科学教育研究

特集によせて「協同学習研究次の10年へ」(<特集>学習場面における他者との関わり-理論,実践,システム開発)

鈴木栄幸

原稿種別: 巻頭言
2010 年 34 巻 2 号 p. 57-
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.57

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協調学習に対するデザイン実験アプローチ : 小学校における長期的な実践研究からの知見(<特集>学習場面における他者との関わり-理論,実践,システム開発)

村山功

原稿種別: 招待論文
2010 年 34 巻 2 号 p. 61-70
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.61

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This paper recites several findings from eleven years of practical studies on collaborative learning in an elementary school, based on a design experiment approach. Based on the theory of Bereiter & Scardamalia, series of researches were planned to change the class into a knowledge-building community. Because use of a computer system is not sufficient to make students learn collaboratively, learning tasks and curriculum should be designed for collaboration. For the design of learning tasks and curriculum, researchers and teachers have to collaborate across each other's borders. The prescriptive theory is important for the design experiment approach because it gives us goals and methods for evaluation.

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数学的コミュニケーションの創発連鎖における反省的思考と反照的思考(<特集>学習場面における他者との関わり-理論,実践,システム開発)

江森英世

原稿種別: 招待論文
2010 年 34 巻 2 号 p. 71-85
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.71

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The purpose of this paper is to consider cognitive and affective processes within the emergent chain of mathematical communication. From a viewpoint of reflective thinking, we analyzed exemplified expressions from each of three 5^<th> grade students. Reflective thinking is considered to be thought that occurs when we reflect on our own actions or thoughts. In this paper, we consider reflective thinking to be classified into two types of thought: the first is based on our own experience and knowledge (introspective thought), and the second is based on written expressions (reverberative thought). We consider the second type of reflective thinking to be a process of hypothesis formation employing Peirce's logic: abduction, deduction, and induction. We describe the mechanism for the emergent chain of mathematical communication as cognitive and affective processes. The emergent chain contains: (1) the first type of reflective thinking; (2) emotional experience; (3) the second type of reflective thinking; and (4) the emergence of a new idea.

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再構成型コンセプトマップ作成ソフトウェアを利用した協同的概念整理型ノートテーキングの指導 : 中学校理科「電流のはたらき」での実践を通して(<特集>学習場面における他者との関わり-理論,実践,システム開発)

舟生日出男, 大黒孝文, 稲垣成哲, 山口悦司, 出口明子

原稿種別: 研究論文
2010 年 34 巻 2 号 p. 86-96
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.86

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In this paper, from the viewpoint that learners explore and construct knowledge actively, we proposed a method of note-taking by arranging concepts and a course for teaching the method through collaboration. We also carried out a practice-session of teaching the method. Through the method of note-taking used in this research, learners extract important concepts from learning materials and structure them as a concept map. The process consists of three phases; cutting, judgment, and relating. These activities, however, are too difficult for cognitively poor learners. So we set up an individual session and a collaborative session. In the individual session, a learner individually carries out cutting, judgment, and relating, and makes a concept map with paper cars and sheets. The purpose of this session is to make the learner think about the learning materials and prepare for the collaborative session. In the collaborative session, learners form small groups, examine their concept maps, and collaboratively make the group's concept map with the software "Undo-Kun". Another purpose of this session is to make the learners mutually learn from their differences and share their methods for arranging concepts. We carried out a teaching practice of "Workings of Current and Magnet" in junior high school, in which 120 students participated. As a result of the evaluation of the practice, the note-taking method and the teaching method proved to be effective.

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博物館・動物園におけるユーザのインタラクションを支援するデザイン(<特集>学習場面における他者との関わり-理論,実践,システム開発)

山口尚子, 楠房子, 真鍋真

原稿種別: 研究論文
2010 年 34 巻 2 号 p. 97-106
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.97

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In this paper, we propose an interactive design for supporting learning with mixed media. Although the original goal of the design of the system is to support learning about exhibitions in museums and zoos, the system can attract a lot of interest as a magical entertainment system with cellular phone and worksheet. Out aim is that children acquire enhanced motivation to get to know information that is related to exhibitions. We evaluated the system in a Japanese science museum and zoo, which confirmed its effectiveness. The result of a questionnaire-based survey regarding the contents of the system proved that the system had the possibility to enable children to understand the contents.

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LEGS:動物園におけるGPS携帯電話を活用した観察支援システム(<特集>学習場面における他者との関わり-理論,実践,システム開発)

鳩野逸生, 荻野哲男, 鈴木真理子, 楠房子, 井福克也, 久保太二

原稿種別: 研究論文
2010 年 34 巻 2 号 p. 107-116
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.107

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We are proposing a new design of an observation support system for zoos utilizing cellular phones with GPS. In this paper, we designed and developed the contents including the navigation for general visitors to get visitors interested in observing more animals and better enjoy their observations in a zoo. We held a public experiment with visitors of Kyoto Municipal Zoo. The results indicate that our system improves visitors' interest and observations of animals.

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レーザーショーデバイスを用いた聴覚障害者向けの校外学習の方法とその評価(<特集>学習場面における他者との関わり-理論,実践,システム開発)

高橋徹, 生田目美紀, 楠房子, 小野功, 寺野隆雄

原稿種別: 研究論文
2010 年 34 巻 2 号 p. 117-127
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.117

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This paper presents a novel learning method for hearing-impaired students in an open space. The method is characterized by the use of a handy laser-show device newly developed by the authors. The learning difficulty of hearing-impaired students comes from the fact that they cannot smoothly interact with each other among students, teachers, and target objects. In a classroom lesson, we are often familiar with the situations, while, in case of an open space, so far, we have had few effective methods. To solve the issues in open space situations, we describe a new learning method, by which we show direct explanations about the target object through a handy laser-show device: Big Fat Wand (BFW). BFW is designed to have capabilities of 1) being carried easily, and 2) presenting characters, images, and animations through authoring tools on a PC. To evaluate the effectiveness, we carried out intensive experiments with hearing-impaired students of Tsukuba University of Technology. The results revealed 1) that a lecturer with no experience or expertise in teaching hearing-impaired students is able to give good lectures with BFW, and 2) that BFW explanations with simple figures about the structure of the target objects are especially educative for hearing-impaired students. We believe that the proposed method will be of use for any other open-space lectures.

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模型操作と連動するタンジブル太陽系教材の開発と評価(<特集>学習場面における他者との関わり-理論,実践,システム開発)

森田裕介, 瀬戸崎典夫, 岩崎勤

原稿種別: 研究論文
2010 年 34 巻 2 号 p. 128-137
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.128

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In this study, a tangible learning system was developed using AR (Augmented Reality) technology for grade school science classes, and we investigated how students collaborated with others for various tasks using the system. 19 high school students participated and the tangible learning system was evaluated using comprehension tests, space recognition tests, and a questionnaire comprised of four categories, motivation, understanding, collaboration, and interface of the system. First, the comprehension test scores were compared using a t-test, and the result showed no significant difference between the pre- and post-tests. On the other hand, when the space recognition test scores were compared in the same way, the result showed that there was a significant trend between the pre- and post-tests. Second, the answers in the questionnaire showed that the tangible learning system inspired a feeling of curiosity in most of the students. Also, all of the participants answered that the learning material made it easier to understand the solar system than the VR teaching material. Further, it showed that the tangible learning system encouraged students' collaboration using non-verbal communication. Regarding the interface, the students felt that the learning system would have been better if it had not only displayed graphics, but also showed text. In the future, it will be necessary to study how to design effective learning environments using "tangible bits."

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『学び合い』における保護者の不安と疑問に対する子どもの意識の研究(<特集>学習場面における他者との関わり-理論,実践,システム開発)

桐生徹

原稿種別: 研究論文
2010 年 34 巻 2 号 p. 138-144
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.138

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The subject of this study is a learning pattern called "learning from each other", through which learners acquire some habits in a collaborative manner. Because it is practiced based on the idea of learners' ability, this phenomenon appears different from that seen in the general school learning pattern. For instance, learners are walking around their classroom and talk during class. These acts cause concerns for visitors observing the class. In this study, we looked at parents as classroom visitors and investigated their concerns. We also investigated children's consciousness regarding the contents of this investigation. As a result, we found that few children consider the concerns of their parents their own. We also found that the longer the children experienced "learning from each other," the less concerns they had. Therefore, it is considered that the pattern of "leaning from each other" matures as a group culture.

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科学技術問題の解決を目指した協調学習のデザイン研究 : 電力問題を取り上げた単元における「問題を定義すること」の学習(<特集>学習場面における他者との関わり-理論,実践,システム開発)

坂本美紀, 山本智一, 山口悦司, 稲垣成哲, 大島純, 大島律子, 中山迅, 竹中真希子, 村山功

原稿種別: 研究論文
2010 年 34 巻 2 号 p. 145-153
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.145

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Socioscientific issues are plagued by a number of problems wherein the goals are unclear or no specific solution to an issue can be found. These problems are called "ill-defined problems", and the process of identifying or defining such problems is especially important when attempting to find a solution. The purpose of this study was to design a learning unit based on the design principles that activated interactions among learners, and to evaluate whether the learning unit could improve students' abilities in "defining problems." During the lesson, sixth-grade students tackled the electric-power problem-a socioscientific issue-with the aim of proposing solutions based on scientific knowledge. They were encouraged to repeat the collaborative problem-solving cycle and to define their problems for inquiry by themselves at the beginning of each cycle. Knowledge Forum, a CSCL system, provided support for the students in tackling the problem. In Knowledge Forum, students could externalize their products at the previous cycle in a communal database in order to share and examine their products. A comparison among the student-defined problems showed that students began defining more comprehensive problems in the later problem-solving cycle, and the design principles discussed here were shown to be effective.

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気づきを誘発する他者視点推薦手法-ナラティブ教材を使って(<特集>学習場面における他者との関わり-理論,実践,システム開発)

堀田大輔, 越山修, 山田隆志, 吉川厚, 山本秀男, 寺野隆雄

原稿種別: 研究論文
2010 年 34 巻 2 号 p. 154-166
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.154

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A manga textbook with a narrative approach is a new tool for learners use of their knowledge. One of its unique points is that it enables learners to acquire knowledge from other learners' viewpoints. This paper proposes a recommendation method for presenting other learners' viewpoints in individual learning. The proposed framework consists of the following two phases; 1) by questionnaire, we extract scenes and their interpretations which learners pay attention to, 2) learners are given other learners' viewpoints and their interpretations through collaborative filtering. Intensive experiments using a manga textbook on the theme of business tie-up, involving a business scene, revealed that the proposed method gives learners an opportunity to obtain other learners' knowledge.

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「研究とは何か」を伝えることをねらいとする理工系学生向けワークショップの開発と実践(<特集>学習場面における他者との関わり-理論,実践,システム開発)

宮野公樹, 岡本絵莉, 可知直芳, 山本祐輔

原稿種別: 研究論文
2010 年 34 巻 2 号 p. 167-176
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.167

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Undergraduate and graduate students need to shift their learning styles from merely taking lectures to struggling with their research activities in the laboratories. However, there are no official support systems by faculty for bridging the two styles. Therefore, the authors developed and implemented a workshop which aimed to support undergraduate and graduate students who were newly involved in research activities. The purpose of this workshop was to convey to students what it is to carry out research. The workshop was held at three universities. The authors carried out a questionnaire survey after the workshop. As a result 87 percent of the students answered, "The workshop was very useful," or "The workshop was fairly useful," and 68 percent of the students answered, "The motivation toward research activities has highly improved," or "The motivation toward research activities has fairly improved." These results show that the goal of the workshop was almost entirely accomplished.

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教育実習生の学習指導案作成訓練へのマンガ表現法の適用(<特集>学習場面における他者との関わり-理論,実践,システム開発)

鈴木栄幸, 望月俊男, 久保田善彦

原稿種別: 資料
2010 年 34 巻 2 号 p. 177-188
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.177

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This paper describes the application of a manga-based thinking method to train student teachers to form and revise their lesson plans from the learners' viewpoint. According to this method, learners are asked to present their lesson plan in the form of a manga. It is expected that this method will help student teachers to envision learners' voices since manga, which is comprised of actors and their words, can assist student teachers to simulate classroom activity vividly. The result of a field test suggests that manga-based thinking helps student teachers to see their lesson plan from the learners' viewpoint, and to revise their plan through conversing with the voices of the envisioned learners.

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Frank Parsonsの'Vocational Guidance'の成立過程に関する考察 : Choosing a Vocation(1909)の解読を通して

山中千尋

原稿種別: 研究論文
2010 年 34 巻 2 号 p. 189-198
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.189

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This paper overviews the development of 'vocational guidance', which is recognised as an origin of the term 'career education', which has appeared recently in the educational field to characterize a stronger vocational attitude or view among Japanese students from primary to tertiary education. In science education, career education has also gained much attention as fostering a vocational attitude/view which considers scientific careers with a much wider perspective than just becoming scientists who only carry out their profession in order to achieve remarkable outcomes. Past studies on vocational/career guidance have mentioned the origin of the term in reference to Frank Parsons and his book Choosing a Vocation; however, they have not focused on the process and situation in which the term developed. As such clarification contributes to a reconsideration of the current term 'career education,' the present study attempts to reveal the development of 'vocational guidance' by deciphering this book and related materials. The result shows that 'vocational guidance' was used in establishing the Vocational Bureau in Boston in the early twentieth century as a label that symbolizes or realizes Parsons' ideal of educational activities based on mutualism, i.e. young people with a suitable job bring about individual happiness and a cooperative society, which has implicational for today's society.

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フランスの義務教育段階における科学的技術的教養に関する考察

三好美織

原稿種別: 研究論文
2010 年 34 巻 2 号 p. 199-206
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.199

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The author has analyzed scientific and technological knowledge in the Common Base of Knowledge and Skills (le socle commun des connaissances et des competences) of France, which was enacted in 2006. The results are as follows. (1) The Common Base of Knowledge and Skills has seven pillars, and each pillar is broken down into 3 elements, i.e., knowledge, abilities and attitudes. Scientific and technological knowledge is important for pupils in order to grasp the major laws that govern the universe, our planet and also our bodies, and to live in a world where sciences play a fundamental role. (2) Primary and secondary school curricula for 2009 were designed for acquiring the Common Base. Scientific curricula play a role in acquiring scientific and technological knowledge and other pillars of the Common Base. (3) In order to acquire scientific and technological knowledge, it is important to adopt an investigative approach in situations where pupils use their knowledge and skills. (4) The instrument for assessment, which corresponds to the requirements at the different stages in the mastery of the Common Base, is available to teachers.

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数学と理科の関わりについての意識調査

安藤秀俊, 小原美枝

原稿種別: 研究論文
2010 年 34 巻 2 号 p. 207-219
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.207

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The purpose of this study is to clarify the relation between students' consciousness of mathematics and science in junior high school. A questionnaire was administered to 176 students, and factor analysis by principal axis factoring and promax rotation was examined for each student's group by likes and dislikes of mathematics and science. In addition, path analysis by covariance structure models was performed as a broader concept on "connection" and "logic" in order to examine the influence that the extracted factors had on the relation between mathematics and science. As a result, for the student group who dislikes either mathematics or science, as well as the student group who dislikes both, the factor "Weak point in calculation and graphs in science" influences "connection" and/or "logic" for both subjects. When students made calculation and graphs in science, it turned out that they felt difficulty, and recognized that mathematics was related to science. As a factor for mathematical difficulty in science, it was suggested that reading the meaning of a formula as a concrete phenomenon, and the ability to associate formulas, tables, and graphs might be weak. With such students' consciousness in consideration, it is desirable to construct a teaching system, in which the teachers of mathematics and science should have closer cooperation.

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サイエンス・コミュニケータとしての力量向上が中学校理科教師としての力量向上に与える効果についての事例研究

中山迅, 山口悦司, 里岡亜紀

原稿種別: 研究論文
2010 年 34 巻 2 号 p. 220-236
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.220

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Recently, the importance of science communication has been increasing. Science teachers are also becoming active science communicators outside school. Now, science communicators have many opportunities to receive training at science museums and science centers. However the main role of a science teacher is to teach students in school. This gives rise to the question: can a science teacher trained as a science communicator become an excellent science teacher in school? If we can clarify this question, we will be able to know the potential significance of science communication training. In the present case study, we developed and implemented science communication training, and tried to determine whether and how developing a science teacher's competency as a science communicator is effective in developing competency as a science teacher. We used a Pedagogical Content Knowledge perspective in order to clarify what aspects of competency were developed. Specifically, qualitative analysis of the effects of science communication activity training with tephra as the educational content on improvement of PCK for science teaching in lower secondary school was performed by using concept mapping and an interview survey. The findings suggest the potential significance of the science communication training.

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科学的リテラシー育成のための指導方法の開発

清水誠, 小森栄治, 田中修平

原稿種別: 資料
2010 年 34 巻 2 号 p. 237-244
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.237

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This study examines the teaching method used and verifies the results achieved by an excellent science teacher in a class aimed at developing scientific literacy. Analysis of the teaching method was conducted by direct observation of classes, interviews with the teacher and examination of video recordings. To assess the effectiveness of the instruction, published questions from the PISA2006 survey were used. We found that the lessons followed a certain pattern. The teacher first provided information, and the students then did their own research. The students next they presented and discussed their results, and finally wrote up their findings into reports. The distinguishing features of this class were that the teacher spent a significant amount of time giving background knowledge and information about how to consider the problem before the students started their research activity, and that the teacher gave detailed explanations via handouts during presentation and discussion of results as well as for the preparation of the reports. In the test, the students achieved scores higher than the Japanese and the OECD average in all three areas of scientific competence. The study therefore suggests that the investigated teaching method is effective in improving scientific literacy.

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抽出DNAがデオキシリボ核酸であることを実感するための実験の工夫 : タンパク質や多糖ではない「らせん構造」を持つ「酸性物質」として捉えるために

西野秀昭

原稿種別: 資料
2010 年 34 巻 2 号 p. 245-250
発行日: 2010/06/10
公開日: 2017/06/30

DOIhttps://doi.org/10.14935/jssej.34.245

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Some experiments were developed for comprehension of DNA as a pure, acidic, and helix-structure material using extracted DNA from animal or plant tissues. The first experiment can show the high purity of extracted DNA, which contains little detectable proteins or polysaccharides, from fowl liver, salmon sperm and Broccoli (Brassica oleracea). The second experiment can make students recognize the helix structure of DNA by the structural analogy of helical starch structure detected by using ethidium bromide staining. The third experiment can exhibit the acidic nature of DNA by the same column chromatography behavior as acidic pigment.

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