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Volume 25, Issue 6
Displaying 1-13 of 13 articles from this issue
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2018 Volume 25 Issue 6 Pages Cover-
Published: 2018
Released on J-STAGE: April 07, 2018
RESEARCH REPORT / TECHNICAL REPORT FREE ACCESSDownload PDF (11K) -
2018 Volume 25 Issue 6 Pages Program-
Published: 2018
Released on J-STAGE: April 07, 2018
RESEARCH REPORT / TECHNICAL REPORT FREE ACCESSDownload PDF (110K)
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-Concrete strategy to support for outside majoy teacher-MAKIYA Tsuchida2018 Volume 25 Issue 6 Pages 1-6
Published: 2018
Released on J-STAGE: April 07, 2018
RESEARCH REPORT / TECHNICAL REPORT FREE ACCESS -
Junichi KINOSHITA2018 Volume 25 Issue 6 Pages 7-12
Published: 2018
Released on J-STAGE: April 07, 2018
RESEARCH REPORT / TECHNICAL REPORT FREE ACCESS -
Naoki MIZUTANI2018 Volume 25 Issue 6 Pages 13-16
Published: 2018
Released on J-STAGE: April 07, 2018
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Yasuyuki IIJIMA2018 Volume 25 Issue 6 Pages 17-20
Published: 2018
Released on J-STAGE: April 07, 2018
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-Problem of the isosceles triangleYuki FUJIOKA, Yasuyuki IIJIMA2018 Volume 25 Issue 6 Pages 21-26
Published: 2018
Released on J-STAGE: April 07, 2018
RESEARCH REPORT / TECHNICAL REPORT FREE ACCESS -
Toshimitsu MIYAMOTO2018 Volume 25 Issue 6 Pages 27-30
Published: 2018
Released on J-STAGE: April 07, 2018
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ANWARI ILMAN2018 Volume 25 Issue 6 Pages 31-34
Published: 2018
Released on J-STAGE: April 07, 2018
RESEARCH REPORT / TECHNICAL REPORT FREE ACCESSMeta-cognition is close to reflective thinking that is aware thinking of its own conceptual and contextual as well as being conscious of the reasons and evidence that support hypothesis or conclusion. The influence and relevance of meta-cognition in learning and problem solving have been extensively demonstrated, and aptitude may even be more important for problem solving success. The purposes of this study are to understand meta-cognitive ability of Japanese students and to study the good assessment methodologies. Research subjects are 74 high school first grade students and 40 high school second grade students. Artificial Neural Network (ANN) is used to determined strategy of students in solve problems. All of groups are 34 groups, but 24 groups who could solve the problem. The results show that percentages of Japanese High School students are 75.0% in low category, 20.8% in intermediate category, and 4.2% in high category. Multiple choice problems are not suggested for student assessment, because many students were used guessing to solve the problem, where guessing is not thinking. After students engaged in the assessment, they felt their motivation increasing to deep understanding in learning chemistry.View full abstractDownload PDF (361K) -
[in Japanese], [in Japanese], [in Japanese]2018 Volume 25 Issue 6 Pages 36-41
Published: 2018
Released on J-STAGE: April 07, 2018
RESEARCH REPORT / TECHNICAL REPORT FREE ACCESS -
Takahiro SUGIURA, Shoju TONISHI2018 Volume 25 Issue 6 Pages 42-47
Published: 2018
Released on J-STAGE: April 07, 2018
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Kazuhiro AOYAMA2018 Volume 25 Issue 6 Pages 48-51
Published: 2018
Released on J-STAGE: April 07, 2018
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2018 Volume 25 Issue 6 Pages Back-
Published: 2018
Released on J-STAGE: April 07, 2018
RESEARCH REPORT / TECHNICAL REPORT FREE ACCESSDownload PDF (10K)
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