巻号一覧
25 巻 (2001)
- 5 号 p. 293-
- 4 号 p. 217-
- 3 号 p. 145-
- 2 号 p. 67-
- 1 号 p. 1-
25 巻, 3 号
選択された号の論文の5件中1～5を表示しています
- |<
- <
- 1
- >
- >|
-
Mariko SUZUKI原稿種別: Research Article
2001 年 25 巻 3 号 p. 145-166
発行日: 2001/09/10
公開日: 2017/06/30
ジャーナル フリーThis study explored collaborative learning about the solar system in junior high school science classes. The investigation examined how group composition was related to the reconstruction of students' ideas when they explained the movement of Venus to one another in small groups. Students' use of notions about the solar system was more likely to change by at least one higher level when the students were arranged in heterogeneous groups in which members initially had used diverse ideas, compared to arrangement in homogenous groups in which members initially had used similar ideas. Both arrangements were more effective in prompting use of higher level notions about the solar system by at least one level than the arrangement already in use in a science class. In small groups where all members initially had used the same idea, it was inferred that a higher level notion could be reconstructed if they had a lively discussion. Moreover, participation of persuasive or talkative students in a group seemed to be more important in promoting use of more scientific notions about the solar system than to arrange groups on the basis of initial ideas used. Also, it seems to be important to facilitate the expression of ideas by less persuasive students because more persuasive students tended to control conversations in their small groups. On the basis of this study, it seems to be desirable for small groups to be designed so as to enable participants to raise cognitive conflicts through animated discussion.抄録全体を表示PDF形式でダウンロード (1692K) -
Toshiakira FUJII原稿種別: Research Article
2001 年 25 巻 3 号 p. 167-179
発行日: 2001/09/10
公開日: 2017/06/30
ジャーナル フリーFocusing on the convention that the same literal symbol in the same expression takes the same number, this paper aims to clarify American students' understanding of algebraic expressions through a written survey and clinical interview. In the interview, subjects who had inconsistent ideas on understanding literal symbols were carefully matched. To identify such students a written task was conducted beforehand. The methodology of this purposeful identification of subjects for interview is one of the characteristic features of this study. The interview revealed that American students have the misconception that the same literal symbol does not necessarily stand for the same number. This tendency is consistent with the data for Japanese students. This phenomenon in both countries is considered as a lack of understanding of the "definite aspect" which is one of the key aspects of the concept of variables.抄録全体を表示PDF形式でダウンロード (969K) -
Tadayuki KISHIMOTO原稿種別: Research Article
2001 年 25 巻 3 号 p. 180-190
発行日: 2001/09/10
公開日: 2017/06/30
ジャーナル フリーThe purpose of this paper is to provide an assessment framework for mathematical problem posing. Four levels for mathematical problem posing have been set from the perspective of the van Hiele's model. Although one in Level 0 solves an original problem, new problems or unrelated problems cannot be posed. In each Level, new problems are posed by using the following ways : finding aspects involved in an original problem in Level 1, changing the attribution or condition involved in an original problem in Level 2, and systematizing some problems, which have been changed into another attribution or condition in Level 3. As a result of a case study of 30 high school students, this assessment framework seems to be able to distinguish four characteristics for students' mathematical problem posing with respect to the(1)mathematical level for posed problems, (2)variety of levels for posed problems, (3)number of problems involved in each level, and(4)variety of aspects for posed problems.抄録全体を表示PDF形式でダウンロード (730K) -
Takuya BABA, Hideki IWASAKI原稿種別: Research Article
2001 年 25 巻 3 号 p. 191-199
発行日: 2001/09/10
公開日: 2017/06/30
ジャーナル フリーEthnomathematics has gained a certain level of momentum in the developing countries, and some developed countries with multicultural backgrounds. On the other hand, critical mathematics educaton that originated in developed countries, has highlighted critical points of ethnomathematical research. In this research the complementary relation between critical mathematics education and ethnomathematics has been deliberated in order to connect ethnomathematics to school mathematics as a part of educational endeavor. Subsequently a foundational framework has been proposed to strengthen the critical nature by means of reciprocity and develop mathematics education based on ethnomathematics.抄録全体を表示PDF形式でダウンロード (748K) -
Suteo KIMURA原稿種別: Research Article
2001 年 25 巻 3 号 p. 200-215
発行日: 2001/09/10
公開日: 2017/06/30
ジャーナル フリーThis paper briefly summarizes the research trends about the science education and educational uses of computer in science education from the late 1960's in Japan. Next, it goes to describe the current states of the science education curriculum in the today's educational reform required for living in the advanced information communication society and the progress of educational computing and Internet uses in Japanese schools and its detail cost analysis for international comparisons. Finally, effective and innovative uses of the Internet in science education are discussed and "Cyberspace Nature and Environment Museum" based on "School Network Union" with Internet consortium is proposed as new approach for improving science education by uses of Internet. Also, this report was revised and rewritten from the original ICSU PCBS '99 international conference paper in Budapest.抄録全体を表示PDF形式でダウンロード (1406K)
- |<
- <
- 1
- >
- >|