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15件中1~15を表示しています
巻頭言
特集 ウィズコロナ社会に求められる新しい科学教育の挑戦
研究論文
  • 中西 一雄
    2024 年 48 巻 2 号 p. 59-71
    発行日: 2024年
    公開日: 2024/07/11
    ジャーナル フリー

    In this study, we focused on the effects of reflection using ICT in the junior high school science physics field “Currents and their uses,” focusing on the impact on changes in engagement due to differences in “recognition of the utility of ICT use in junior high school science classes.”

    After categorizing the target students using hierarchical cluster analysis, we verified the difference in engagement before and after practicing reflection using ICT. A significant difference was confirmed between the medium and high groups and the low group in terms of perception of utility.

    Furthermore, when examining the influence of the four factors of recognition of the usefulness of ICT use in junior high school science classes on changing engagement, it was found that the recognition of the usefulness of being proactive in learning had a promoting effect on emotional engagement.

    Based on the results of this study, we considered a practical educational approach to improving the effectiveness of reflection using ICT in junior high school science.

  • 川崎 弘作, 雲財 寛, 中村 大輝, 中嶋 亮太, 橋本 日向
    2024 年 48 巻 2 号 p. 72-86
    発行日: 2024年
    公開日: 2024/07/11
    ジャーナル フリー

    The purpose of this study is to clarify whether learning instruction based on the characteristics of inquiry in biology is effective in improving intellectual humility. For this purpose, we conducted a class practice in the sixth grade of elementary school on “Plant Body Structure and Function.” The results showed that although the students were engaged in learning based on the characteristics of inquiry in biology, the mean intellectual humility score did not improve in the quantitative analysis of a questionnaire survey. Therefore, we judged that the instruction based on the characteristics of inquiry devised in this study in biology was not effective in improving intellectual humility. In addition, based on the findings of a previous study and the results of this study, we were able to derive a new perspective that “learning to constantly question the possibility that one’s own ideas are incorrect” is important for the development of intellectual humility.

  • 岡本 紗知
    2024 年 48 巻 2 号 p. 87-106
    発行日: 2024年
    公開日: 2024/07/11
    ジャーナル フリー

    In recent years, various efforts have been made on a national scale in Japan to develop human resources in the sciences. It is expected that university laboratories will play a significant role in the development of science-related human resources in Japan. However, there is limited knowledge of what experiences in university laboratories influence students’ decisions to become researchers. In this study, I conducted an interview survey of 15 students in university science laboratories and attempted to visualize their experiences by using M-GTA to determine the influence of their experiences on their decisions to become researchers. The results suggest that an environment where they can ask questions when they are lost is essential for them to aspire to become researchers, and that in such an environment, students are given opportunities to examine their own aptitude as researchers and ultimately make a decision on whether or not to become researchers. The findings from this study may provide useful suggestions for the management of university laboratories.

  • 奥本 素子
    2024 年 48 巻 2 号 p. 107-116
    発行日: 2024年
    公開日: 2024/07/11
    ジャーナル フリー

    The practice of multimodal learning, which involves interpreting and expressing scientific concepts through a combination of different representations, is gaining attention as a potential means of enhancing students’ independent learning. Multimodal learning necessitates the integration of approaches that have not previously been utilized in science education, and the incorporation of artistic approaches is being considered as one such approach. In this study, we conducted a STEAM workshop for high school students to support multimodal learning. The workshop allowed students to experience the process of gathering and integrating information in the creation of an artist’s work, and we examined the support provided. In particular, we observed the multifaceted nature of the students’ information gathering in the STEAM workshop and how they interpreted the gathered information in their narratives. Consequently, it was demonstrated that the students were able to gather information from a diverse range of disciplines that they would not typically encounter and express biological and evolutionary concepts in their own words. Furthermore, it was evident that multimodal learning was facilitated by this workshop.

  • 江草 遼平, 向山 翔希, 楠 房子, 稲垣 成哲
    2024 年 48 巻 2 号 p. 117-132
    発行日: 2024年
    公開日: 2024/07/11
    ジャーナル フリー

    This study examines the efficacy of characters within 4-panel manga as a means for augmenting the comprehension and appreciation of exhibits within science museums. The introduction of characters in 4-panel manga is anticipated to yield positive responses from viewers in terms of readability and comprehension. The primary objective of this paper is to conduct a quantitative analysis of the influence of characters on the comprehension of 4-panel manga through the utilization of eye-tracking data, thereby elucidating the underlying factors. The hypothesis posits that characters within 4-panel manga heighten visual attention to characters themselves and extend the duration of gaze fixations on text regions. The research involved 33 university students who were tasked with viewing both character-inclusive and character-exclusive versions of 4-panel manga. Analysis focused on the duration during which a viewer’s gaze remains fixed on a specific area and gaze transition network. Findings revealed disparities in gaze dwell time and gaze transition patterns across specific panels, suggesting that the inclusion of characters in 4-panel manga fosters gaze redirection towards the characters and prolongs gaze fixation on text-laden areas. This underscores the possibility of the supportive roles of characters in facilitating and enhancing the interpretation of exhibit explanations within science museums.

総説・展望
  • 古賀 竣也
    2024 年 48 巻 2 号 p. 133-140
    発行日: 2024年
    公開日: 2024/07/11
    ジャーナル フリー

    The purpose of this paper is to overview the research on concepts and teaching methods of statistical literacy and to discuss trends and issues. The concepts of statistical literacy, regarded as the ability to interpret and evaluate statistical information, have been expanded in the light of various perspectives: such as critical thinking, critical literacy, or big data trends. In addition, this paper summarized the five characteristics of teaching methods (media reports as teaching materials, instructing learners to question statistical information, discussing statistical information among students, acquiring and utilizing various forms of knowledge, and individual activities aimed at mastering how to read and interpret statistical information appropriately) with a review of previous practical research on statistical literacy. On the basis of these results, this paper concludes by proposing four future issues in the teaching methods of statistical literacy (focus on critical literacy, integration with the “enquiry contexts,” consideration of the results of the research on reading strategies, promotion of collaboration among learners).

資料
  • 皆川 怜子, 山下 修一, 畑中 敏伸, David ANDERSON
    2024 年 48 巻 2 号 p. 141-146
    発行日: 2024年
    公開日: 2024/07/11
    ジャーナル フリー

    A fieldwork program for university students was designed and implemented at the Tojogaoka Historical Park with the aim of creating positive images of the historical parks and gardens for young people. In addition, the program aimed to deepen their understanding of history and nature, and promote a perception of gardens as being both enjoyable and safes places. The program included a visit to the Tojo House, an explanation of the Tojo House and the Tokugawa family, and plant observation activities using the Hananona App. The outcomes of the study indicated that program participation did indeed produce positive attitudes about the buildings showing history as having historical value. Furthermore, the students developed positive attitudes about the Tokugawa family including developing a sense of familiarity, and a deeper sense of affinity with places associated with the Tokugawa family. Accordingly, the participants’ perspectives on history and the Tokugawa family appeared to have broadened and their understandings deepened. Finally, the experience also helped students to learn about plants and trees in connection with historical matters. And, importantly, it helped them recover from fatigue, and afforded them opportunities to think about things and to think about themselves.

  • 中村 大輝, 雲財 寛, 荒谷 航平, 長沼 祥太郎
    2024 年 48 巻 2 号 p. 147-156
    発行日: 2024年
    公開日: 2024/07/11
    ジャーナル フリー

    The purpose of this study is to provide suggestions for future research activities required of early-career researchers through a case study analysis of an online community of science education. We analyzed the management of an online community for science education and the implementation of an online community-based book club, research methodology study group, and international collaborative research project. The results of the analysis indicate the importance of efforts to realize free and diverse discussions that are not limited by time and space through online research communities. It was also suggested that efforts such as the use of technology and ensuring the diversity of research communities could contribute to solving current issues in the field of science education.

  • 内山 智枝子, 武村 政春
    2024 年 48 巻 2 号 p. 157-163
    発行日: 2024年
    公開日: 2024/07/11
    ジャーナル フリー

    Viruses have a significant impact on the ecosystems and evolution of living things through their interactions with living things and other viruses. Understanding “environmental viruses,” which refers to viruses that are part of the global ecosystem, is crucial, and we believe that learning this concept is important to understand viruses deeply. In this study, we developed teaching materials for high school students to focus on environmental viruses, become familiar with them, and help them confirm their existence through experiments. By considering the experimental method, we targeted T4-like phages that exist in many water environments. Furthermore, we used two types of filters to collect viruses from water samples. We also extracted DNA using a simple method and extracted T4-like phages using the PCR method. The participants were third-year high school students, and a descriptive survey was conducted after class, which revealed that the teaching materials are focused on the relationship between viruses and the entire ecosystem and this could be an opportunity for them to feel connected to viruses. Through lesson plans and practices that utilize the experimental teaching materials developed in this study, we hope that the existence of environmental viruses will be widely recognized in the future.

  • 下平 剛司
    2024 年 48 巻 2 号 p. 164-172
    発行日: 2024年
    公開日: 2024/07/11
    ジャーナル フリー

    Citizen science has the potential for new intellectual production by citizens, but the foundation for such research activities is vulnerable. To resolve this vulnerability and to achieve science education research that includes Citizen Science as an intellectual production activity by citizens, it is essential to describe the practice of Citizen Science in the context of science education research, but there are few descriptions in this context. In this study, for providing a resource for considering science education research that includes citizen science activities, I describe the author’s difficulties in practicing research activities in the science education research context as a citizen scientist and how I coped with them. Through this study, difficulties due to factors such as “access to research resources,” “choice of research topics and methods,” “research funding,” and “connection with research community and academic credentials” are described. Also, it is described how the author tries to cope with these difficulties, such as choosing accessible research topics, utilizing open resources, applying for grants that are available regardless of affiliation, interacting with online communities, and acquiring a research fellowship at a university.

一般
研究論文
  • 木村 優里, 高野 未羽
    2024 年 48 巻 2 号 p. 173-188
    発行日: 2024年
    公開日: 2024/07/11
    ジャーナル フリー

    This study explores the career-choice processes of college students aspiring to be kindergarten teachers, focusing on stereotypical views of sciences and humanities. The study analyzed the records of semi-structured interviews with a modified grounded theory approach. As a result, we generated 38 concepts and 13 categories. The results showed that choosing sciences or humanities majors in high school and occupation selection are interrelated, leading to career choices. In addition, the “stereotypical view of sciences and humanities” and the process of forming a self-awareness of sciences and humanities impacted this background. Furthermore, these processes can be characterized as making negative choices. Therefore, it was shown that not only subjects in which students perform poorly, but also a negative self-awareness of “I am not one for sciences” formed under the influence of “stereotypical views of sciences and humanities” are behind “negatively choosing humanities courses.” In other words, it may be said to be an acquisition of a “Non-Science Identity.”

  • Sreypouv OUCH, Kinya SHIMIZU
    2024 年 48 巻 2 号 p. 189-201
    発行日: 2024年
    公開日: 2024/07/11
    ジャーナル フリー

    PCK is the teachers’ knowledge about teaching particular content in particular ways to enhance student understanding. This requires adequate knowledge of students’ understanding (KSU) and knowledge of instructional strategies (KIS) to shape the practice of PCK. This study aims to explore teachers’ PCK on the content of “Matter,” focusing on KSU and KIS. A PCK survey test grounded in seven classroom scenarios followed by open-ended questions was developed by adapting the model of Park et al. (2018) to challenge 31 experienced chemistry teachers from 25 lower secondary schools in Cambodia. A qualitative content analysis was applied to teachers’ responses to generate a rubric categorization for KSU and KIS. Four categories of responses were created: 1) correct response, 2) partially correct response, 3) insufficient response, and 4) no response. Each response described the extent of teachers’ knowledge of students’ understanding and knowledge of instructional strategies. The frequency of each response category was calculated, and any elaboration of typical instructional strategies was highlighted. The results showed that over half of the teachers could define students’ misconceptions. Still, their knowledge of instructional strategies seemed limited due to their typical strategies, mainly following the traditional approach. Teachers preferred two common ways to address remedial students’ misconceptions: 1) telling the scientific concept directly to the students and 2) acknowledging the constructivist approach, such as inquiry with no explanation of inquiry activities on the content to be taught. Therefore, derived from these findings and discussion, providing PCK-based courses during in-service training and analyzing the pre-service subject matter course should be considered for developing PCK.

  • 山田 将司, 今井 泉
    2024 年 48 巻 2 号 p. 202-221
    発行日: 2024年
    公開日: 2024/07/11
    ジャーナル フリー

    This study aimed to develop an evaluation method for experimental teaching materials to be used in secondary chemistry education, using an evaluation axis that added safety to the concept of green and sustainable chemistry. First, we configured an evaluation axis; it consisted of (1) “the amount of energy received from the earth,” (2) “the amount of resource received from the earth,” (3) “the amount of waste returned to the earth,” and (4) “safety for the human body”. Second, we examined the validity of the four evaluation axes based on the evaluation results of copper mass change experiments and nylon synthesis experiments. Third, we established an evaluation axis using a radar chart that evaluated seven types of teaching material for the Daniel cell experiment. Fourth, we considered the evaluation axis’s effectiveness based on the questionnaire results for students who want to become teachers.

    As a result, four Daniel cell micro-scale experiment teaching materials were similar in the shape of each radar chart. In addition, about 80% of the students answered that the evaluation method was easy for (1), (2), and (3), and about 50% answered that the evaluation method was easy for (4). Thus, the study method demonstrated that it could evaluate the experiment teaching materials, but also suggested improvements regarding (1).

  • 内海 志典
    2024 年 48 巻 2 号 p. 222-233
    発行日: 2024年
    公開日: 2024/07/11
    ジャーナル フリー

    Pre-service elementary school teachers do not understand the concept of metal. The purpose of this study is to investigate the extent to which students enrolled in teacher training programs have acquired the “knowledge concerning the subject matter” necessary for teaching metals in elementary school science. The results show that their instruction requires improvement. This study revealed four major findings. First, 7.9% of participants correctly identified all five properties of metals. Second, 59.2% of participants answered correctly that all objects that were metals were metals. Third, when students identified an object as a metal, they considered the object to be electrically conductive. Fourth, they distinguished between iron and noniron metals, except for juice cans, and identified that an object containing iron was magnetic, whereas it was nonmagnetic if it did not contain iron. Based on these findings, the study suggests three strategies to improve teacher training programs for elementary school teachers: (a) encouraging pre-service teachers to recognize the curriculum contents of the five properties of metals in lower and upper secondary school science lessons, (b) encouraging them to think about the metals that are used in objects around them and why they are used in those objects, and (c) helping them recognize that their concept of metals is different from their pupils’ misconceptions.

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