科学教育研究
Online ISSN : 2188-5338
Print ISSN : 0386-4553
ISSN-L : 0386-4553
最新号
選択された号の論文の20件中1~20を表示しています
巻頭言
特集 次世代を担う若手研究者の科学教育研究
研究論文
  • 飯田 和也, 久保田 善彦
    2023 年 47 巻 4 号 p. 321-333
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    In recent years, large-scale wind and flood disasters have continued to occur in the Japanese archipelago, and there is concern about flooding and other damage even in urban areas. Although municipalities have prepared flood hazard maps, it has been suggested that they are difficult to read. In this study, we developed a teaching material that displays urban topographic maps and flood hazard maps in 3DCG format on tablets and the Internet. Furthermore, using the developed teaching materials, we conducted a class practice for junior high school students. The results of the classroom practice showed that the use of 3D topographic maps displayed in 3DCG significantly improved the students’ accuracy rate in predicting flooding compared to that of flat topographic maps. In addition, the students’ evaluation of the teaching materials suggested that by using the 3DCG hazard map, they were able to notice the danger of inundation in depressions on a plateau, which they had not noticed on the 3D topographic map.

  • 荒谷 航平
    2023 年 47 巻 4 号 p. 334-351
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    This study is an autoethnography conducted by the author, a young junior high school science teacher in Japan. The focus of the study is the author’s personal experiences with “performances” (Goffman, 1959a=1974), which are known as “furi” in Japanese, in the context of school science in Japan. In this autoethnography, the author shares his experiences of adopting various roles during science classes, such as acting like a child or a scientist, and how he expresses himself as a science teacher outside of the science classroom. Through these narratives, the author delves into the nature, purpose, and meanings of the science teacher’s “furi”. The study concludes by highlighting that the purpose of these “furi” extends beyond achieving the goals of science education; they also serve to manage impressions of the science teacher, science as a subject, science, scientists, and even the science teachers themselves.

  • 田中 達也, 内海 紗恵, 大西 鮎美, 寺田 努
    2023 年 47 巻 4 号 p. 352-365
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    The purpose of this study is to develop a new evacuation training program that includes a child-centered choice of action and video-based post-learning. The developed evacuation training program consists of (1) “child-centered choice of action,” in which children independently select evacuation routes and evacuation actions according to the disaster characteristics they have learned, and (2) “video-based post-learning,” in which children’s speech and actions during evacuation are recorded using ICT devices and reflected on using these records. The developed evacuation training program was administered to 31 first grade elementary school students and a questionnaire survey was conducted. In order to examine the effectiveness of the evacuation training program, an analysis of the children’s speech during the evacuation was conducted. The results suggest the following two points. (1) children were able to utilize their knowledge of disaster characteristics in selecting evacuation routes and evacuation actions, and (2) children themselves were able to appropriately evaluate the selection of evacuation routes and evacuation actions. These results suggest that the new evacuation training program developed in this study, which includes child-centered choice of action and video-based post-learning, was effective.

  • 土井 孝文
    2023 年 47 巻 4 号 p. 366-373
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    The purpose of this study is to analyze gestures, which are expressions generated by learners in mathematics classrooms, from the viewpoint of visual mediators in the theory of commognition, and to clarify the characteristics of communication when the role of visual mediator functions. For this purpose, we analyzed how the visual mediator in a lesson in the 6th grade unit “How to research materials” functions in the interaction between learners, how it influences other learners, and how it constitutes knowledge. The results showed that, first, gestures expressed by the learners could generate multiple visual mediators in the classroom through communication and could be an opportunity to promote other learners’ understanding of the subject, and second, visual mediators could continue to mediate the object to be learned among learners throughout the unit. As a suggestion for teaching, it is important to create lessons with awareness of the characteristics of learners’ communication by such visual mediators.

  • 口羽 駿平, 山口 悦司, 俣野 源晃, 坂本 美紀
    2023 年 47 巻 4 号 p. 374-382
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    The objective of this study was to investigate the retention of argument skills among elementary students who had undergone a science class designed to develop their argument skills. We conducted a comparative analysis of the students’ responses to argument tests administered before and after the science class (pre-test and post-test), as well as two delayed-tests (delayed-test1 and delayed-test2) administered in the year subsequent to the class, with each argument component scored. The results indicated no significant variance in the “sufficiency of evidence in argument” scores between the post-test and each delayed-test when all students were targeted. When only the students who had developed the argument skills were targeted, the results indicated no significant variance in the “appropriateness of evidence in argument” scores between the post-test and each delayed-test. However, the “sufficiency of evidence in argument” scores of the post-test were significantly higher than those of each delayed-test. These findings suggest that the argument skills of “sufficiency of evidence in argument” are less likely to be retained in elementary science class, while the skills of “appropriateness of evidence in argument” are more likely to be retained.

  • 秋山 綱紀, 西岡 圭太, 井手 勇介, 渡辺 秀治, 堀田 英一, 伊藤 充, 高村 松三
    2023 年 47 巻 4 号 p. 383-391
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    We utilized online class contents such as practice problems via a web system which provided immediate feedback in alternating face-to-face and remote learning classes. From questionnaire surveys of students, we found the following things. The subjective evaluations of students for the practice problems are consistently high compared to those for remote-based lessons. The best way to self-check students answers in self-study is automated grading, and they desire the immediate feedback that is a feature of the practice problems. However, with the “basic class” students, the rate of students who desire the above in alternating face-to-face and remote learning classes is significantly smaller than the rate of the students receiving the remote-based lessons. Furthermore, students hoped that after COVID-19, their classes would be by blended learning, which is face-to-face classes with VOD, rather than face-to-face classes alone or VOD alone.

  • 俣野 源晃, 山口 悦司
    2023 年 47 巻 4 号 p. 392-400
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    This study aimed to acquire basic information for addressing the “problem of improving the sufficiency of evidence in argument construction” by focusing on the “epistemic understanding of the sufficiency of evidence in argument” and clarifying the epistemic understanding of the sufficiency of evidence in a case study.

    First, the results of an interview survey on the epistemic understanding of sufficiency of evidence in argument revealed that the respondents do not necessarily believe that all appropriate observations/experimental results should be used as evidence when constructing an argument. This could be associated with the idea of using representative evidence or integrating multiple pieces of evidence.

    Next, we clarified how the epistemic understanding of sufficiency of evidence in argument relates to the selection of appropriate observations/experimental results to be used as evidence in the argument and the description of the selected observations/experimental results as evidence. It was suggested that the epistemic understanding of the sufficiency of evidence is affected by the “problem of improving the sufficiency of evidence in argument construction,” in which appropriate observations/experimental results that should be used as evidence for the argument are not always described as evidence.

資料
  • 下村 早紀, 升谷 有里, 下村 岳人
    2023 年 47 巻 4 号 p. 401-409
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    The study of fractions in elementary school begins in the second grade and continues every year through the sixth grade. However, there is an interval of about a year before they learn fractions in the following school year, and there are concerns about entrenching and forgetting what they have learned. We conducted a survey on the recognition of unit fractions among fourth-grade children, about one year after learning fractions in the third grade, in order to identify learning characteristics in the third grade of children who were able to identify some of the fractions based on unit fractions, and to obtain suggestions for learning guidance. Only children who could write following the objectives, children who only added the numerator, and children who were biased toward the division operation were included in the actual analysis. We attempted to document how the children in their third year learned fractions. This implies that beginning in the second semester of third grade, the viewpoint of relying on division begins to shift to the viewpoint of unit fractions, and beginning in the fourth semester, the viewpoint converges to the viewpoint of unit fractions.

一般
研究論文
  • 雲財 寛, 川崎 弘作
    2023 年 47 巻 4 号 p. 411-422
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    The purpose of this study was to develop an intellectual humility scale in elementary science education. To achieve this goal, a preliminary survey of 11 teachers and a main survey of 791 elementary school students were conducted to examine the factor structure of intellectual humility in science. As a result, we were able to develop two versions of the scale, a full version and a short version, consisting of the 3 factor structures of “open mindedness,” “prudence toward generalization,” and “independence of intellect and ego”.

  • 荒谷 航平, 雲財 寛, 大谷 洋貴, 小川 博士, 川崎 弘作, 下平 剛司, 田中 秀志, 中村 大輝, 長沼 祥太郎, 岡部 舞, 藤 ...
    2023 年 47 巻 4 号 p. 423-438
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    It is an essential basic work to discuss the future of science education research in Japan to clarify the themes and methods used in the Journal of Science Education in Japan. This study examines the research themes, methods, and their combinations used in 1,109 articles published in the journal from 1977 to 2020, using the categories proposed by Tsai and Wen (2005) and those devised by us. Results reveal that research on teaching using quasi-experimental designs and interpretive approaches has been conducted more frequently since 2000 than before. Further, the results partially support the concerns by Ohtaka (2001) about a lack of diversity in science education research. Finally, this study discusses the factors that contributed to the results of this study and proposes suggestions to achieve diversity in science education research.

  • 石田 淳一, 鈴木 正則
    2023 年 47 巻 4 号 p. 439-453
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    The purpose of this study is to examine the learning promotion effect of a teaching strategy that incorporates group talks that are discussed within groups by going back and forth between whole-class discussions and group learning in mathematics lessons. The subjects were 20 sixth graders and six groups were constructed. They performed better on a posttest and retention test. In the application of ratio lesson, we set the level of comprehension of the line diagram solving method and the solution using the ratio value, and examined the strategy effect of group talks. In addition, we took out two groups and examined the characteristics of group talk. As a result, there were group talks in which children who could understand what their friends said in whole-class discussions explained to group members so as to improve their level of understanding, and group talks in which group members improved their level of understanding through interactive dialogue.

  • 村田 翔吾, 早川 竣
    2023 年 47 巻 4 号 p. 454-470
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    Definitions play a significant role in mathematical activities such as proving a conjecture, extending a concept, and so forth. However, there is an issue that definitions are presented with authority in school mathematics textbooks. We address this issue by focusing on a mathematical activity, defining that students construct and revise definitions by themselves. The purpose of this study is to design a task that fosters students’ defining in proofs and refutations. The research was conducted based on the design research methodology. We first explained a normative model of generation of mathematical knowledge through proofs and refutations. We used this model to design a task that considers a definition of polygon in proving a statement. To investigate the effect of this task, we analyzed classroom lessons involving public secondary school students. Our analysis showed that students noticed the existence of counterexamples which invalid the given statement and modified their proof, statement, and definition. Even if students revised their zero-definition to a monster-barring definition at first, they could refine it to a proof-generated definition by receiving the teacher’s support. This paper highlights the importance of how to revise definitions based on ideas of proof, and a continuous task design to encourage students’ learning through mathematical activities.

  • 山野井 貴浩, 郡司 百佳, 森長 真一
    2023 年 47 巻 4 号 p. 471-485
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    In this study, we surveyed Japanese in-service high school biology teachers to clarify their acceptance and understanding of evolution, the status of their teaching on evolution, and to make a preliminary analysis of the relationship between them. The results suggest the following five main findings: 1) The degree of acceptance of evolution among high school biology teachers was higher than that of general citizens, but not much different from biology teachers in other countries. The scores on the item related to the empirical nature of evolutionary biology were relatively low. 2) The high school biology teachers’ understanding of evolution was higher than that of general citizens, but there were some problems in understanding natural selection and the term adaptive radiation. 3) Regarding the implementation of lessons on evolution, scores for the use of video teaching materials tended to be relatively high, while scores for observation, experiments, and inquiry activities were low. The percentage of respondents who answered that they did not conduct any observation, experiment, or inquiry activities in these lessons was about 70%. 4) The enrichment of evolution classes was not related to acceptance and understanding of evolution or teaching experience. 5) 95% of teachers felt that there was a lack of teaching materials.

  • 小森 信男
    2023 年 47 巻 4 号 p. 486-496
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    The following experiment and observations were carried out in the 3rd year junior high school lesson on “Solar System Objects”.

    First, students soaked the salt-weathered green tuff in water and observed the phenomenon of the green tuff collapsing to model salt weathering on Earth.

    Then, students observed photographs of rocks presumed to have been broken by salt weathering on Mars and Earth and discussed similarities in weathering patterns.

    Lastly, students considered the weathering that might occur on Mercury and Venus based on their knowledge of the planetary environments.

    As a result of conducting this lesson, students showed high interest in the weathering experiment, weathering on planets, the importance of astronomical rock investigations, and Mars. The significance and effectiveness of conducting the experiment on salt weathering in the lesson on “Solar System Objects” are thought to have been confirmed.

  • 田邉 和彦
    2023 年 47 巻 4 号 p. 497-508
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    Japanese higher education has a low proportion of women in academic areas such as science, technology, engineering, and mathematics (STEM). The results of recent empirical studies in Japan suggest that from the elementary school stage, boys are more likely to recognize themselves as “science types” than girls, and that such gender differentiation is maintained in later educational stages. Based on the idea that there are values that tend to regard boys rather than girls as “science types” and that these may be transmitted during the socialization process, and the discussion of the critical role of significant others in the formation of science identity, this study focused on the values held by mothers, who are the main socializers in early childhood. We first tested the hypothesis that mothers are more likely to recognize their children as “science types” if they are boys, regardless of their children’s academic abilities. Second, we tested the hypothesis that such double standards may be caused by gender-related cultural beliefs. A statistical analysis of the results of a survey of 1,000 mothers who have children in the first grade clearly supported both hypotheses. The results suggest that girls need to overcome their parents’ low expectations to develop “science type” self-concepts.

  • 久保田 善彦, 松峯 笑子, 舟生 日出男, 鈴木 栄幸
    2023 年 47 巻 4 号 p. 509-522
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    This study extracted perspectives on evaluating the reliability of scientific claims. Based on the results, we developed a checklist for evaluating the reliability of scientific claims (COSML). COSML consists of the following eight items and corresponding sub-items. 1. Where is the source of the information?, 2. How reliable is the evidence (data)?, 3. How reliable is the interpretation?, 4. Has the scientific community reviewed it?, 5. How reliable are the researchers?, 6. Are there gatekeepers?, 7. Is there any exaggeration in media representation?, 8. Do you have any assumptions or biases?

    A lesson was developed and tested to promote understanding of the meaning of each item and to evaluate real-life examples of scientific claims. The ability to evaluate the reliability of scientific claims was improved through learning related to COSML and case analysis using COSML. Secondary evaluation, which was unfamiliar to students, was also greatly improved. From the above, we believe that the item setting of COSML and the corresponding activities have generally achieved their objectives. An improvement in media literacy related to epistemological beliefs about the “sources” and “certainty” of science and “tolerance for cognitive bias” is also an effect of COSML.

  • 前田 光哉, 寺田 光宏
    2023 年 47 巻 4 号 p. 523-530
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    In thermal convection of water, the movement of water as a whole includes movement of not only heated water but also the motion of the water that surrounds it. It is conceivable that confusion between the movement of water and the transfer of heat is caused by not paying attention to the movement of water around the heated water. In this study, we created a teaching tool that can observe time-dependent changes of both temperature and flow velocity distributions simultaneously and clarify the movement of water around heated water. In addition, the case of a cooling experiment was similarly clarified. Two particular flows were observed in the region of water around heated water: the “movement of water that rises with the upward flow generated from the heating part” and the “movement of flowing water such that it fills the area where there was a heating part-generated upward flow.” Similarly, in the case of cooling, the “movement of water around cooled water” was revealed. By using this teaching tool in the unit “Heat Transfer in Matter” of fourth-grade elementary science, it is expected that confusion between heat transfer and movement of water can be prevented.

資料
  • 平川 尚毅, 生田 享介
    2023 年 47 巻 4 号 p. 531-541
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    Many universities have currently been promoting cross-disciplinary or cross-curricular learning. Science is a significant subject contributing to this learning, due to its being familiar in our daily lives. However, several previous studies have revealed a lack of confidence in conducting elementary school science classes in non-science teachers and students. This study aimed to develop a cross-disciplinary science class for non-science majors who intend to become elementary school teachers. The class content included learning the botanical characteristics of Japanese apricots, observing the seed coats using microscopes, preparing aqueous solutions with aimed concentration, and investigating the pH of the prepared solutions using a shiso reactant. Students could learn the contents empirically throughout the class. The questionnaires’ responses in the worksheets showed the development of students’ understanding of Japanese apricots. In addition, this science class could improve the students’ interests towards the role of teachers, and towards scientific aspects of familiar materials.

  • 中村 大輝, 松浦 拓也
    2023 年 47 巻 4 号 p. 542-548
    発行日: 2023年
    公開日: 2024/01/24
    ジャーナル フリー

    Many interventions have been implemented to increase STEM aspirations among high school students. However, recent research has pointed out the possibility that the self-perception of the humanities and sciences is formed at a stage prior to high school. In this study, we hypothesized that a strong self-perception of the humanities and sciences is already formed at the junior high school stage, and examined the validity of this hypothesis through a secondary analysis of a nationwide survey. Specifically, using publicly available data from the Parent and Child Survey on Children’s Life and Learning, an ongoing longitudinal survey since 2015, we examined the timing of awareness of one’s aptitude for the humanities and sciences (Analysis 1), the evolution of self-perception of the humanities and sciences (Analysis 2), and the predictability of future choice of humanities or sciences (Analysis 3). The results showed that self-perceptions of the humanities and sciences were fixed from the third year of junior high school to the third year of high school, and that machine learning using data from the third year of junior high school could predict the future choice of humanities or sciences with a certain degree of accuracy (approximately 70%).

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