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Volume 35, Issue 3
Displaying 1-8 of 8 articles from this issue
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[in Japanese]2011 Volume 35 Issue 3 Pages 225-226
Published: September 10, 2011
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (347K) -
Christopher BECCLES, Hideo IKEDA2011 Volume 35 Issue 3 Pages 227-233
Published: September 10, 2011
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper discusses science teachers' responses to students' incorrect answers during classroom discussion. Twelve science teachers were selected through purposeful sampling in 10 junior high schools in two districts in Ghana in 2009, and their science lessons were videotaped. The science teachers and 34 selected students were later interviewed. The analysis of the video and interview involved data immersing, initial coding, creating categories, and identifying themes. Encourage, reject, ignore, discomfort, use, and probe of answers to judge and find out the reasons behind them came out as teacher responses to students' incorrect answers. Generally, the science teachers either ignored (40.2%) or rejected (26.2%) students' incorrect answers. They also encouraged (25.2%) students, and engaged in actions such as using (2.8%), finding out (1.9%) and judging (3.7%) students' incorrect answers. It is recommended that science teachers would engage in actions that encourage students and desist from making students feel shy and timid in Ghanaian classroom atmosphere. Science teachers need to: use incorrect answers to develop their lessons; create an environment in which every student feels accepted and important during discussion sessions; and factor students' feelings and be sympathetic toward students' incorrect answers in class.View full abstractDownload PDF (842K) -
Yukinori UTSUMI, Tetsuo ISOZAKI, Kazumitsu CHUJO2011 Volume 35 Issue 3 Pages 234-244
Published: September 10, 2011
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis study aims to research effective teaching focused on its relevance to society and life in upper school chemistry. It is a context-based approach adopted in Salters Advanced Chemistry, which has been developed and implemented for A-level students in England and Wales. We found two things. Firstly, that it is more effective to introduce its relevance to society and life at the starting point in the lessons and to use a wide range of activities which students can do. Secondly, that it is more effective to introduce it for long-term lessons (about 11 weeks) than to do it for short-term lessons (about 5 weeks).View full abstractDownload PDF (1458K) -
Tomokazu YAMAMOTO, Miki SAKAMOTO, Etsuji YAMAGUCHI, Shigenori INAGAKI, ...2011 Volume 35 Issue 3 Pages 245-255
Published: September 10, 2011
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSArgument skills have received a lot of attention in recent years. However, few studies report on the argument skills of elementary students, resulting in a lack of knowledge base for learning support. Krajcik & McNeill (2009) propose a hypothetical learning progression for scientific explanations which might grow across grades 1-12. This study focuses on the first variation of that progression. In the simplest variation students should be able to provide a claim and support that claim with evidence. This study aims to 1) give in-class lessons to elementary students designed to help them acquire argument skills and 2) evaluate the effectiveness of the lesson design principles from the perspective of the skill of formulating arguments. From earlier studies, this study extracted three design principles: 1) learning thoroughly about the basic knowledge that concerns the problem domain, 2) collecting multiple pieces of data, sharing them in the classroom, and organizing them into several groups, and 3) making students aware that they are using evidence. In line with these design principles, we gave classes concerning the issue of coexistence of humans and wild animals for third graders. Analyses of results of surveys conducted during the classes revealed a significant increase in the number of students who used evidence to formulate their arguments, indicating successful acquisition of argument skills.View full abstractDownload PDF (1472K) -
Yasufumi KAWAMURA, Yuta TASHIRO2011 Volume 35 Issue 3 Pages 256-263
Published: September 10, 2011
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSAn experiment machine demonstrating global warming was developed as an educational tool to let learners experience the greenhouse effect of greenhouse gases, including carbon dioxide. We have demonstrated the temperature rise of carbon dioxide, which is caused by the absorption of infrared rays, at various experimental classes, taught class, on television, and elsewhere with this machine. The first author had carried out other experiments using chlorofluorocarbon gas under the same conditions, but. was unable to maintain accuracy, sometimes even causing the temperature to decrease. However, with the present experiment machine we were able to obtain get high accuracy with this. So, we had carried out experiments of methane gas, which is said a high greenhouse effect. As a result, a greenhouse effect could also be confirmed with methane gas. This will make the study of the greenhouse effect more widely available in educational institutions.View full abstractDownload PDF (1245K) -
Naomichi MAKINAE2011 Volume 35 Issue 3 Pages 264-271
Published: September 10, 2011
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis study aims to clarify the effects of the Virginia course of study on the "Tentative course of study in mathematics" immediately after World War II. To this aim, the following three considerations are made. First, to clarify the foundation and construction of the Virginia course of study. Second, to clarify the main emphasis and underlying theory. And third, to clarify the effects on the "Tentative course of study in mathematics". As a result, three points were clarified. The Virginia course of study had two aspects. One was a core-curriculum as progressive education, and the other was subject instruction against progressivism. For the edition of the Japanese tentative course of study in mathematics, subject instruction was introduced. The part of subject instruction was based on Meaning Theory by W. Brownell. Meaning Theory was the teaching theory that emphasized understanding the meaning of fundamental processes in arithmetic and the relationship between them. In the "Tentative course of study in mathematics", we can see the same emphasis. However, the explanations were different from the Virginia course. In Japanese, the meaning of fundamental processes meant why and how the procedure was introduced as a fundamental process. The Japanese editor introduced Meaning Theory form Virginia course of study and developed the their meaning.View full abstractDownload PDF (1131K) -
Kotaro KOMATSU2011 Volume 35 Issue 3 Pages 272-286
Published: September 10, 2011
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSRecently, owing to their desire to cultivate pupils' ability to learn and think for themselves, educational researchers and practitioners emphasize inquiry-based learning. Toward inquiry-based learning relying on proof and proving, this paper deliberates a normative meaning of mathematical inquiry from a Lakatosian fallibilist perspective, and discusses educational values of mathematical inquiry. Firstly, this paper examines three aspects of mathematical inquiry and their sub-aspects, through analyzing Lakatos' chief book Proofs and Refutations (Lakatos, 1976) in detail. By synthesis of these aspects, this paper then conceptualizes the meaning of mathematical inquiry as "conjecturing statements through investigation of properties or relations of mathematical objects, proving them, and then refining the statements and proofs through refuting them, with the aim to reducing their uncertainty". Subsequently, this paper discusses educational values of the mathematical inquiry from three standpoints; change of pupils' views of mathematics, and their learning on methods for productive mathematical activities; change of pupils' views of proof and proving; learning of proof and proving from primary school level.View full abstractDownload PDF (2164K) -
[in Japanese]2011 Volume 35 Issue 3 Pages 287-288
Published: September 10, 2011
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (245K)
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