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Volume 34, Issue 4
Displaying 1-7 of 7 articles from this issue
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[in Japanese]2010 Volume 34 Issue 4 Pages 321-
Published: December 10, 2010
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (170K) -
Junko IWAMA, Shizuo MATSUBARA2010 Volume 34 Issue 4 Pages 322-337
Published: December 10, 2010
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn this study, we analyze the educational significance of "animal (human) birth", by tracing the changes of contents in the unit "animal (human) birth" in elementary school science textbooks, and asking children in fifth and sixth grades some items on "human birth". The results of the study are as follows: The unit "animal (human) birth" was introduced for fifth grade in the textbooks published in 1992, which were based on the Course of Study revised in 1989, and where the children learned "Humans grow inside the mother until they are born". Half of the children answered "Yes" to the item "Do you want to bring up children?" The reason that most of them gave was "Because I like children". Some children gave other reasons; some boys answered "Because I want to leave my descendant", and some of girls answered "Because I want to take care of my baby", indicating that boys and girls have different ideas. However, these reasons were related to "continuity of life." Another item was "How did you find out that the person had a baby by fertilization?"; here, half of the children answered that they had gained the knowledge in fifth grade science class or from the science textbook. These results indicate that this unit is an important teaching material to help children form the scientific concept of "animal birth" and foster respect for life.View full abstractDownload PDF (1859K) -
Yukinori UTSUMI, Tetsuo ISOZAKI2010 Volume 34 Issue 4 Pages 338-351
Published: December 10, 2010
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis study aims to research the process of curriculum development in Salters Advanced Chemistry (SAC) and show a model of it. SAC has been developed for GCE-A level students in England and Wales who wish to go on to tertiary level science education. SAC is a complete curriculum based on the "Salters Approach", which is a context-based approach. We found two things. Firstly, that the curriculum development didn't draw on specific theoretical ideas at the early stage, so the detailed aims and objectives were discovered along the way rather than starting with them. The decisions on content, contexts and learning activities emerged in the process of developing the materials. Secondly, that SAC is very different from the prevailing 'centre-periphery' model of curriculum innovation, which requires decisions made by a group of centrally based policy-makers to be implemented by teachers. Instead it involved teachers positively in all stages of development, ranging from initial decision-making on content and structure, through the writing, to the process of dissemination. As a result, SAC was developed as a form of technological problem-solving. Its major curriculum innovation is that it adopts a context-based approach.View full abstractDownload PDF (1683K) -
Masanori FUJITA, Masakazu KITA2010 Volume 34 Issue 4 Pages 352-357
Published: December 10, 2010
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe biuret reaction is one of the most familiar proteinic assays. The reaction involves the complexation of copper (II) with peptide. Many studies on the biuret reaction have been reported. The biuret reaction is shown in high school textbooks of chemistry II in Japan as an evidence of protein. The validity of descriptions in chemistry textbooks is examined in the literature, and new criteria and conditions for biuret reaction positiveness are proposed.View full abstractDownload PDF (530K) -
Yuki WATANABE, Hiroshi KATO, Akinori NISHIHARA2010 Volume 34 Issue 4 Pages 358-367
Published: December 10, 2010
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe influence of learning environment and the choice of information presentation media on learning are investigated by two experiments. Experiment 1 clarifies the influence of two environments (train or room) and with or without caption in the movie. There was no significant difference between the two environments, but caption showed a main effect. Experiment 2 examined the influence of the combinations of information presentation media (caption, audio and video). No significant difference was observed on the learning effect by adding audio/video to text (caption), but a questionnaire survey showed that the examinees approve the existence of audio and video in addition to textual (caption) information. Those results offer guidelines on the development of mobile learning contents.View full abstractDownload PDF (1259K) -
Chikahiko YATA, Fujio INZEN2010 Volume 34 Issue 4 Pages 368-377
Published: December 10, 2010
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study was to examine students' consciousness of acquired abilites in an artifact-making class in technology education. We collected 280 students' description that include their impressions of artifact-making class during 3 years of junior high school. These descriptions were analyzed according to category of technological literacy and key themes, using a text-mining method. As a result, students were conscious mainly of the literacy of "Procedures for technological problem solving" and "Ability to assess finished product." Through quantification analysis (type III) of the category of technological literacy the 2 axes of "application/substance" and "activity and production/society and work" were abstracted. Also, through quantification analysis (type III) of the key theme, the 2 axes of "living/manufacturing" and "acquaintance/activity" were summarized. The relationship of these axes suggests that cognition about applicable ability in artifact-making class has relevance for the attitude that uses learning content in daily life and society.View full abstractDownload PDF (1009K) -
Junko IWAMA2010 Volume 34 Issue 4 Pages 378-391
Published: December 10, 2010
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn 1989, AAAS (The American Association for the Advancement of Science) published "Science for All Americans", which defined science literacy and laid out some principles for effective learning and teaching. Stimulated by the American example, the Science Council of Japan organized a national project in 2005, called "Science for All Japanese". It is now generally recognized as the first major step toward ambitious national standards in science for all students, and serves as a foundation for current efforts to reform science education in Japan. The author has tried to introduce the "Life Science" section of "Science for All Japanese" into her teaching of nursing college students. The results of the study are as follows: The author's lecture generated much interest among students. They studied topics such as the "human organism", "biodiversity", "living environment", and "sustainable development", and reached a high level of academic achievement. "Science for All Japanese" can no doubt be an effective way to reforming science education in Japan.View full abstractDownload PDF (1619K)
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