巻号一覧
38 巻 (2014)
- 4 号 p. 219-
- 3 号 p. 167-
- 2 号 p. 39-
- 1 号 p. 1-
38 巻, 1 号
選択された号の論文の6件中1～6を表示しています
- |<
- <
- 1
- >
- >|
巻頭言
-
田代 直幸2014 年 38 巻 1 号 p. 1
発行日: 2014年
公開日: 2017/04/28
ジャーナル フリーPDF形式でダウンロード (472K)
研究論文
-
中城 満, 楠瀬 弘哲, 国澤 亜矢, 川崎 謙2014 年 38 巻 1 号 p. 2-11
発行日: 2014年
公開日: 2014/09/10
ジャーナル フリーThis paper presents a new arrangement for cultivating pupils' ability in metacognition in the science classroom. This arrangement assures pupils of more than a single opportunity to conjecture what will happen next in their experiment, whereas conventional arrangements provide pupils a single opportunity only. In the new arrangement pupils can revise their conjectures at each opportunity. Their revision helps them to conduct their epistemological reflection on changes in their thoughts if the revision is objectified. At the same time, the new arrangement makes it easier for the teacher to realize pupils' change in thoughts about the experiment when pupils obtain new findings from their observations. In addition, teachers should take into consideration that pupils obtain such findings from discussions, or sometimes chats, with other classmates. Pupils' new findings naturally lead them to change their conjectures on the basis of these findings. If the teacher gives proper advice, pupils will recall the reasons for their change in thoughts. This means that the advice stimulates pupils to conduct epistemological reflection on their thoughts. Examples of such pieces of advice are also given.抄録全体を表示PDF形式でダウンロード (323K) -
新田 英雄, 松浦 執, 工藤 知草2014 年 38 巻 1 号 p. 12-19
発行日: 2014年
公開日: 2014/09/10
ジャーナル フリーPeer Instruction (PI), an interactive teaching-learning method developed by Eric Mazur, was adapted for introductory physics courses. The effectiveness of the instruction was measured by using FCI (Force Concept Inventory) and PI efficiency introduced by one of the authors. A comparison of the present results with a mathematical theory of PI is also performed.抄録全体を表示PDF形式でダウンロード (1057K) -
―葉のつき方の学習を事例として―清水 誠, 山崎 麻美2014 年 38 巻 1 号 p. 20-26
発行日: 2014年
公開日: 2014/09/10
ジャーナル フリーThe purpose of this study was to examine a method of instruction that might help the learner discover a hidden regularity in a phenomenon. We decided to try visualization of the phenomenon as an instruction method applied during observation possibly leading to this discovery. To verify the effectiveness of the method, a class studying phyllotaxis was divided into two groups. For the experimental group, we decided to write numbers sequentially on the leaves, starting from the lowest leaf.
The result of the observation shows that the experimental group had more students who noticed that leaves were arranged on the stem in a spiral pattern than the control group. In addition, discussions about the fact that leaves were arranged in a spiral were more frequent in the experimental group than in the control group. This suggests that devising a visualization of the phenomenon is an effective instruction method to help learners discover regularity.抄録全体を表示PDF形式でダウンロード (609K) -
礒田 誠, 宮花 昂平2014 年 38 巻 1 号 p. 27-33
発行日: 2014年
公開日: 2014/09/10
ジャーナル フリーWe present and discuss the results of a survey on comprehension and of a simple experiment on the contents required in the teacher training education concerning the direct-current electric circuit in the science textbook for fourth graders in Japan. We demonstrate the effects introduced into the electric circuit by “the internal resistance of a dry cell battery” and “the non-linear resistivity of a miniature bulb” in the experiment, and discuss the educational contents and methods of elementary school teacher training.抄録全体を表示PDF形式でダウンロード (517K)
プラザ
-
―DNA教育に関する提言―武村 政春2014 年 38 巻 1 号 p. 34-35
発行日: 2014年
公開日: 2014/09/10
ジャーナル フリーPDF形式でダウンロード (159K)
- |<
- <
- 1
- >
- >|