環境認識の形成に及ぼす実験活動の効果 : 水の汚染の指導事例を用いて

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タイトル別名
  • The Effect of Experimental Instruction on Formation of Environmental Cognition : from case studies of water pollution instruction
  • カンキョウ ニンシキ ノ ケイセイ ニ オヨボス ジッケン カツドウ ノ コウカ ミズ ノ オセン ノ シドウ ジレイ オ モチイテ

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抄録

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.

収録刊行物

  • 科学教育研究

    科学教育研究 24 (1), 20-28, 2000

    一般社団法人 日本科学教育学会

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