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Volume 39, Issue 4
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[in Japanese]2015 Volume 39 Issue 4 Pages 309
Published: 2015
Released on J-STAGE: April 28, 2017
JOURNAL FREE ACCESSDownload PDF (481K)
Research Article
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Atsushi OHASHI2015 Volume 39 Issue 4 Pages 310-317
Published: 2015
Released on J-STAGE: February 24, 2016
JOURNAL FREE ACCESSThe iodine content of a gargle solution sold at a market was obtained by the titration of a standard solution of vitamin C using a plastic bottle called ‘tarebin’; the gargle solution was then used to analyze the vitamin C content of some drinks and citrus fruits in the same way. The amount of the solution consumed for equivalence was measured quantitatively using an electronic balance and the vitamin C content of the drinks or citrus fruits was obtained without a burette and a measuring cylinder. Experimental results with satisfactory precision were obtained in classes, not only at University, but also junior high-schools.View full abstractDownload PDF (769K) -
Yoshiyuki GUNJI2015 Volume 39 Issue 4 Pages 318-326
Published: 2015
Released on J-STAGE: February 24, 2016
JOURNAL FREE ACCESSChemistry textbooks include many photographs, diagrams, tables, figures, graphs, and formulae. Science education researchers call these visual representations. Mainly in Europe and America, studies of chemistry textbooks have developed ways of using visual representations to aid students’ understanding of chemistry. The central theme of these studies is analysis of or suggestions for pure chemistry, such as models or electronic formulae for particle conception or chemical structures. However, little attention has been paid to photographs and diagrams relevant to industrial chemistry. To emphasize the direct connections between the educational contents of chemistry textbooks and students’ daily lives and society, photographs or diagrams of industrial chemistry may be useful.
This study clarifies changes in teaching materials for the ceramic industry that were chosen as exemplars, focusing on the intentions of the textbook writers. The results are as follows:
(1) The intentions of the textbooks writers are to explain to students the actual state of the Japanese ceramic industry.
(2) Rotary kilns, glass products, potteries, ceramics, and fine ceramics are mentioned frequently. Their frequency of occurrence differs by period of publication.
(3) Technical experts are shown in photographs or diagrams in textbooks published in the 1950s.
(4) Objects in photographs of ceramic industry shift from the industrial process to the functionalities of industrial products.View full abstractDownload PDF (682K) -
Jun-ichiro YASUDA, Katsumi SENYO, Yuichi MIURA2015 Volume 39 Issue 4 Pages 327-334
Published: 2015
Released on J-STAGE: February 24, 2016
JOURNAL FREE ACCESSWe developed a lecture demonstration experiment to improve students’ scientific reasoning skills. In this experiment, students roll two objects (e.g. a metal cylinder, ping-pong ball etc.) down a slope, compare their velocities, and study the factors that affect the motion of the objects. The goal given to the students is to predict the result of the experiment with a pipe and a spool. In order to make a certain prediction, students repeatedly conduct preliminary experiments with various objects. This practice has two features. First, students design the procedure of the experiments. Second, students conduct scientific reasoning (e.g. hypo-deductive reasoning, control of variables etc.) with a worksheet. We evaluated the extent to which students’ scientific reasoning skills were improved through this practice by means of Lawson’s Classroom Test of Scientific Reasoning (CTSR). We found that the average CTSR score increased in the class with a low average score (df=17, p<.01, d>0.7), but did not increase in the class with a higher average score. One of the causes could be that the students with low scores followed the high scoring students’ assertions and did not conduct the scientific reasoning themselves.View full abstractDownload PDF (1434K) -
Toshiyuki ISHII, Takuma HAYASHI2015 Volume 39 Issue 4 Pages 335-346
Published: 2015
Released on J-STAGE: February 24, 2016
JOURNAL FREE ACCESSThe purpose of this study is to demonstrate the efficacy of students solving science problems involving amounts per unit while guiding them to pay enhanced attention to units and the results of their abilities to solve science problems, regardless of the presence of such units in examination questions.
The results of the study reveals the following:
1) Students improved not only in solving science problems on amounts per unit but also in being able to solve other science problems they had not studied, by guiding students to pay enhanced attention to units.
2) In general, it is important to comprehend the meaning of units in order to understand science concepts. Teachers must guide students to pay enhanced attention to unit dimensions and comprehend the meaning of units so that they are able to solve science problems more easily.
Therefore, it is essential for teachers to instruct students more carefully on units.View full abstractDownload PDF (1306K) -
Shuichi YAMASHITA, Hideki ITOU, Michiyo SHIBATA2015 Volume 39 Issue 4 Pages 347-358
Published: 2015
Released on J-STAGE: February 24, 2016
JOURNAL FREE ACCESSThe purpose of this study was to investigate university students’, elementary teachers’ and junior high school students’ beliefs in the relationship between the earth’s rotation and the moon phases, and also to determine how the improved model facilitates their understanding of the real cause of moon phases.
First, 28 preservice elementary teachers received instruction for 40 minutes, using the original model for elementary-level science. Out of the 28 teachers, 17 believed that there is a relationship between the rotation of the earth and the phases of the moon, even after instruction was given.
Second, 33 university science students, 57 elementary school teachers and 256 junior high school students received a 40 minute instruction, using the improved model; their understanding of the cause of moon phases was evaluated by a pre-test and a post-test.
A total of 21 (63.6%) university science students, 49 (86.0%) elementary school teachers and 86 (33.6%) junior high school students could not explain the cause of moon phases in the pre-test. However, all of the university science students, 55 (96.5%) elementary teachers and 235 (91.8%) junior high school students were able to explain the cause, in fact more comprehensively than the textbook, in the post-test.View full abstractDownload PDF (2080K) -
Motoko OKUMOTO, Mineyo IWASE2015 Volume 39 Issue 4 Pages 359-366
Published: 2015
Released on J-STAGE: February 24, 2016
JOURNAL FREE ACCESSRecently, art has received a lot of attention in science communication as a tool for engaging a potential audience. However, there are few studies that have analyzed the effects and characteristics of art in science communication. Therefore, the present research is an attempt to examine the emotional and transmission effects of art in the context of science communication. We used two works of art created through collaboration between scientists and artists. These works were then compared with other images of science communication and were analyzed for their communicative effects. Through an experiment that gauged the emotional effect of art, we found that people tend to be impressed by the novelty of a work of art. Through another experiment that probed the transmission effect of art, we also found that a work that used analogy could transmit a complex science concept better than a typical science illustration.View full abstractDownload PDF (1456K)
Research Data
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Takahiro YAMANOI, Rina OSAKA, Takaya OIKAWA2015 Volume 39 Issue 4 Pages 367-379
Published: 2015
Released on J-STAGE: February 24, 2016
JOURNAL FREE ACCESSIt has been reported through abundant research that many primary school students do not have an adequate understanding of insect morphology (especially positioning of the six legs) even after learning about insects in third grade. However, insect morphology can be learnt effectively through comparison with the morphology of other arthropods. Spiders are one of the best examples for use in comparative anatomy; insect mimicry by spiders, moreover, offers students an opportunity to discuss morphology in an evolutionary context. Therefore, the present study aimed to develop materials for teaching students about insect morphology and adaptive significance by comparing ants and ant-mimic spiders. Science classes in two primary schools were given these teaching materials to use. A comparison of pre- and post-test scores revealed that the teaching materials enhanced students’ understanding of where the six legs are positioned on an insect body. Also, our video to explain the adaptive significance of ant-mimicry in spiders offered a valuable opportunity for the students to think from an evolutionary perspective.View full abstractDownload PDF (1310K)
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