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Volume 32, Issue 2
Displaying 1-8 of 8 articles from this issue
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[in Japanese]2008 Volume 32 Issue 2 Pages 69-71
Published: July 01, 2008
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (362K) -
Yuki SEO2008 Volume 32 Issue 2 Pages 72-84
Published: July 01, 2008
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purposes of this article are to consider the educational significance of teaching mathematical knot theory at senior high school, and to discuss the possibility and benefits of teaching knot theory through "mathematical activities" as follows: After studying the notion of "knot invariants", that is, linking number, tricolorability and Jones polynomials of knots, the students find various properties of knots by experiments or investigations, confirm them, generalize their own results and announce their research results. Our research is based on teaching experiments in a senior high school.View full abstractDownload PDF (1399K) -
Masakata OGAWA2008 Volume 32 Issue 2 Pages 85-97
Published: July 01, 2008
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSScience education policy is an example of public policy in the sense that it is developed through negotiation and compromise among relevant stakeholders with different value orientations. Although a theory called "Deliberative Democracy" has been popularized as one of the new trends in public policy research since the 1990s, a very similar approach was developed and adopted in Canada in the early 1980s in the field of science education policy development; specifically the Science and Education Study Project administered by the Science Council of Canada. To describe this project, the paper aims at deciphering (1) the origin and nature of the ideas, "Deliberative Inquiry" and "Deliberative Conference, " (2) the structure and concrete procedures in a Deliberative Conference, and as a case in point, (3) the Deliberative Conference held in the Canadian province of Alberta. After identifying similarities between Deliberative Democracy and Deliberative Conference, the paper concludes that Deliberative Conferences and Deliberative Inquiry in the Canadian project emerged independently from the theory of Deliberative Democracy developed in the area of public policy research, even though the essence of their rationales or philosophies was quite similar in principle. Finally, the paper discusses some implications of Deliberative Conferences for the process of science education policy making.View full abstractDownload PDF (1611K) -
S. SAWAMOTO, K. HOSOTANI, N. IDRIS, K.H. KURNIAWAN, Y.I. LEE, B.J. AHN ...2008 Volume 32 Issue 2 Pages 98-102
Published: July 01, 2008
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSWe have succeeded in constructing a frictionless demonstration equipment for mechanics by utilizing very simple tools, such as fine spherical plastic beads (0.3mm in diameter), a glass Petri dish (40-80mm in diameter), an aluminum disk (51mm in diameter and 5mm thick), and a large box consisting of glass plate of 8mm thick (box size is 1000×100×50mm). The fine plastic beads work as ball-bearings to significantly reduce the friction between the object and the surface. The coefficient of static friction has been estimated to be about 0.003. We have demonstrated some basic laws of mechanics by using the frictionless surface. They are the law of inertia and the conservation of momentum upon collision of two objects. Additionally, we have also demonstrated the motion of constant acceleration by tilting the frictionless surface into an inclined slope. It was confirmed that quantitative measurements are also possible using a stroboscopic photograph technique, exhibiting a good correlation between the experimental observation and the theoretical calculation.View full abstractDownload PDF (562K) -
Yutaro OHASHI, Hiroshi MASHIMA, Fusako KUSUNOKI, Makoto ARISAWA2008 Volume 32 Issue 2 Pages 103-110
Published: July 01, 2008
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn this research, we focused on the importance of communication from a primary learning group (Leader) to a secondary learning group (Follower) and propose a new learning environment that enables learners to communicate with voice information. It is expected that this attempt would be effective in Learning By Teaching for leaders, and in Learning By Observing for followers. First, school students learnt about animals in a workshop at a zoo, and then finalized contents of learning as voice guidance. Second, the followers roamed through the zoo by using the voice guidance as educational materials. We carried out a questionnaire survey to evaluate how the voice guidance helped the learning process of the two learning groups. The result of a chi-square test showed that leaders were "intrigued with the animals", whereas followers "were intrigued by the animals" and "understood how animals live".View full abstractDownload PDF (940K) -
Noriya KAYAKI, Chie UEDA, Yoshihiro WAKABAYASHI2008 Volume 32 Issue 2 Pages 111-120
Published: July 01, 2008
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe innovation of information technology has made rapid progress in this society, producing significant changes in the social structure. As a result, "Information Literacy" which can enable to select and make use of information tools subjectively is required in such a society. In this paper, we propose a instructional design which is aimed at making learners acquire information literacy through education at higher educational institutions. An information literacy education which includes this instructional design in its program enables learners to simulate their use of computers in professional education or practical business, and motivates them to use computers independently. In addition, we evaluate the learning effectiveness in situations where the instructional design is adopted as information literacy education at nursing school.View full abstractDownload PDF (1156K) -
Kimitake UEMATSU2008 Volume 32 Issue 2 Pages 121-129
Published: July 01, 2008
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis study examined an effective text description for promoting conceptual change and preventing misconceptions from rebounding. The learners were college students, who were asked to read a science text, which described one of two different kinds of contents, in order to help them learn a scientific concept. One of the contents showed the learners that their prior experiences in rationalizing their misconceptions were not wrong but limited. This instructional strategy made the learners comprehend the limited validity of their prior experiences. The other contents simply referred to the scientific concept, which conflicted with their prior experiences. This strategy was generally observed in many classes. After reading the science text, they were asked to read sentences regarding their prior experiences. Major results were as follows: (1) Reactions based on misconceptions were markedly reduced by both texts. However, the former contents were more effective in decreasing erroneous reactions. (2) The sentences regarding their prior experiences tended to increase the erroneous reactions of the learners who had read the latter contents. This rebound did not happen to the learners who had read the former contents. (3) It became clear that epistemological beliefs influenced conceptual change.View full abstractDownload PDF (1012K) -
Shuichi YAMASHITA, Hiroyuki KATSUTA, Kenmichi OHZEKI2008 Volume 32 Issue 2 Pages 130-139
Published: July 01, 2008
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study was to investigate how interaction with teaching assistants facilitated students' science learning. The study was based on research carried out in a public junior high school in Noda city. Findings are as follows: 1. The roles of teaching assistants were found to be mainly urging those students falling behind to move forward, demonstrating science experiments together with the teachers, teaching individually, and supporting students' learning with their expertise. 2. The effects of the teaching assistants were found to be facilitating the learning environment, increasing students' motivation, and making the preparation of experiments easier.View full abstractDownload PDF (1294K)
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