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Volume 27, Issue 5
Displaying 1-8 of 8 articles from this issue
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[in Japanese]2003 Volume 27 Issue 5 Pages 309-310
Published: December 25, 2003
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (279K) -
Kazuo KIMURA, Tetsuo MORIKAWA2003 Volume 27 Issue 5 Pages 311-317
Published: December 25, 2003
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper describes a method for measuring the degree of understanding in teaching and learning of objects such as laws and phenomena in science education; this method is based on mathematical classification by means of equivalence relations. Let S (N) be a set of pictures a, b,..., each of which represents an object N in nature ; and S' (N), the complement set of S (N). We suggest that identification of a representation a with another b in S (N) can be considered to be an equivalence relation that is expressed as a〜b (N). The concept of 'understanding of N' is thus defined as judging either a〜b (N) for a, b included in S (N) or a〜c (N) for a in S (N) and c in S' (N). The former is called 'inner understanding' hereafter; the latter, 'outer understanding.' Within this mathematical framework, the perfect comprehension of N is to judge correctly a〜b (N) for any a and b in S (N) and in S' (N). An application of the above-mentioned method to 'electric cells in parallel' (10-17 years old students in public schools in Japan) shows that the mathematical approach is useful for analyzing the status of learners.View full abstractDownload PDF (713K) -
Hideo FUNAOI, Etsuji YAMAGUCHI, Shigenori INAGAKI2003 Volume 27 Issue 5 Pages 318-332
Published: December 25, 2003
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study is to evaluate the effectiveness of the collaborative concept mapping software to reconstruct learning processes on reflection and dialogue. The functional features of the software are as follows: learners can (a) play back all the creation processes of their concept map, (b) improve their concept map anytime by undoing, and (c) create a concept map collaboratively on a computer network. 40 students were asked to evaluate the effectiveness of the software on their reflection and dialogue in the questionnaire and the interview. Analysis of their responses reveals that most students evaluated the effectiveness highly.View full abstractDownload PDF (1552K) -
Akira OGIHARA2003 Volume 27 Issue 5 Pages 333-344
Published: December 25, 2003
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSInstructional methods for values in environmental education in the United States of America are the main concern of this paper. Values instruction methods can be classified broodly into values clarification and inculcation. Between the two, values clarification is more commonly used in environmental education. In values clarification, the following approaches are used. (a) Examining alternative solutions for environmental issues (b) Promoting a cooperative atmosphere through discussion (c) Analysing the position and values of people who have some relation to environmental issues On the other hand, inculcation is widely used when dealing with the poverty problem of developing countries as well as Native American cultures. I examine the reason why inculcation is used in these themes. Finally, I make some suggestions pertaining to environmental education in Japan.View full abstractDownload PDF (1412K) -
Mamoru KOIKE, Mayumi KATSUMATA, Suguru TAKATSUTO2003 Volume 27 Issue 5 Pages 345-353
Published: December 25, 2003
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSStudent's direct experience through experimentation with teaching materials is important for acquiring scientific concepts. Here we report a case study conducted at a public elementary school in Nagano Prefecture, in which our proposed unit program of six class hours was carried out to help students to understand the volume change of air depending on temperature through the experience of making an air thermometer. In this unit program, students can select materials for making the air thermometer and choose experimental methods for measuring the temperature of substances with their own thermometers. These choices helped most students to enhance their learning motivation. Trials and errors lead students to notice the fundamental principle of air thermometer. By modifying their thermometers to more efficient ones, students widened the concept of volume change of substances to that of invisible air. Furthermore, most students understood the relationship between volume change of air and temperature. It is thus suggested that our unit program focussing on direct experience to make the air thermometer is useful for students to understand volume change of air depending on temperature.View full abstractDownload PDF (1103K) -
Akihiko SAEKI, Akiko UJIIE2003 Volume 27 Issue 5 Pages 354-361
Published: December 25, 2003
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this research is to clarity the methods students used to determine the validity of mathematical models. For investigative purposes, the data used was based on the ratio of the number of students and computers in an American school. Students had access to hand-held graphing calculators, capable of performing regression analyses. Students entered data and selected the regression command to best fit their data, then made predictions using their mathematical models. Having immediate access to this type of technology allowed students to quickly determine the validity of various proposed mathematical models and make revisions in their hypotheses to get more accurate results. The following results were obtained : (1) In the process of interpreting and evaluating models, students used two different representations, graphical and numerical, to determine the validity of the regression equation on the graphing calculator. (2) In the process of improving mathematical models, students selected the most suitable mathematical model based on their own hypotheses. (3) The authors conclude that the graphing calculator is an effective tool for determining the validity of various mathematical models and for choosing the most appropriate model.View full abstractDownload PDF (884K) -
Akiko SATO, Haruo HOSOYA2003 Volume 27 Issue 5 Pages 362-371
Published: December 25, 2003
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSScience textbooks of junior and senior high schools of the following countries were analyzed : China, France, Germany, Indonesia, Singapore, and the U.K.. Ions and related subjects such as acids/bases, dissolution, oxidation/reduction, and electrochemistry were investigated as examples. It was found that the subjects are studied spirally and on a step-by-step basis throughout secondary education in these countries. Step-by-step and spiral education in science are effective, and important and/or everyday concepts should therefore be introduced at an early stage, which is in contrast to the underlying policy of the upcoming Japanese national curriculum standard given by the Ministry of Education, Culture, Sports, Science and Technology.View full abstractDownload PDF (1079K) -
Yutaka OHARA2003 Volume 27 Issue 5 Pages 372-380
Published: December 25, 2003
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study is to examine the effect of different instructional methods on the understanding of irrational number in senior high school students. The experiment consisted of three sessions : a pre-test, an experimental instruction session, and a post-test. In the experimental instruction session, two different groups were formed. In one group (SA method group), students rationalized the existence of irrational number and its calculation by rational number using successive approximation. In other group (GR method group), students rationalized the same with a geometric realization. By comparing the pre-test and post-test (questionnaire investigations), the following three points were obtained: 1) the SA method has the effect of promoting students' concern about the significance of root. 2) the GR method has the effect of encouraging students' recognition of the sum of square roots as a number, 3) both methods do not influence calculation skills, although they have an effect of encouraging students' recognition of the square root as a number.View full abstractDownload PDF (1210K)
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