Effects of Relating Several Learning Units of Plants on Schoolchildren's Learning

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  • 小学生の植物単元学習における単元間の「縦断的関連づけ」の効果
  • ショウガクセイ ノ ショクブツ タンゲン ガクシュウ ニ オケル タンゲンカン ノ ジュウダンテキ カンレンズケ ノ コウカ

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In science of elementary school, concepts of germination, flower, and photosynthesis are taught separately in different grades. In our previous study, it was revealed that children could not relate these three contents spontaneously. In order to encourage children to relate these three contents spontaneously, we developed a teaching program, "life cycle of plants" and examined it's effectiveness. Thirty sixth graders were taught by the text, "life cycle of plants" after the class in photosynthesis. When children reflected survival strategies of plants in each stage of their life cycle, they activated and utilized their previous knowledge of germination, concepts of flower, and organ for photosynthesis. In the post test, questions concerning conditions of germination, concepts of flower, and organ for photosynthesis were asked. They obtained higher score than children in our previous study. What's more, those who had not learned the conditions of germination and denotation of flower in their previous school year could obtain high score in this test. The teaching program was proved to be effective.

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