科学教育研究
Online ISSN : 2188-5338
Print ISSN : 0386-4553
ISSN-L : 0386-4553
26 巻, 1 号
選択された号の論文の11件中1~11を表示しています
  • 木村 捨雄
    原稿種別: 巻頭言
    2002 年 26 巻 1 号 p. 1-2
    発行日: 2002/03/10
    公開日: 2017/06/30
    ジャーナル フリー
  • 山下 修一
    原稿種別: 研究論文
    2002 年 26 巻 1 号 p. 3-11
    発行日: 2002/03/10
    公開日: 2017/06/30
    ジャーナル フリー
    In this research, in order to get some ideas regarding the activity of communicating, I investigated what differences occur in the communication among homogeneous groups and heterogeneous groups. As a result of this research, the following four points became clear, and I got closer to understanding the makeup of groups in the activity of communicating. 1 ) In a homogeneous group which consisted of "superiors," the members all tended to agree on the same scientifically correct conclusions, but because they omitted explanatory comments, sufficient communication did not materialige. 2 ) In a homogeneous group which consisted of "inferiors," even if the communication were advancing on a mistaken premise, the function which corrects such mistakes did not operate, and general understanding was not deepened. 3 ) The ideas of superiors in the heterogeneous group were sometimes confused by the remarks of inferiors. 4 ) Communication in the heterogeneous group was fruitful, and, especially for the inferiors in the group, there was effective communication which deepened general understanding.
  • 山本 勝博, 利安 義雄
    原稿種別: 実践論文
    2002 年 26 巻 1 号 p. 12-19
    発行日: 2002/03/10
    公開日: 2017/06/30
    ジャーナル フリー
    In the new course of study, "Periods for Integrated Studies" will start in all schools in Japan In addition, environmental education is becoming one of the main themes for the classes. The theme of the present study is "The manufacture of Salt from seawater using earthenware," the ancient method of salt manufacture. Since we would like to develop combined teaching materials for "Periods for Integrated Studies" and environmental education, we studied salt manufactured from seawater using earthenware. Firstly, we visited one of the biggest ancient salt produced still in Wakayama prefecture, Nishinosho ruins, and investigated the kilnmarks, fragments of earthenware, and the size of the salt manufacture work places, etc. Secondly, we developed teaching materials. By traceing the method of salt manufacture using earthenware. Using clay dug from the ground in Osaka city, we made earthenware pieces using the Tesugune (hand kneading) method resembling ears of corn. We dried the earthenware in the shade for a while, then the pieces were baked in an oven kiln. Thirdly, we chose two elementary schools in Osaka and gave children the opportunitiing to actually make salt using the earthenware pieces. In these schools, instructors helped their pupils experience manufactur salt from seawater. From these activities, they learned how clay changes into earthenware, and how to manufacture salt. Through understanding how ancient people made use of nature, the children recognized the importance of nature. We would also like to encouage them to become interested in the protection of their environment.
  • 小谷 卓也, 野上 智行
    原稿種別: 実践論文
    2002 年 26 巻 1 号 p. 20-32
    発行日: 2002/03/10
    公開日: 2017/06/30
    ジャーナル フリー
    Recently social institutions, for example, museums, zoos and aquariums have been used for lessons. Programs for using such social institutions have already been submitted.But Caulton raises questions such as "Do visitors really learn anything in a museum? Or do they only play and learn nothing at all? " In this study we let students investigate one subjeot of water in a science museum. Then we gave them questionnaires and interviewed both the students and the educators who joined our program at this time in order to idenfify the differences in the way about thinking of learning in a museum. The results of our investigations are : (1) Both students and educators found learning in the science museum to be thought-provoking, allowing students to consult and cooperate with friends. (2) Educators want such activities to be changed from "play" into "learning". (3) Students are very confused because they don't know whether their activities in the science museum are "play" or "learning". As a result of this, we concluded that a new method of learning in museums is necessary.
  • 吉川 厚
    原稿種別: 特集
    2002 年 26 巻 1 号 p. 33-
    発行日: 2002/03/10
    公開日: 2017/06/30
    ジャーナル フリー
  • 楠 房子, 杉本 雅則, 稲垣 成哲, 高時 邦宜
    原稿種別: 研究論文
    2002 年 26 巻 1 号 p. 34-41
    発行日: 2002/03/10
    公開日: 2017/06/30
    ジャーナル フリー
    A traditional teaching method is useful in that it can effectively transfer knowledge from teachers to students. However, in this method, students are regarded as passive recipients of knowledge, and they are not well motivated for and engaged in their learning. CSCL (Computer Support Collaborative Learning) , that has begun to attract considerable attention recently, is aimed at raising motivations by allowing learners to discuss and interact actively. This paper proposes a system that integrate physical and virtual worlds with advanced information technologies. The system is used for supporting group learning. An example of practice in an elementary school is also described.
  • 鈴木 栄幸, 舟生 日出男
    原稿種別: 研究論文
    2002 年 26 巻 1 号 p. 42-55
    発行日: 2002/03/10
    公開日: 2017/06/30
    ジャーナル フリー
    In this paper, we focus on the "Question-Answer" function of SOUTO ; a hypermedia authoring system, and classroom activities where learners make hypermedia compositions with SOUTO and discuss their compositions with the function mentioned above. Field tests of the system reveal that ; 1 . The Question-Answer function reconfigures social relationships in the classroom and thus creates a foundation for collaborative learning, 2 . The Question-Answer function creates a field of informal talk, 3 . The SOUTO system provides a foundation on which both formal and informal talks are constituted and woven together, and thus, enables transition between them. Based on these findings, we suggest that educational systems should be designed as mediators which hybridize school-like activities and non-school-like activities.
  • 杉本 美穂子, 佐伯 胖, 楠 房子, 須藤 正人
    原稿種別: 研究論文
    2002 年 26 巻 1 号 p. 56-65
    発行日: 2002/03/10
    公開日: 2017/06/30
    ジャーナル フリー
    When various members of the community make remarks freely and openly, a mutual conversation is gradually reached and arguments are made to coincide constructively. The purpose of our computer simulated "constructive conversation support system" is to generate constructive discussion toward the solution of a problem. Within the context of group discussions in a junior high school science class, this aim was supported. The study of students' remarks found that clarification of opinions increased, and that simultaneous remarks were possible. When compared to a control group using conventional discussion methods, the trial groups were more likely to question others' opinions and ask for questions to be repeated. As a result, question correction increased significantly in the trial group. Therefore it could be said that meta-cognition ability rose, with increased reflection on the thinking process. In addition, it was possible for the teacher to support the group discussion by direct participation. Teacher intervention at an appropriate time promoted purposeful discussion and collaborative learning.
  • 竹中 真希子, 稲垣 成哲, 大島 純, 大島 律子, 村山 功, 山口 悦司, 中山 迅, 山本 智一
    原稿種別: 研究論文
    2002 年 26 巻 1 号 p. 66-77
    発行日: 2002/03/10
    公開日: 2017/06/30
    ジャーナル フリー
    We designed two CSCL-based science lessons for the 6 th grade classroom, i. e. air and how things burn, and the characteristics of various solutions. The CSCL technology we used was Web Knowledge Forum, the second generation of CSILE software. In the both cases, we designed a lesson in which Web Knowledge Forum was used as an on-line communication tool. The design in the second lesson was revised by providing students with cognitive scaffolds so that they could more articulately manage their knowledge as socially constructed. Comparative analyses manifested that students in the second lesson were more engaged in science activities through social construction of their knowledge in Web Knowledge Forum.
  • 永井 正洋, 白木 克也, 越川 浩明, 赤堀 侃司
    原稿種別: 研究論文
    2002 年 26 巻 1 号 p. 78-90
    発行日: 2002/03/10
    公開日: 2017/06/30
    ジャーナル フリー
    Although collaborative learning using the Internet has been extensively studied, little experience in mathematics learning has been reported. However, we have indicated that Web based collaborative learning was effective in a real mathematics classroom setting through our previous work and we will substantiate the effectiveness of such learning in light of new aspects in this paper. First, we briefly survey our previous work and NakSun, which is a bulletin board enhanced knowledge map we developed. Analyzing mathematical activities is observed throughmathematic problem solving in classes at Junior high school. Although in our previous research we provided only open-ended mathematics problems for learners, in this implementation we provided a single-solution problem. In our observation, the correct answer was posed to NakSun at an early stage of collaborative learning. Subsequently, however, we observed many useful mathematical views and ideas entered by the students. This finding indicated that Web based collaborative learning could be applid in a variety of mathematics learning, because the learners can conducteffective mathematical activities on the Web other than the collaborative activities, which aim to get results only.Moreover, although according to previous work the superiority of externalization as a knowledge map was emphasized, our observations showed that time ordered visualization and direct visualization of students' entries were also requiredby learners.
  • 石塚 学, 李 英淑, 青山 和裕, 礒田 正美
    原稿種別: 実践論文
    2002 年 26 巻 1 号 p. 91-101
    発行日: 2002/03/10
    公開日: 2017/06/30
    ジャーナル フリー
    For developing a palmtop environment for mathematics communication on the Internet as the newest mediational means for mathematics and for analyzing how it works, this study developed and improved the BBS sites. Through experiments of BBS sites, some difficulties are clarified from the perspectives of grounding (Baker et al., 1999) and mediational means (Wertsch, 1991) . The difference of BBS's designs strongly influenced the quality of communication. In the pilot study, experiments illustrated that we communicated well on mathematics in the palmtop environment if we are accustomed to it. In the study, the following factors are identified ; Firstly, ways of communication such as asking for better mathematical explanation, asking to check conditions, confirming what the other side is saying, and greetings. Secondly, ways of using the palmtop computer, such as how to use the BBS with the Internet and how to use the DGS.
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