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Volume 33, Issue 3
Displaying 1-12 of 12 articles from this issue
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[in Japanese]2009 Volume 33 Issue 3 Pages 169-
Published: September 10, 2009
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (187K) -
Chikahiko YATA2009 Volume 33 Issue 3 Pages 170-178
Published: September 10, 2009
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study is to examine technology teachers' perception on instruction for an artifact-making class. A mail survey about perception of instruction for making artifacts and selection of teaching method in educational practice was completed by 209 technology teachers. As a result, an important objective of artifact-making class was 'safety in use of tools and machinery', which suggests that technology teachers aim to have an appropriate level of safety in learning activity and practice. The teaching methods 'demonstrating how to use' and 'instruction of procedural knowledge' were frequent in artifact-making class. The order of teaching was divided into four sequences; first, teachers instructing knowledge and learners reading the text book; second, teachers' demonstration; third, learners' practical activity and exercise; fourth, summarizing learning contents and activity. 'Demonstrating how to use' and 'practical activity and exercise' were considered an effective teaching method to enhance learners' cognitive and practical ability.View full abstractDownload PDF (1248K) -
Sheila Gamut OYAO, Takeshi FUJITA2009 Volume 33 Issue 3 Pages 179-191
Published: September 10, 2009
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis study explores the beliefs and practices of Japanese and Filipino elementary teachers concerning their roles and those of their pupils in the conduct of hands-on science, as well as barriers to hands-on science teaching. A survey questionnaire was used to achieve the aims of this study. The results indicate that Japanese and Filipino teachers had beliefs and actual practices regarding hands-on science that can be described as having their pupils design the method of investigation, and work collaboratively. Nevertheless, Filipino teachers have the tendency to provide their pupils with the solutions to the problems. The findings also show that in both countries teachers had experienced major problems relating to laboratory apparatus, science materials and length of class period in their actual teaching. Additionally, Japanese teachers had experienced other big problems pertaining to planning time and limited background and experience in the use of science materials, whereas Filipino teachers felt that the large class size was another big problem. The results further corroborate previous qualitative findings that indicate associations between teachers' beliefs and practices.View full abstractDownload PDF (1629K) -
Masataka ISOBE, Yoshio MATSUKAZE, Toshiyuki MIDORIKAWA, Daisuke ITOH, ...2009 Volume 33 Issue 3 Pages 192-200
Published: September 10, 2009
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSWe implemented a portfolio assessment using rubrics as well as the development of four rubrics of capabilities for technology education in a national independent lower secondary school in Joetsu City. These rubrics comprised: 1) developing and communicating design proposals; 2) expressing and communicating; 3) technology assessment; and 4) putting crop cultivation into practice. This study examined the effect of practice on portfolio assessments by using the rubrics. In conclusion: 1) The average marks of the self-evaluation at the second try were significantly higher than the self-evaluation at the first try. This result may account for the effect of the importance to take evaluation of the group before as well as pupils' self-evaluation to grow high-level learning capability such as "capability of expressing and communicating." 2) Commissioning of the portfolios had the effect that pupils became aware of rubrics not as the teacher's assessment standard but as standards for their self-evaluation.View full abstractDownload PDF (1334K) -
Akira IKUO, Syuichi OKADA, Yusuke YOSHINAGA, Haruo OGAWA2009 Volume 33 Issue 3 Pages 201-213
Published: September 10, 2009
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSWe developed a package program with a series of fuel cell experiments, which help people to understand the energy concept. The program includes some chemical reactions; photosynthesis, combustion, electrolysis of water and its reverse reaction, which provide the concept of fuel cell, and utilization of photo-energy for further development. The program was practiced at a workshop for elementary school teachers and citizens, and was evaluated through questionnaires. The results of the questionnaires indicated that the program included many experiments which attracted the participants' interest. The program was effective for citizens, including students from elementary school to university, to grasp the energy concept through the fuel cell experiments.View full abstractDownload PDF (1931K) -
Mitsumasa ITO2009 Volume 33 Issue 3 Pages 214-223
Published: September 10, 2009
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper proposes a teaching method for forming physics concepts and logical thinking for Malaysian students in the PPKTJ program, University Technology Malaysia. This teaching method was based on Academic Japanese, through cooperation and collaboration between physics teachers and Japanese language teachers. The lesson consists of two separate classes. The first class is "Japanese for Science and Technology", which supplements student' insufficient scientific vocabulary. The second class, a "Team Teaching" class, is a reading class which summarizes scientific reading material in Japanese. The scientific reading material was prepared by the physics teacher, whilst sentences and vocabulary were counter-checked by the Japanese language teacher. The following results were found. First, the majority of students were able to write a report of a physics experiment class by applying logical thinking themselves. Second, more students managed to get high marks in the examination than before for the question about the physics concept involved.View full abstractDownload PDF (1533K) -
Ghanem TAFIDA2009 Volume 33 Issue 3 Pages 224-247
Published: September 10, 2009
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn Egypt, pre-service teacher training programs are facing critical problems in achieving professional teacher development. The researcher designed a pre-service training program for science education and then investigated the effectiveness of its method and contents on six undergraduates and their school students. This research paper involves a case study of a six-month pre-service training program in middle school science classes. The proposed effective training program content and methods provided the trainees with a variety of teaching materials and activities for science class. The program concentrated on active learning strategies to increase active learning opportunities for middle school students. This study reports the effectiveness of the investigated pre-service training program in middle school science class in Egypt using both quantitative and qualitative data that were gathered from six undergraduates. It discusses how undergraduates' skill level of performing active learning strategies and their level of attitudes towards teaching science can expand, with the opportunity to practice what they acquire from the proposed pre-service training program. The data gathered from the middle school students, who experienced the program, confirmed the program's effectiveness in improving their abilities of learning science actively, and reiterates the effectiveness of the program activities. The middle school students' improvement in science displays an increase in abilities to practice science process skills and acquire positive attitudes towards learning science.View full abstractDownload PDF (2453K) -
Yuki SASAKAWA, Michiyuki ONO2009 Volume 33 Issue 3 Pages 248-260
Published: September 10, 2009
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn recent years, experiments for human genome analysis in education using students' own genome have been practiced mostly at high school. From a viewpoint of gene literacy education, this experiment is attractive for students and effective for studying genetics, heredity, and the ethical and social problems associated with techniques and applications of human genome. On the other hand, there is a danger that the experiments are practiced without sufficient ethical considerations and handling of results of experiments as genetic information. As a result of previous research, we suggested the need for guidelines of human genome analysis in education, and presented a detailed draft. This draft needs to fit the current situation in schools. In the present study, we carried out a questionnaire survey for high-school biology teachers to confirm that our proposed guidelines fit to the current situation and teachers' attitudes. The results did not reveal any differences between the results of the survey and our draft. Finally, we reflected the results of the survey in a revised draft of the guidelines.View full abstractDownload PDF (1697K) -
Yutaka MAEDA, Takayuki NAKAMURA, Tadashi HASEGAWA2009 Volume 33 Issue 3 Pages 261-276
Published: September 10, 2009
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSLight is one of the most important themes in school science and is associated with many things, such as color, photosynthesis and ozone hole. We extracted the subjects relating to light from existing and new science curriculum guidelines and current science textbooks in order to make a diagram that shows correlation between the subjects and can be used for understanding the structure of the school curricula. The extracted subjects were finally correlated to one of 6 topics; properties of light, photosynthesis, energy conversion, environmental conservation, light and color, and chemical change induced by light. The completed diagram can be used for designing teaching programs including experiments at science fairs and lectures on demand with due consideration for curricula. We developed a model program for lectures on demand for use at elementary, intermediate, and high schools. The program consists of 6 modules. Each module can be used separately. Preparation and practice of the experiments in the program are easy, so that a lecture on demand for children using the program provides a chance of training for teachers at the same time.View full abstractDownload PDF (2130K) -
Takashi HIROSE, Noboru SAITO, Katsuhisa HASEGAWA, Takeshi SAKAI2009 Volume 33 Issue 3 Pages 277-287
Published: September 10, 2009
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSTo develop scales for mathematical values of teachers and students, we carried out two tests, which were designed for 137 teachers and 332 6th grade students in elementary schools. According to the results of an exploratory factor analysis for the two tests, values of Cronbach's α coefficients of reliability were good in the loaded factors. Moreover, Goodness of Fit Index (GFI), Adjusted Goodness of Fit Index (AGFI) and Root Mean Square Error of Approximation (RMSEA) were also good in validity of items of factors loaded by confirmatory factor analysis. Therefore we could develop scales for mathematical values of teachers and students through analyses and inquiries of the results of the two tests. We also clarified the relationships between mathematical values of teachers and students by comparing the more common ones of the items of mathematical values of teachers and students.View full abstractDownload PDF (1431K) -
[in Japanese]2009 Volume 33 Issue 3 Pages 288-291
Published: September 10, 2009
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (517K) -
[in Japanese]2009 Volume 33 Issue 3 Pages 292-293
Published: September 10, 2009
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (234K)
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