中学生における概念的理解の促進過程
書誌事項
- タイトル別名
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- Deepening process of students’ conceptual understanding
- Daily phenomenon-related intervention
- 日常的事象に関連づけたはたらきかけが科学的概念の理解に及ぼす効果
説明
This present study examined how interventions based on students’ prior knowledge facilitates their conceptual understanding. Individual experiments were conducted on seventh graders (N=39 in Experiment 1; N=38 in Experiment 2), and they solved some problems about oxidation reaction in 3 sessions: pre-test, intervention (2 conditions: experimental or control), and post-test. In Experiment 1, students’ in experimental condition reasoned condition of a thing through time using pictures. On the other hand, students’ in control condition were showed a thing in pictures. The results indicated that (a) three levels were identified, (b) the experimental condition facilitated the understanding, and (c) understanding deepening in the intervention were related to that in the post-test. The purpose of Experiment 2 was to investigate the intervention of Experiment 1, and a real thing was used in place of pictures. The results showed that (a) the experimental condition facilitated the understanding, (b) understanding deepening in the intervention was related to that in the post-test, and (c) Experiment 2 had the more effect on the understanding than Experiment 1.
収録刊行物
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- 児童学研究
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児童学研究 44 (0), 51-61, 2020
日本家政学会児童学部会
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詳細情報 詳細情報について
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- CRID
- 1390009703500845696
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- NII論文ID
- 130008163522
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- ISSN
- 2436567X
- 24344508
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- 本文言語コード
- ja
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- データソース種別
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- JaLC
- CiNii Articles
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- 抄録ライセンスフラグ
- 使用可