学習記録に基づく学習環境デザインの機能の解明の試み―仮説実験授業『空気と水』における「説明モデル」の活用と吟味の生起に注目して―

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  • 齊藤 萌木
    東京大学大学発教育支援コンソーシアム推進機構

書誌事項

タイトル別名
  • Learning Environment Inducing Explanatory Model Evolution in the Process of Conceptual Change in Elementary Physics: Based on Analysis of Learning Trajectory in the Classroom
  • ガクシュウ キロク ニ モトズク ガクシュウ カンキョウ デザイン ノ キノウ ノ カイメイ ノ ココロミ : カセツ ジッケン ジュギョウ 『 クウキ ト ミズ 』 ニ オケル 「 セツメイ モデル 」 ノ カツヨウ ト ギンミ ノ セイキ ニ チュウモク シテ

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抄録

This research examined the effects of the order of learning materials and the collaborative conceptual change, observed in two classrooms of 21 and 25 third graders. Each class was taught by a experienced teacher to help the children learn about the air in twelve lessons. The children learned the concept collaboratively, by guessing the possible results of a given experiment and discussing the alternatives, in eleven experiments set in a fixed order. Almost all the children successfully changed their folk knowledge into some rudimentary scientific concept of the air. The answers to the first six problems were justifiable with daily experiences. The latter set required the children to gradually form a highly abstract explanatory model, based on the knowledge gained through the first set of problems. Analysis revealed that the critical process towards change started with their shared sense of the inadequacy of their comprehension aroused by the carefully thought out order of the problems. This incongruity then induced enduring discussion to express and debate ideas based on each student’s evolving explanatory model. To conclude, the combination of the carefully devised structure of the learning materials and the collaborative atmosphere were the key to the success of these classes.

収録刊行物

  • 科学教育研究

    科学教育研究 38 (2), 84-96, 2014

    一般社団法人 日本科学教育学会

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