The Structure of a Teaching-learning Process Facilitating the Understanding of the most Fundamental Rules of Science

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  • 科学の学習を成功に導く授業の構造
  • カガク ノ ガクシュウ オ セイコウ ニ ミチビク ジュギョウ ノ コウゾウ

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To make students understand science rules successfully, it seems crucial to plan a teaching-learning design based on the following requisites: (1) The teacher should focus on teaching the most fundamental rules of science: (2) The teacher should classify the meaning of terms and the experiences supporting the required manipulation of terms from two points of view, that of everyday life and that of science: (3) Suitable contents of terms manipulation should be selected with care in order to enable students to understand the rules concerned: (4) At the start of the teaching-learning procedure, the teacher should arrange for students to have experiences extending from everyday life, and make them construct a clear relation of concepts through logical or illogical term-manipulation, that should be supported by experiences derived from the viewpoint of science. Results gained through constructive research trying to construct teaching-learning materials and to verify their adequacy through actual classroom activity emphatically suggest that the structure in (1) - (4) enables students to understand science rules successfully.

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