Leaning Cycle 教授モデルを用いた理科授業の評価 : 粒子概念獲得プロセスと探究のプロセスに基づいて

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  • Evaluation of a Science Teaching Practice Using Learning Cycle Instructional Model : Students' Process of Acquiring the Particle Model of Matter and Their Inquiry Process
  • Learning Cycle教授モデルを用いた理科授業の評価--粒子概念獲得プロセスと探究のプロセスに基づいて
  • Learning Cycle キョウジュ モデル オ モチイタ リカ ジュギョウ ノ ヒョウカ リュウシ ガイネン カクトク プロセス ト タンキュウ ノ プロセス ニ モトヅイテ

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Students' alternative conceptions in science have been reported based on the constructivist learning theory. This entails the next step of research, to explore how to change the students' science concept, that is, what would be a better way of teaching appropriate to bring about students' conceptual change. Then, using the hypothetical-deductive learning cycle as a conceptual change instructional model, its effectiveness was tested in a junior high school chemistry class on "the states of matter and its change". Qualitative research methods, that is, student reports and videotaped lessons, were used for analysis in this study. These data indicated the following conclusions concerning the changing patterns of students' conceptions, a concept difficult to change, effective instructional methods for changing their conceptions, and the process of scientific inquiry which the students did. 1 ) Most students were able to conceive the particle model of matter, but they sometimes return to the previous and inadequate conception. 2 ) Some students held fast to the idea of "increase in volume of a particle consisting of matter", while having a new conception. Thus, the coexistence of two different conceptions was identified. 3 ) Students' experience of some experiences and observations, and the use of analogies and models increased their commitment to new conceptions, when they became dissatisfied with a conception. 4 ) Students could use the process of deductive scientific inquiry as a matter of form, but several inadequate reasoning patterns were identified. The reasons for this and more effective teaching methods were examined.

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  • 科学教育研究

    科学教育研究 25 (5), 316-328, 2001

    一般社団法人 日本科学教育学会

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