日常用語と科学用語の混同による概念獲得の阻害要因の究明と実践的解決策の開発

调查由于日常术语和科学术语之间的混淆而导致的概念获取障碍，并制定实用的解决方案

• 批准号: 19906020
• 负责人: 平田 豊誠
• 金额: $ 0.48万
• 依托单位: Osaka Kyoiku University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Encouragement of Scientists
• 财政年份: 2007
• 资助国家: 日本
• 起止时间: 2007 至 无数据
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-19906020/
• 关键词: 岩石・鉱物; 学習指導; 概念理解

本研究の目的は,「日常用語と科学用語の混同の原因の具体例を用いて,科学概念を正しく獲得するための教授方法を開発すること」である.これまでの,岩石・鉱物の授業実践から,知識面での理解と本質面での理解との間に乖離が見られることがわかった.この乖離の原因を解消する有効な手立てとして,科学用語の混同の原因の具体例を用いた教授方法の開発が必要であると考えられる.本研究では,岩石と鉱物の用語の構造理解と,物質の構造理解との混同に焦点を当て,その混同を解消する学習方法を開発し,効果の検証を行った.特に,中学3年生を対象に,岩石と鉱物を混同している生徒に対して,補習学習を行った.補習前後における学習者個々の概念理解の変遷を追跡するとともに,補習的な学習の効果を検証した.調査に当たっては,コンセプトマップ調査および岩石名調査を行い,個人の理解の変遷を追跡調査するとともに,混同を解消するためのワークシートを新たに開発した.その結果,中学1年生時での授業の工夫に関連付けて,中学3年生時における補習学習を行うことが用語の混同を解消するのに効果的であることがわかった.今回行った補習的な学習における学習効果は,物質構造と用語構造の混同人数の減少から確かめることができる.特に,岩石・鉱物を混同していた生徒の減少は本補習的学習の目的を達成したと考えられる.補習後も混同が続く生徒へは個別対応が可能であると考えられる.個人の概念理解の変遷の追跡の結果,物質構造と用語構造の混同から確実な理解への移動が多数見られた.この結果からも,補習的な学習効果があったと考えられる.しかし,岩石・鉱物を本来きちんと理解していたはずの学習者の一部が,補習後に用語の混同をおこしていることも分かった.個人の概念理解の変遷の追跡の結果から,補習後に混同が続いていたのではなく,新たに混同してしまう学習者がいることが分かった.なお,本研究成果は2007年度理科教育学会近畿支部大会(和歌山)において報告を行った.

The purpose of this study is, "the daily use of science and technology is mixed with the specific examples of causes, and the concept of science is correct." In the first place, there is a lot of practice in the production of rock materials, and there is a lot of knowledge, understanding, understanding, and understanding. In the resolution of the cause of deviation, there is a manual treatment, and a specific example of scientific confusion of the cause is the use of the teaching method of teaching the necessary information. In this study, rock materials and materials are used to create understanding, and the understanding is confused with the focus of attention, and is mixed with the method of solving the problem. He is a 3-year student in high school, and the rock is mixed with the apprentice and learner. The concept of learning before and after learning how to understand the concept of learning and learning, and the understanding of the concept of learning before and after learning. When there is a problem, please do not know the name of the rock. I personally understand that it is important to follow up on the issue, and to make sure that it is necessary to solve the problem. As a result, one-year-old students in middle school paid a lot of money when they were born, and when they were three years old in middle school, they were taught to learn how to use the same method to solve the problem of health problems. In the course of this visit, you will learn the results of your study. You will find that the number of people who are in the same group of people will be reduced. In particular, the purpose of the study of rock materials is to be confused with that of students and students. After a while, you may take an examination of your apprenticeship. The concept of personal information is to understand the results of tracking and tracking results, and the use of equipment and equipment is mixed with the system to make sure that you understand that most of you see the results. The results show that the results show that the results of the study are not good enough. In the first place, the rock stuff was supposed to understand that there was a teacher's book, and then he used it to mix it up with him. The concept of personal education is to understand the results of the trail. After that, you will be confused with each other, and the new one will be confused with the students who learn from each other. The results of this study were reported by the Kinki Branch of the Society of Science Education (Wakayama) in 2007.