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Volume 34, Issue 1
Displaying 1-6 of 6 articles from this issue
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[in Japanese]2010 Volume 34 Issue 1 Pages 1-
Published: March 10, 2010
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (187K) -
Sayaka MAEDA, Hideaki NISHINO2010 Volume 34 Issue 1 Pages 2-12
Published: March 10, 2010
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis study examined the potency of Fast Plants as a biological teaching material for observation and experiments in elementary and lower secondary schools, based on the short life cycle, approximately one month and a half, as well as the easy cultivation protocol. The results were obtained faster than with the teaching materials known hitherto, for instance, green beans, without intercalation of the other study units to wait for the growth and maturation of the plant. The improvement of efficiency in science class could help to reduce the teacher's load in the preparation of observation and experiments in addition to the successive study of one unit. Fast Plants are suitable for some experiments, e.g., observation of vascular bundle, extension of pollen tube, and successive experiments from the parents down to the first filial and second filial generations for Mendel's Law of Separation, based on these results. The availability of introduced observation and experiments utilizing Fast Plants was confirmed by a questionnaire to elementary school teachers. In conclusion, Fast Plants is suitable for multiple applications as a biological teaching material in elementary and lower secondary schools.View full abstractDownload PDF (2295K) -
Junko IWAMA, Taro HATOGAI2010 Volume 34 Issue 1 Pages 13-23
Published: March 10, 2010
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSNurses should be familiar with the structure and function of human bodies, as nursing is a profession concerned with human lives. However, almost all students at a department of nursing have no experience of animal dissection, especially total dissection, because description of animal dissection has been decreasing in school science textbooks in recent years, even though the importance of "natural experience", "experiential learning", and the necessity of guidance about the "preciousness of life" has been proposed in science education. In this study, we investigate students' thoughts on dissection, scientific concepts, and their esteem for life through classes of "fish dissection" in a basic-subject college lecture, and suggest problems to be solved by analyzing them. The results of the study are as follows: A questionnaire to students after the class of "fish dissection" reveals the following facts: First, almost all students answered that it was good to practice fish dissection. Secondly, they had a lot of impressions or notions on life and seemed to realize the "preciousness of life". Therefore, "animal dissection" occupies a critical position in the education of nursing students. It is expected that this subject will be introduced into science education from elementary school to university.View full abstractDownload PDF (1405K) -
Kyoko TSUCHIYA, Tetsuo ISOZAKI2010 Volume 34 Issue 1 Pages 24-37
Published: March 10, 2010
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe aim of this study is to develop a unit of Education for Sustainable Development (ESD) in lower secondary science. There is some educational research on ESD based on ethical & cultural concepts, however, in this study the authors employ the 'Daly Rules' based on scientific and technological, and natural resources' perspectives for sustainability. Firstly, the authors interpreted the concept of the 'Daly Rules' and have taken some points to develop a unit and instructions for a lower secondary science lesson. Secondly, the authors made a unit based on the ideas of the 'Daly Rules' called the 'Use of energy resources and sustainability', and implemented this lesson. Through analyzing data and evidence collected and gathered in practice, the following results were obtained: 1) Students understood many parts of the 'Daly Rules' for sustainability. 2) Students recognized both sides of science and technology, e.g. merits and demerits for the environment and in the real world. 3) Statistics showed the learning programs caused a significant improvement of students who want to become scientists or engineersView full abstractDownload PDF (1709K) -
Yusuke SHINNO2010 Volume 34 Issue 1 Pages 38-51
Published: March 10, 2010
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this paper is to attempt to place a conceptual change theory of knowledge as an epistemology of mathematics, by means of revisiting the philosophical foundations of the conceptual change approach. For attaining this purpose, firstly, through reflections on the philosophy of science that conceptual change approaches have based themselves on so far, the significance of Lakatos's theories are identified. Lakatos's theories, consisting of the dialectic method of "proofs and refutations" and the "methodology of scientific research programme", are then reviewed. Secondly, since Lakatos's fallibilist or quasi-empirical view of mathematics has been provided with greater sophistication in terms of philosophy of mathematics through Ernest's work, his social constructivism as a philosophy of mathematics is focused on. Thirdly, conceptual change theory of knowledge made by Confrey is critically reviewed as well, as she criticizes absolutism and progressive absolutism. In conclusion, with the help of Ernest's social constructivism, a conceptual change theory of knowledge can be elaborated and the epistemological position of conceptual change is summarized in terms of four essential viewpoints: mathematical knowledge, mathematical theory, object of mathematics and mathematical truth.View full abstractDownload PDF (2010K) -
Mitsumasa ITO2010 Volume 34 Issue 1 Pages 52-54
Published: March 10, 2010
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (436K)
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