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Volume 36, Issue 4
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[in Japanese]2012 Volume 36 Issue 4 Pages 317-
Published: December 10, 2012
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (196K) -
Motoko FUJITANI, Satoru FUJITANI, Tadashi MISONO, Hiromitsu MUTA2012 Volume 36 Issue 4 Pages 318-331
Published: December 10, 2012
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study is to examine the relationship among students' experiences of teaching activities in science lessons, students' attitudes towards science and their achievement in science. The sample consisted of 105,078 students worldwide who participated in the Trends in International Mathematics and Science Study (TIMSS) 2003. The students completed a questionnaire and took a science test. We conducted structural equation modeling to estimate and test the hypothesized relationship between students' experiences of ways of teaching, their attitude and their achievement. In addition, after sorting appropriate groups from participating countries/regions, we compared the structural equation model for each group based on the results of the analyses. Under the condition that we do not focus the relevant factors which influence their achievement, except school factors, the results indicate that first, science lessons, including the teaching activity of having students working out problems by themselves, enhanced students' self-concepts for science and improved their science achievement; second, introducing only the teaching activity of having students work out problems by themselves to science lessons was not effective enough for improving students' achievements. This means that bringing in characteristic factors of teaching activities, which were unique for each group of countries/regions, is important.View full abstractDownload PDF (1676K) -
Tomoya YUNOKI2012 Volume 36 Issue 4 Pages 332-339
Published: December 10, 2012
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study is to develop a teaching material on crystallization and to examine the utilization of the crystal in order to arouse pupils' and students' interest in crystals and learn about it effectively. We made a highly-pure crystal from antifreezing agent, which is a familiar material. It consists of CaCl_2・6H_2O, the same ingredient as Antarcticite. Using the crystal, we examined ways of utilizing it for an experiment showing how the mineral crystal is formed. This teaching material has the following characteristics: a. A familiar material is used. b. A highly-pure and beautiful crystal can easily and cheaply be made. c. A crystal equal to a naturally occurring mineral can artificially be made. d. The melting point of CaCl_2・6H_2O is 29.6℃, making it possible to safely study the crystallization and melting of the crystal. e. By using CaCl_2・6H_2O, aspects of crystal growth and the experiment on the formation of the mineral crystal can be observed easily. In summary, we found that the experiment of crystallization treating the antifreezing agent can be utilized safely and effectively as a teaching material.View full abstractDownload PDF (3568K) -
Yosuke TSUJIYAMA2012 Volume 36 Issue 4 Pages 340-355
Published: December 10, 2012
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIn constructing a proof, students need to examine the probable arguments they found when devising a plan of proof. However, many students do not seem to acquire effective methods of making such an examination. In order to provide ideas for improving the learning and teaching of proving, this paper aims at deliberating how to examine probable arguments in constructing a proof from an argumentative perspective. Towards this aim, this paper elaborates the nature of argumentation based on Toulmin (1958/2003), who focused on the probability of practical arguments and the essential aspects of using such arguments. Based on the nature of argumentation and the relationship between constructing a proof and devising a plan of proof, this paper theoretically characterizes how to examine probable arguments as the following: a) clarifying the probability of arguments by changing their types; b) improving arguments by identifying and justifying the condition under which the arguments hold; c) exploring alternative arguments by utilizing dismissed arguments; and d) modifying arguments by justifying the truth of their warrants. Finally, this paper discusses the validity of the characterization and derives an implication for teachers' means to facilitate students' examination of probable arguments.View full abstractDownload PDF (2439K) -
Miki SAKAMOTO, Etsuji YAMAGUCHI, Junko NISHIGAKI, Tomokazu YAMAMOTO, S ...2012 Volume 36 Issue 4 Pages 356-367
Published: December 10, 2012
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSScience education research on argumentation has increased over the last two decades. This review provides an overview of representative research on students' written argument in science education, and examines analytic frameworks that science educators use to assess the quality of scientific arguments constructed by students. Toulmin's argument pattern has substantially influenced science education research. We first considered Toulmin's argument pattern, and turned our attention to five representative researchers who presented concrete analytic frameworks for written arguments. We discussed the frameworks developed by Linn, Sandoval, McNeill & Krajcik, Kelly, and Zohar, and attempted to discover the common ground to these frameworks. We have organized this review around two issues that seem to be of critical importance to those who study the ways students generate arguments: (1) the structure or complexity of the argument (i.e., the components of an argument) and (2) the content of an argument (i.e., the accuracy or adequacy of the various components in the argument when evaluated from a scientific perspective). It is hoped that this review may contribute to future research on argument by providing a theoretical foundation.View full abstractDownload PDF (1687K)
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