Effects of Learning Activities Including the Operational Thinking Tasks on Relational Processing of Formulae

DOI
  • UEHARA Toshiharu
    The Joint Graduate School (Ph.D.Program) in Science of School Education, Hyogo University of Teacher Education

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Other Title
  • 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
  • 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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Abstract

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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Details

  • CRID
    1390569457941627904
  • NII Article ID
    130008036342
  • NII Book ID
    AA11800966
  • DOI
    10.34587/jsep.18.2_27
  • ISSN
    24359521
    1344946X
  • NDL BIB ID
    028285444
  • Text Lang
    ja
  • Data Source
    • JaLC
    • NDL
    • CiNii Articles
  • Abstract License Flag
    Disallowed

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