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Volume 26, Issue 2
Displaying 1-9 of 9 articles from this issue
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[in Japanese]2002 Volume 26 Issue 2 Pages 103-104
Published: June 10, 2002
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (234K) -
Hiroyuki YAMASHITA, Shinji MATSUMOTO, Toru OZEKI, Shinsuke YAMASHITA2002 Volume 26 Issue 2 Pages 105-112
Published: June 10, 2002
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis study has the following two aims; First, development of a home-made turbidity meter consisting of a solar cell and a light emitting diode(LED), for use as a teaching material. Second, its application for estimating the rate constant of enzymatic decomposition of natural abundant polymers. This instrument outputs the electrical voltage corresponding to the turbidity of a dispersing sample solution during the reaction. Amylase and starch from sweet potatos were used as an enzyme and a substrate for starch decomposition reaction ; papain and skim milk for protein decomposition reaction. Calibration curves were obtained to evaluate enzyme capacity from the rate constant of the decomposition reactions of starch and skim milk. By using these curves, the enzyme capacity was estimated for several natural liquids such as saliva, familiar in daily life. As a result, we propose that our home-made turbidity meter is very useful to measure the rate constant of the decomposition reactions. Its easy operation as well as cheap price is useful for individual students to study the enzymatic decomposition reaction of natural abundant polymer.View full abstractDownload PDF (728K) -
Tadashi OHTANI2002 Volume 26 Issue 2 Pages 113-120
Published: June 10, 2002
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper reviews the electrical and mechanical content of the junior high school industrial arts and homemaking course by comparison with the science and technology curriculums of 1958. These two curriculums formed a large part of the relational content between the various science and technology sections. The emphasis on technology in the industrial arts and homemaking course was much criticized by those involved in science education, as it was hoped that the industrial arts and homemaking course would form part of a balanced science and technology curriculum. In the revision of the science curriculum in 1969, the science course was carefully redefined to reduce the education content and as a result, the science and technology curriculums produced some gaps. Therefore, by reducing the gaps in the industrial arts and homemaking course, it is suggested that the re-evaluation of the course helped to establish a more systematic education of science and technology.View full abstractDownload PDF (1119K) -
Norifumi MASHIKO2002 Volume 26 Issue 2 Pages 121-130
Published: June 10, 2002
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper describes an experienced junior-high school mathematics teacher's practical knowledge of students' understanding using online tutoring processes with an intelligent student simulator. This simulator carries out students' bug procedures in simplifying algebraic expressions and four types of typical misconceptions of letters. An experienced junior-high school mathematics teacher and a senior undergraduate student provided individual and thereby tutoring generated problems and input teaching strategies into the system. Results are as follows: (1) The experienced teacher demonstrated a rich schema of students' misconceptions and problem patterns, the undergraduate student had little knowledge of students' understanding and task problem characteristics, (2) The experienced teacher displayed a special strategy based on observing students' condition. (3) The experienced teacher set subgoals for a total understanding of algebra, for example simplifying expressions. The experienced teacher thus adopted a'diagnostic / remedial approach' in his tutoring process explicitly.View full abstractDownload PDF (1055K) -
Koichi FURUYA2002 Volume 26 Issue 2 Pages 131-143
Published: June 10, 2002
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSA number of probes of children's understanding of electric current have been carried out and reported. In particular, constructivists identified four preconceptions. They have shown that these preconceptions are hindering learning, and that it is necessary to exchange these preconceptions with scientific concepts. However these four preconceptions are found in the first stage of formal learning about electric current, whereas misconceptions have not been identified at the learning stage of the more complex contents of electric fields. From the aforementioned reason, first we identified a misconception named "traffic flow model" at the complex stage. The students constructed an incorrect type of traffic flow model, based on what they learned in the lesson at school. Subsequently, we propose a new teaching method in which the traffic flow model is transmuted to a scientific model. This teaching method is called "method of restructurization". However, the survey of the effectiveness of the new method appears not sufficient. Therefore, an experiment was conducted to confirm the effectiveness of the method of restructurization using the control group method. As a result, we found the method of restructurization was effective for exchanging the traffic flow model into the scientific model.View full abstractDownload PDF (1287K) -
Makoto Shimizu2002 Volume 26 Issue 2 Pages 144-152
Published: June 10, 2002
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSAn investigation by questionnaire was carried out about difficulties experienced by teachers in science class guidance. Answers were provided by 434 elementary school teachers and by 341 lower secondary school teachers. As a result of this investigation, areas of frequent difficulty, their causes and the nature of difficulty in guidance became apparent. Elementary school teachers don't think that there are contents which are difficult in any specific field. However, most lower secondary school teachers have difficulties in the teaching chemistry. Most of these difficulties are due to a lack of subject knowledge, to deficient teaching skills, to the child's insufficient grasp of the subject or to the shortage of preparation. Most teachers at lower secondary and elementary school level fail to realize the child's insufficient grasp of the subject Most elementary school teachers have difficulties in teaching the expansion of metal, water and air, and changes in water condition, while the majority of lower secondary school teachers have difficulties in the teaching of properties of gases and observation of living things. The causes of these teaching difficulties are due to the special characteristics of the content of study.View full abstractDownload PDF (1034K) -
Kumeo SUZUKI, Yoshinobu TOKITA2002 Volume 26 Issue 2 Pages 153-164
Published: June 10, 2002
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIt is generally said that in science lessons we are instructed to do observations and experiments. However, in the actual science classroom situation, it is difficult to evaluate each student's experience with, and understanding of the observations and experiments performed. The objective of this study was to examine how the student performs the observations and experiments in science lessons, and to examine the relationship between operations and mental recognitions. Within this framework, the following facts were established:1) According to the classification of operations of observations and experiments in science lessons, some experiments are done many times while others are done only once during science lessons in Junior High School. 2) In the Junior High School science curriculum, steps of operations of observations and experiments in the first field of science are done more than twice to get mean measurement results. 3) Some students find the practical experiments and observations interesting and see these lessons as useful, mentally stimulating and enjoyable. But as the operational steps increase, others often find them confusing and difficult to do and do not gain the necessary understanding from these lessons. 4) The students' mental recognition about whether they like or dislike science lessons involving observations and experiments depends upon their ability and skills to understand how to go about these practical activities and understanding the imagery of their titles.View full abstractDownload PDF (1334K) -
Kensuke TANAKA, Li ZHENG, Shinsuke YAMASHITA2002 Volume 26 Issue 2 Pages 165-170
Published: June 10, 2002
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSA Handmade reflectometer was developed to provide a simple analytical device of Boric acid for use as a teaching material in environmental science class. Boric acid was widely used in cosmetics and as a food preservative because of its mild antiseptic properties. Recently, the toxicity of Boric acid and Borates has been clarified and limited to its usage, with the exception of eye wash solutions and some sanitary materials. A Curcumin colorimetric method was adopted for this quantitative analysis of Boric acid and Borates. These compounds form red colored chelates with curcumin. Therefore the concentration of Boric acid or Borates can be determined by measuring the reflectance of the filter paper surface, which contains curcumin reacted with Boric acid or Borates. The handmade reflectometer was used to measure the reflectance of a filter paper surface. Subsequently, we introduced this new device to a practical science class in a high school and investigated the effectiveness of this new device in the following ways:1. Accuracy of measurements by students. 2. Analysis of questionnaires answered by students. The questionnaire consisted of the following questions. (1) Do the students understand the principle of this device and the method of the analysis? (2) Can the students easily operate this device? (3) Does using this device improve student morale? The first point showed that the accuracy is satisfactory as a teaching material. The second point showed that most of the students gave positive answers in the questionnaire.View full abstractDownload PDF (616K) -
Akio NINOMIYA2002 Volume 26 Issue 2 Pages 171-176
Published: June 10, 2002
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSTwo types of quantitative chemical experiments using thin metal films such as magnesium, aluminum, and copper were carried out. The atomic weight of Mg or Al was calculated based on the volume of hydrogen gas produced using these metals as thin films reacting with hydrochloric acid. The key point of the experiment was to develop a simple means for weighing the films, which was accomplished by an estimating method; enlarging the shape of a piece of the thin films on the section paper by sixteen times using a copy machine and calculating the weight of the metal by comparing its area or length with the reference. The evolved hydrogen gas was collected into a small test tube in water and the atomic weight of the metal was calculated based on its volume. It should be emphasized that a significant reduction of the metal source was accomplished in this teaching experiment; it requires only 1/30 of the amount of Mg that was used in the conventional method. The second experiment consists of an electrochemical reaction of copper in a copper (II) sulfate aqueous solution in a hand-made small tank ; a sharp triangle thin copper film was used as a cathode and it was demonstrated that the copper was in fact dissolved in the reaction medium through electricity by observing the shape of the copper films.View full abstractDownload PDF (626K)
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