操作的思考課題を導入した学習活動が公式の関係処理に及ぼす効果

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  • Effects of Learning Activities Including the Operational Thinking Tasks on Relational Processing of Formulae
  • ソウサテキ シコウ カダイ オ ドウニュウ シタ ガクシュウ カツドウ ガ コウシキ ノ カンケイ ショリ ニ オヨボス コウカ

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The objectives of this study were to examine (1) how eighth graders understand formulae and　why they are unable to use relational processing of formulae and (2) the effect of a teaching　method to facilitate relational processing in learning a new formula. In Study 1, Ohm’s law was used to assess if the students (N = 345) were capable of identifying　the relation between formulae and variables, comprehending the formulae, and understanding　“the difference between the remainder and the ratio.” The results showed that the students were　unable to process variables and they had a limited understanding of relativity and“ the difference　between the remainder and the ratio.” In Study 2, the students were divided into an experimental　group (N = 198) and a non-experimental group (N = 145). In the experimental group, a teaching　method that included operational thinking tasks was used to facilitate learning. The results showed that with this method, most students developed the ability to process variables in a　formula, and therefore, it was an effective method for teaching new formulae.

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