-The relations between the environment and the age- There are many relations in our today's lives ; such as, "a human being vs. a thing" "a human being vs. a human being", and "a human being vs. the information" in our changing time and age. "A human being" is involved in all sorts of relations. People are not taught the basic techniques of self-control under the present educational system. We have to learn self-control by ourselves or from our parents with much less pressure. Almost entire unhappy relations start when one sticks to his / her own point of view in which he / she is in the center of the world. Such a person often sticks on his / her own administration. If he does not change his / her idea beyond the limits of the self-control, his / her obstinacy will lead him / her to have too much expectations from others as a result. The relation between the individual and one's society. Stress is becoming a social problem these days. If one does not possess "a social sense" it is easy to run into troubles with others. It is necessary to have the objectivity and the adjustment skill regarding relations to control oneself by recognizing the truth and the relations correctly. One can make this "passive" human relations to "active" human relations. It is possible to improve the relations PI vs. CI to PI vs. CI. A competitive spirit and an eager desire only are not enough to expand the world. The "body-sense" of a human being is more inportant to get the right recognition of self, out-world, and the relationships. One can start to control "intelligence" without separating it from a human being by understanding rightly the human being and the relations which is free from one's past and the imagery. One need to make "the social sense" and "vision" grow, and to start developing one's adjustment skills regarding relations, in order to activate social background for everybody. It is the mission of Human-Relation-Studies to give the life to human relations.

抄録全体を表示

教育学部の理科の学生実験(物理)に,これからの理科の教師に必要な基礎知識と考えられるディジタル回路の基本機能の理解と動作体験のための実験題目を取り入れた。この実験では,論理回路の動作確認,水晶発振回路とトリガー発生回路の作成を通してディジタルICに慣れ,これら自作回路を活用し,光に対する応答時間と重力加速度を測定する。予備知識がない者も無理なく楽しみながら取り組めるため,大部分の学生が"中学生にディジタル回路を説明できる"という意識を持てるようになっている。

抄録全体を表示

Where science teachers instruct their students about environmental matters, it is very important to consider how students acquire environmental cognition. In this study, two methods were adopted to facilitate the learning process : a control class using VTR teaching materials for instruction and an experimental class using hands-on experiments. The objective of this study was to measure the effect of experimental methods on students' learning process. To analyze the effects of such instruction, the "Hierarchical Graph Method" was employed. In order to estimate the impact of experimental instruction and the effect of audio-visual instruction, we defined the lack of change in students' cognition as "the rate of nonchange". Within this framework, the following facts were discovered : 1) The environmental cognition of the groups undergoing experimental instruction changed more than the control groups. 2) According to the results of the Hierarchical Graph Method, the experimental groups were able to relate the process of environmental pollution to the phenomenon of "the circulation of matter". 3) The Hierarchical Graph Method indicated that the experimental groups had acquired both "wide" and "deep" environmental cognition. 4) It became clear from the results of the Hierarchical Graph Method and the "rate of nonchange" that the experimental and interactive instruction aided the acquisition of environmental cognition. 5) The Hierarchical Graph Method provided clear visual cues which enabled us to estimate easily the merits of experimental instruction on the formation of environmental cognition.

抄録全体を表示

Achievements of modern science is not necessarily led to human well-being. Aim of this paper is to find the way to collaborate and create a new science field related to “Sport and Gender” including human biology or human life science of our body, which consists of sixty trillion cells. Gender research has been done in the field of social science and humanities. On the other hand, rapidly growing life science became element reductive and has been directed to develop drugs for curing various diseases. Sports and physical activities/exercise activate whole body including brain and intervene directly to the cells that constitute our body. Although there was accumulation of evidences from the studies on physical training and learning, it was very difficult to give a mechanistic explanation. I had been looked for long time to try to solve the adaptation mechanism of physical exercise/activities of human system and met the flow of genetic information to structured/functional protein via RNA within a cell biological system called “central dogma” first stated by Francis Crick. In addition, both cell and body follow the rule of activity-dependence. Human effort is guaranteed by molecular chaperone system. Sport and gender studies will explore the new era by integrating sciences for human life, which are activated by dual activation of cell and body, and human’s will together.

抄録全体を表示

サイエンスウィンドウ2006 10月号（見本号）の冊子体一式（PDF版）およびHTML版は下記のURLで閲覧できます。

https://sciencewindow.jst.go.jp/backnumbers/detail/49

目次

【特集】　月といのち

p.06　生活のなかに残る月の暦

p.08　月のシグナルがいのちをつなぐ

p.10　大潮に産卵するカブトガニ

p.12　潮の満ち干はなぜ起きる

p.14　月の満ち欠けを再現しよう

p.15　月をめぐるQ&A

p.16　遙かなる宇宙へ 再び月を足がかりに

【連載】

p.02　似姿違質：食用キノコ　VS　毒キノコ

p.18　地域とつながるミュージアム：学校と連携、展示物に頼らず実体験で魅力を伝える　岐阜県先端科学技術体験センター

p.21　とっておきの一冊：『こぐま園のプッチー』室伏きみ子

p.22　発見！暮らしのなかの科学：紙と水との意外な関係／浄水器のなかはどうなっているの？

p.24　イチから伝授 実験法：サバで解剖授業

p.26　光っているひと：三上周治

p.28　せんせいクラブ：若手先生の本音トーク座談会

p.30　情報ひろば

p.32　シリーズMADO：秋吉台科学博物館

抄録全体を表示

サイエンスウィンドウ2007 1月号（創刊準備号）の冊子体一式（PDF版）およびHTML版は下記のURLで閲覧できます。

https://sciencewindow.jst.go.jp/backnumbers/detail/48

目次

【特集】　春よ来い！

p.06　雪国での山里の生態　生きることが約束される季節を待つ

p.08　冬の校庭　春を迎える準備をする植物たち

p.10　冬の野山　低温を乗り切る動物たち

p.12　四季のメカニズム　春が来るってどういうこと？

p.14　冬を元気に過ごす知恵

p.15　春のきざしを見つけよう！

p.16　Science Window の現地レポート　瀬戸内海の島から出発します

p.18　座談会　現場の若手先生と語る

【連載】

p.02　似姿違質：原種イノシシ　VS　家畜ブタ

p.22　若手発掘：南極で観た地球環境を教室へ　上村剛史さん

p.24　イチから伝授 実験法：安全に火を使おう

p.26　地域とつながるミュージアム：群馬県 神流町恐竜センター

p.28　発見! 暮らしの科学：火を使わないカイロ「ぬくもり」の作り方

p.30　せんせいクラブ

p.31　情報ひろば

p.32　シリーズ 窓：串本海中公園

抄録全体を表示