the efficiency of our daily lives, it is important to promote computer/information literacy of students. In addition, we consider the use of computer as a scientific tool in education from the viewpoint of a new scientific paradigm. Students can make a discovery on the computer by processing massive and complex data which are beyond human power. In this paper, we propose a computer experiment simulating cellular automata behavior. Through the analysis of the complex behavior which cellular automata exhibit, students can study the concepts of chaos and fractal. We think such concepts and scientific approaches are necessary for the students who should live in the highly developed scientific society as a part of a new science literacy.View full abstractDownload PDF (1229K) -
Yusuke MORITA, Minoru NAKAYAMA, Yasutaka SHIMIZU1999 Volume 23 Issue 2 Pages 98-105
Published: June 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper describes a method for representing the learner's conceptual changes before and after science instruction. A concept map, as suggested by Novak, was used in this research to probe a learner's concept. To denote conceptual change, concept maps were divided into clusters of similarly linked patterns, and then the clusters were separated into before and after instruction. As a result of the analysis, five clusters were identified and the conceptual changes of each learner shown by moving from one cluster to another. Then, to define the characteristics of the five clusters, concept maps were compared from two points of view. First, each map of five clusters was compared with the master map, and second, three modules which were meaningful units in the master map were used to probe the characteristics of the five clusters. The results show that this method can be used to analyze learners' conceptual change. Therefore, the method suggested in this paper is useful for summative evaluation and for instructional design.View full abstractDownload PDF (812K) -
Seiji KAKIHARA1999 Volume 23 Issue 2 Pages 106-111
Published: June 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSBurets, volumetric pipets, and volumetric flasks are essential for titration. Burets stands and pipet stands are also needed. It is guite much troublesome to prepare for this experiment. It takes much time and labor for students to get used to these kinds of glassware. However, it is possible to carry out a titration without any volumetric measurement at all, involving only mass measurement. Since titration is based on volumetric measurement, the author has planed a titration based on the mass measurement with an electronic balance. A new unit called weight molarity is introduced. Weight molarity is the concentration of a solution expressed in moles of solute per kilogram of solution. This unit makes a neat equation for a titration, and the method above streamlines the titration procedure very much; each student can therefore perform the experiment with ease and speed. It is high time for us to reconsider the conventional volumetric titration and replace it with a gravimetric one, now that electronic balances have become quite popular.View full abstractDownload PDF (707K) -
Sumiyoshi MITA1999 Volume 23 Issue 2 Pages 112-120
Published: June 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn this study, we analyze the teaching contents of chemistry and machine materials in mechanical engineering education at technical high school, and consider their teaching method. Based on the results analyzed, we develop teaching materials for making crystal models and experiencing thermal analysis that just one teacher can teach easily in the classroom, and learners can work out themselves, and for teaching the basic knowledge regarding machine materials concretely. Tha result show that learners were more interested in the classroom teaching of machine materials, and understood them more deeply.View full abstractDownload PDF (1140K) -
Tadayuki KISHIMOTO1999 Volume 23 Issue 2 Pages 121-129
Published: June 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this paper is to establish the learning phases for the choice of operation regarding word problems involving multiplication of decimal fractions. A research test and standards were developed to identify the learning phases. Three hundred and forty-four primary-school students ranging from fourth to sixth grade were tested. As results, four learning phases were identified the choice of operation in word problems involving multiplication of decimal fractions. In phase, I students can solve the word problems only with multiplication of integers, but can't solve the word problems with multiplication of decimal fractions. In phase II, students can not choose the operation in the word problems with multiplication of decimal fractions but calculate that operation. In phase III, students can choose and calculate the operation in the word problems with multiplication of decimal fractions. In phasd IV, students can choose and calculate the operation in the word problems through multiplication of decimal fractions based on the meaning of multiplication of decimal fractions.View full abstractDownload PDF (989K) -
Shiho MIYAKE1999 Volume 23 Issue 2 Pages 130-137
Published: June 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDale Fort Field Centre is one of the first field centres to be established in 1947 by the Field Studies Council, an independent educational charity which promotes "Environmental Understanding for All", and is one of the leading providers of environmental education in Britain today. The centre is set in the heart of the Pembrokshire Coastal National Park and projects into the entrance of Milford Haven. The off-shore islands, particularly Skomer, are internationally famed for their seabird colonies. It was inevitable that Dale Fort was at the forefront of resource information after the Sea Empress oil spill. The work of the Centre focuses on the fieldwork needs of biology and geography through coastal research and monitoring, and also on the requirements of all people interested in outdoor education. All courses for school children and students are well developed to meet the syllabus or National Curriculum aims and assessment objectives. Field Study Programmes for adults are run concurrently. People enjoy studying local environment through walking, painting, craft, geological study and scientific fieldworks.View full abstractDownload PDF (1177K) -
the Steering Committee of the 22nd Annual Meeting of JSSE1999 Volume 23 Issue 2 Pages 138-152
Published: June 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe 22nd Annual Meeting of Japan Society for Science Education (JSSE) was held on July 29-31, 1998 at Tokyo Gakugei University in western suburb of Tokyo with about 290 registrants under the main theme of "Towards Implementation of Science Curriculum for Construction of Creation and Symbiosis." Number of papers over 210 were presented in both main sessions and general presentations. There were two symposiums, one lecture, one forum, one international forum, one workshop, three sessions of themes set by the steering committee and ten sessions of themes set independently by members of JSSE in main sessions. Also, there were many other general presentations. Many papers were presented coping with the main theme. They were a lecture related to learning and creativity based on advance of brain, and many presentations related to symbiosis such as relation between in-door and out-door school activities, school based research activities such as curriculum development, and way of finding new methodology of research on classroom, consistency of curriculum through elementary to high school, pre-service teacher education, and so on. Contents of claims and discussions in every presentation in main sessions are summarized in this paper.View full abstractDownload PDF (1894K)
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