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Volume 23, Issue 4
Displaying 1-5 of 5 articles from this issue
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Haekyung KIM, Emiko MASUJIMA, Haruhiko TANAKA, Hiroshi OCHIAIArticle type: Research Article
1999 Volume 23 Issue 4 Pages 247-257
Published: September 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis study involves the modification, trial and evaluation of a module entitled "The Nature and Objectives of Environmental Education" which was introduced in a workshop on "Learning for a Sustainable Environment : Innovations in Teacher Education through Environmental Education" held in Thailand in 1995. The module was selected to provide pre-service teachers with a series of activities involving an introduction to education for sustainability. Some of the contents in the original module were replaced by those related to the scientific knowledge of environmental issues. The number of students who participated in the trial was 154, all from the Faculty of School Education, Hiroshima University. The results showed that many of the participants recognized the importance of and necessity for environmental education (EE) in schools, and the need to have positive attitudes towards solving environmental problems (Eps). The results also revealed that there is a need for EE for the younger generation, because students who experienced the activities/lessons relating to EE presented more practical and concrete ideas for improving the present Eps and/or the status of EE in schools than those who were not exposed to such experiences. The students also valued the module's effectiveness in learning the methodologies of EE through such concrete activities/lessons.View full abstractDownload PDF (969K) -
Ken KAWASAKIArticle type: Research Article
1999 Volume 23 Issue 4 Pages 258-270
Published: September 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper presents an axiomatic form of "observation";the form establishes an extremely abstract relation between a world about the world and how to watch and understand it:In the sphere of [EXPERIMENT], [NATURE] is [OBSERVED]. An axiom or an axiomatic system consists as a rule of indefinable terms and terms which serve to state relations between these indefinable terms;the present indefinable terms are [EXPERIMENT], [NATURE] and [OBSERVED]. From this cultural or linguistic diversity in science education is derived. The procedure is essentially similar to that in which Euclidean and non-Euclidean geometries are derived from the axiomatic system of geometry. Following the procedure, the present paper conducts a comparative study between the English term "to observe" and "kansatsu", the Japanese equivalent of it. In Japan, science educators are inclined to regard that the difference between them stems from the Japanese traditional world view behind the scientific world view ; this difference must be understood, for impartial studies, as the result of cultural diversity. Furthermore, if realizing it in a synchronic perspective, science educators can teach scientific concepts without suppressing their own Japanese world view, and can conduct their epistemological reflection at the same time. This strategy is the same as expected in foreign language education, and is generally applicable to science education in other non-Western nations.View full abstractDownload PDF (1283K) -
Nanae MATSUOArticle type: Research Article
1999 Volume 23 Issue 4 Pages 271-282
Published: September 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn this study, four states of understanding relations among concepts of geometric figures in concept formation were identified and their characteristics clarified. In the first State, children are not able to distinguish between two concepts of geometric figures. In the second State, they are able to identify two different concepts. In the third State, they are able to regard these two 'different' concepts as the same based on the similarities between them. Finally, in the fourth State, they are able to understand the inclusion relation between the two concepts on the basis of both their differences and similarities. In particular, the important role the third State plays in promoting the understanding of relations among concepts of geometric figures is clarified. State Three is considered to be pivotal in understanding relations among concepts of figures and essential in achieving State Four, which is characterized by the understanding of inclusion relations, i. e. understanding a geometric figure as a set.View full abstractDownload PDF (1107K) -
Keiko HINOArticle type: Research Article
1999 Volume 23 Issue 4 Pages 283-294
Published: September 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn this paper, a student's use of a formal symbolic method for solving proportion problems is illustrated. The method was taught by teacher during the lessons in a fifth-grade classroom. The student's use of the method was idiosyncratic and evolving in nature, which was characterized by three phases : (i) incipient use, (ii) use with developing criteria, and (iii) purposeful use. It was through passing different phases that the change in her thinking strategies had occurred. She was in the process of developing consciousness regarding the unit that can be used to solve proportion problems.View full abstractDownload PDF (1204K) -
Takeshi FUJITA, Stefan KAISER, Katsuhiko SHIMIZU, Ryoei YOSHIKAArticle type: Research Article
1999 Volume 23 Issue 4 Pages 295-306
Published: September 10, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this paper is to compare and describe high school students' view of the environment in Japan and Germany and to give an insight into frameworks of thinking hidden in their view. A total of 308 students at upper secondary level in Japan and Germany were tested for their understanding of the environment concept by five forms of test ; free association test (FA), free definition test (FD), aspectizing test (AT), semantic differential test (SD) and multiple-choice test (MC). In this paper we will focus on the FA, SD and MC results alone. The following findings were obtained ; (1) Awareness of the environment in Japanese schools is relatively low, (2) However, both samples pay some attention to global environmental problems, (3) German students regard changes of the environment as critical for human beings and have a deeper understanding about protecting the environment, (4) Japanese students have a more optimistic view about changes in the environment, and regard the environment as rather durable. The results suggest the hypothesis that differences of awareness, attitude and behavior with respect to the environment are partly due to differences in general frameworks of thinking existing in the two countries.View full abstractDownload PDF (1048K)
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