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Volume 37, Issue 4
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[in Japanese]2013 Volume 37 Issue 4 Pages 269-270
Published: December 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (296K) -
Mamoru KOIKE, Mitsuru NAGANUMA, Yasutaka UCHIDA, Suguru TAKATSUTO2013 Volume 37 Issue 4 Pages 271-282
Published: December 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSAn important subject of for science education today is to make pupils and students take a growing interest in advanced science and technology, such as robots. In this paper we report a back-and-forth swing type bipedal passive walking model made up of commercially available Kent paper for drafting at low cost, and its possible use as a teaching tool for science. We examined the optimum condition for the model to walk with two legs and which grade in elementary school the model is suitable for. As a result, the following five points were clarified: (a) A sponge plate was selected as an effective slope material and the best slope angle was 25 degrees. (b) When a weight of 1.5g was stuck to the buttocks, the model walked on two legs slowly and dynamically. (c) All pupils over the fourth grade were able to make the model within an average of 38 minutes. (d) Fifth and sixth graders could think about the principle of the model to walk. (e) It is difficult for pupils to understand the principle (the movement of the center of gravity) of the model to walk with two legs. However, many fifth and sixth graders apprehended the principle, because they explained the model's walking phenomenon by metaphorical expressions, associating the model with toys and playground equipment with which they are familiar. Taken together, it is suggested that the present model is useful as a teaching tool for pupils of upper grades in elementary school.View full abstractDownload PDF (8124K) -
Toshiyuki ISHII, Yoshihiko Hashimoto2013 Volume 37 Issue 4 Pages 283-294
Published: December 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study was to demonstrate the connection of science and mathematics by inspecting the possibility of transfer of strategies to draw figures. The results of this investigation revealed the following points: 1) The conditions which encourage students to have transfer of learning were "notice" and "interdisciplinary attitude". 2) Intentional instruction putting emphasis on commonalities of both subjects was effective in encouraging transfer of learning and solving problems in the other subject. 3) It is necessary to promote students to make use of knowledge acquired in other subjects even if they have failed to solve a problem in one subject.View full abstractDownload PDF (1484K) -
Yoshimi OJIMA, Ryuichiro MACHIDA, Shinobu SATOH, Michiyuki ONO2013 Volume 37 Issue 4 Pages 295-306
Published: December 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe International Science and Engineering Fair, ISEF, is the world's biggest science contest for high school students and is held in May each year in the US. Japanese high school students have participated in ISEF for more than 50 years, however only a few students have received awards. Whereas practical research is rated highly at ISEF, Japanese students tend to perform basic science, which may partially explain their limited success in the awards. In addition, many high school students in the US conduct their research at university laboratories with professional mentors, while most high school students in Japan experiment at home or at their high school without a professional mentor. We suggest ways to improve support for high school students who wish to conduct scientific research in Japan.View full abstractDownload PDF (1393K) -
Yuki KOMATSU, Yuya WATANABE, Akito ONIKI, Hiroyuki NAKANO, Yoshihiko K ...2013 Volume 37 Issue 4 Pages 307-316
Published: December 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThere are three difficulties students often face when they learn about the "phases of the moon". First, they can't make a clear image of three dimensional models from plane figures. Second, it is difficult for students to understand how the bright and dark part of a sphere shows when it is lit up. Third, they can't settle their viewpoint from the earth. We tried to solve these problems using AR materials. We use tablet type devices; when a student sees a marker on a worksheet through the camera of the device, a three-dimensional model will be shown above the worksheet on the monitor of the device. We gave comprehension tests and questionnaires, and made the students draw pictures of the phases of the moon seen from the earth to measure their understanding. We also asked students whether AR materials helped them to understand or not. The results of our research showed that AR materials are useful to students. We also identified the process by which students understand the phases of the moon using AR materials. In the future, it will be necessary to research how to design effective learning environments during regular classes.View full abstractDownload PDF (5339K) -
Tomokazu YAMAMOTO, Shigenori INAGAKI, Etsuji YAMAGUCHI, Keita MURATSU, ...2013 Volume 37 Issue 4 Pages 317-330
Published: December 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSAn argument is an indispensable process in scientific knowledge construction. This study demonstrates the effectiveness of lessons in constructing a sophisticated argument using appropriate and sufficient evidence. 5th-grade pupils were asked to make arguments for the preservation of mass in a science lesson on "dissolution of substances." Four teaching strategies were set up during the unit's preparatory phase and six during the unit's implementation phase. To examine pupils' arguments, a content knowledge test, and two argument tasks concerning the unit content and previously learned content, respectively, were implemented. The average marks for the content knowledge test were very close to full marks. In the former argument task, except in one indicator, more than 90 percent of the pupils scored full marks in claim, evidence (appropriateness/sufficiency), and reasoning. In the latter argument task, pupils' scores significantly improved after the lesson. Furthermore, a correlation between two argument tasks was found. These results demonstrate that the lesson plan implemented in this study was effective in constructing an argument based on appropriate and sufficient evidence. The study also clarified that future research would be needed for improving pupils' awareness of the insufficiency of a piece of evidence or truncated evidence.View full abstractDownload PDF (4403K)
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