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Volume 31, Issue 2
Displaying 1-9 of 9 articles from this issue
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[in Japanese]2007 Volume 31 Issue 2 Pages 69-70
Published: June 10, 2007
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (309K) -
Akiko DEGUCHI, Shigenori INAGAKI, Etsuji YAMAGUCHI, Hideo FUNAOI2007 Volume 31 Issue 2 Pages 71-85
Published: June 10, 2007
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study was to review research in information technology usage for supporting learners' reflection in science education in order to clarify recent trends. Firstly, we overviewed the previous research in science education and other neighboring academic fields, and colected the research related to information technology usage for supporting learners' reflection. Secondly, we classified these research into five categories:the four categories "Process Display", Process Prompting", "Process Modeling", "Reflective Social Discourse", which had been advocated by Lin et al. (1999), and another category that includes combinations of the categories showed in Lin et al. (1999), then we described brief overviews of each research. Finally, we discussed prospects for future research on information technology usage for supporting learners' reflection in science education.View full abstractDownload PDF (1706K) -
Yasuo MATSUMORI, Hiroki UWAJIMA, Yuji FUKASAWA2007 Volume 31 Issue 2 Pages 86-93
Published: June 10, 2007
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purposes of this study are : 1) to investigate how preservice elementary teachers in Japan recognize sunlight radiation ; and 2) to propose an essential knowledge about sunlight radiation which preservice elementary teachers (including the elementary teachers in active service) should have. The findings of this study are as follows : 1) there are many different thoughts about sunlight radiation among prservice elementary teachers, 2) most preservice elementary teachers could not fluently use the technical terms (e. g., nuclear fusion, photosphere, electromagnetic waves, visible rays, γ-rays, X-rays), when they intended to explain sunlight radiation, and 3) it is necessary for preservice elementary teachers, including the elementary teachers in active service, to have knowledge about visible rays (the rays leaving at each single point in the photosphere of the sun) and related matters.View full abstractDownload PDF (777K) -
Tadashi MISONO, Kanji AKAHORI2007 Volume 31 Issue 2 Pages 94-102
Published: June 10, 2007
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper focuses on remedial programs for mathematics. It describes the relationship between attitudes toward and performance in mathematics based on two remedial programs conducted using different teaching strategies. Program A involved students from the Faculties of Political Science & Economics, Humanities and Human Welfare. The subjects were coached to apply mathematics in their daily life or future work. Program B involved subjects from the Faculty of Engineering. They were trained to acquire knowledge and skills in mathematics. The subjects' attitudes toward mathematics were then compared by a two-way ANOVA. From the result, we found that there were interactions between 'before and after' the programs (within each group) and 'program differences' (between groups) for the categories of "interest and enjoyment" and "self-concept". For a deeper analysis of the effect of the programs, we conducted a path analysis with a dummy variable which indicated the different programs, the attitudes toward mathematics, and students' performances. The result showed that while the dummy variable effects the degree of improvement of "interest and enjoyment", instrumental motivation", "self-concept" and "control strategies", we could not find any significant effect on "performance". However, at the end of program, we found that "interest and enjoyment" did have a positive effect on "performance". In conclusion, in this admittedly small sampling, program A was found to be better than program B in improving students' attitudes toward mathematics.View full abstractDownload PDF (980K) -
Nobuo HIRAGA, Akira MITSUKAWA, Hitoshi SAITO2007 Volume 31 Issue 2 Pages 103-113
Published: June 10, 2007
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis study discusses collaboration between schools and museums for teacher support, and concludes as follows : (1) Much scientific information is contained in Japanese textbooks. (2) Half of the teachers have difficulties with units including scientific information in Japanese textbooks. The reason for this is a lack of scientific knowledge on the part of teachers. However, only a few teachers visit museums for the purpose of acquiring information. (3) Museums in Aichi, Gifu and Mie were investigated about whether they have scientific information for Japanese textbooks. Results showed that more than half of the information can be found in several museums. To make it convenient for teachers to use these museums as sources of information, a list of museums was made that can provide the necessary information on their respective scientific fields.View full abstractDownload PDF (1102K) -
Toshio MOCHIZUKI, Itsuo HATONO, Sanae TACHIBANA, Masaji FUJIMOTO, Shin ...2007 Volume 31 Issue 2 Pages 114-125
Published: June 10, 2007
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper proposes a teaching method for experiments and observational learning in elementary science classes that will improve children's emotions towards such learning activities. In the proposed method, children record digital video clips of the subjects prepared by themselves, using a video clip generation system connected to network cameras. The system enables students to continuously record and monitor their subjects in various environments. The authors conducted researches in two units of science classes in an elementary school. The first research was conducted to examine the effectiveness of observational learning using video clips that continuously recorded subjects by network cameras. The second research was conducted to examine the effects on children of continuous observation of the subjects which they prepared by themselves. The results showed that significant effects were observed in children's emotional dimensions such as fulfillment towards learning ; active attitude ; and motivation in observational learning when the method and the system were introduced in the lecture. Children highly evaluated their understanding of what they learned. In the post-interviews, some children who watched video clips of their subjects told that they felt comfortable and productive during their learning because of the authentic nature and controllability of the observation.View full abstractDownload PDF (1806K) -
Morio YOSHIE, Yoshimasa NARAHARA, Hiroshi IKEDA2007 Volume 31 Issue 2 Pages 126-136
Published: June 10, 2007
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSEducation in science and technology is currently an important social issue. A set of video programs about low temperature physics produced by university teaching staff was shown to elementary, junior high, high school and university students and teachers, who were asked to reply to a questionnaire. Using this video about a particular area of science, viewpoints and opinions on science videos were collected. These were then classified into the following categories : effects on the cognitive domain, position in educational activities, possibility of use as teaching materials, effect on career choices, and opinions on video production. We consider that these concrete viewpoints and opinions gained from one particular area of science, low temperature physics, will give hints for the use of videos in practice.View full abstractDownload PDF (1407K) -
Junichi ISHIDA, Keiko TSUCHIDA, Saki OKAMOTO2007 Volume 31 Issue 2 Pages 137-144
Published: June 10, 2007
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis study examined an effective teaching method to teach an idea of "unifying" to second graders when solving word problems in elementary school mathematics. In the experimental class, lessons were based on the scaffolding method. There were three differences between the experimental and control classes. First, the teaching of an operator that focused on change was included in the teaching plan of the experimental class. Second, students in the experimental class were asked to solve the two ideas of "unifying" and "ordering" in solving word problems, while students in the control class were asked to use the idea of "unifying". Finally, a third type of operator (decrease & decrease) was taught only to the experimental class. The results of a post-test showed that students in the experimental class used the idea of "unifying" more frequently in solving word problems and they solved challenging problems more easily than students in the control class.View full abstractDownload PDF (879K) -
Satoshi ICHIKAWA2007 Volume 31 Issue 2 Pages 145-149
Published: June 10, 2007
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe new National Curriculum Standard has been incorporated into primary and lower secondary school since the 2002 school year. This Standard recommends a new category of study, named the "Period for Integrated Study". Also, it recommends that "Environment" should be included in the Period for Integrated Study as one of the content areas. In 2000, the author of this paper, as a member of a research project, carried out a questionnaire survey concerning the plan for Environmental Education (EE) in the Period for Integrated Study. He further carried out surveys to clarify the trends of EE in the Period for Integrated Study in 2003 and 2005, by using quite similar questions as well as the exact same alternative responses. The following trends have been clarified by analysis. 1) Primary schools tend to put into practice : "activities to be a friend of nature", "activities on keeping/cultivating animals/plants", "voluntary activities like cleaning up and/or recycling in the community" and "learning about waste and/or recycling issues. 2) Lower secondary schools tend to put into practice : "voluntary activities like cleaning up and/or recycling in the community" and "learning about waste and/or recycling issues, 3) In comparison with primary schools, lower secondary schools tend not to put into practice : "activities to be a friend of nature" and "activities on keeping/cultivating animals/plants. It is expected that this survey will be continued.View full abstractDownload PDF (416K)
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