A Study on Children's Misconceptions in School Mathematics and School Science

儿童学校数学和科学认知误区的研究

• 批准号: 03451106
• 负责人: FUJII Toshiakira
• 金额: $ 1.6万
• 依托单位: University of Yamanashi
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (B)
• 财政年份: 1991
• 资助国家: 日本
• 起止时间: 1991 至 1992
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-03451106/
• 关键词: Mathematical Understanding; Scientific Concept; Misconception; Cognitive Conflict; 文字式

The study aims to clarify children's misconceptions in School Mathematics and School Science. To clarify students' misconceptions, the interview focused on a gap between teachers's expectation and students' reality in teaching mathematics and science, then the questionnaire type surveys conducted. Finally the clinical interviews were carefully conducted. The interview revealed that some students grasped the misconception such as the same letter does not necessarily stand for the same number concerning literal symbols in school mathematics, and also misconceptions concerning the concept of Buoyancy and so on in school science. In these interviews, subjects were carefully paired so that the two students had inconsistent ideas on understanding mathematics and science. To identify such students a written problems task was conducted beforehand. The methodology of careful and purposeful identification of subjects for the interview is one of the characteristic features of this study. The interviews also revealed the persistency or stubbornness of misconception. We surely need further study on this aspect through a longitudinal survey by confronting students with the contradictions in their responses which we could identify one of the best way to clarify students' reality.

本研究旨在澄清儿童在学校数学和学校科学中的错误概念。为了澄清学生的误解，访谈集中在数学和科学教学中教师的期望与学生的现实之间的差距，然后进行问卷调查。最后进行临床访谈。访谈结果显示，部分学生对学校数学中的文字符号有相同的字母不一定代表相同的数字的错误认识，对学校科学中的浮力等概念也有错误认识。在这些访谈中，受试者被仔细配对，以便两个学生对数学和科学的理解不一致。为了确定这些学生的书面问题的任务进行了事先。仔细和有目的地确定访谈对象的方法是本研究的特点之一。访谈还揭示了误解的持续性或不确定性。这方面的研究，我们当然需要作进一步的研究，透过一项纵向调查，让学生面对他们的反应中的矛盾，我们可以找出一个最好的方法，以澄清学生的现实。

项目成果

T.Fujii: "The Clinical and Tutoring Interview on Understanding of Literal Symbols in School Mathematics." Journal of Japan Society of Mathematical Education. Vol. LXXIV, Supplementary Issue. 3-27 (1992)

T.Fujii：“学校数学中文字符号理解的临床和辅导访谈”。

堀 哲夫: "科学的な思孝とは-密閉・開放容器中のろうそくの燃焼を事例にしてー" 理科の教育. 41. 8-11 (1992)

Tetsuo Hori：“什么是科学孝道？在封闭或开放的容器中燃烧蜡烛的例子。” 41. 8-11 (1992)。

藤井 斉亮: "算数・数学の理解における非整合的についての一考察" 平成3年度山梨大学大学教育学部研究報告. 42. 84-91 (1991)

藤井义明：“算术和数学理解不一致的研究”1991年山梨大学教育学院研究报告42. 84-91（1991）。

藤井 斉亮: "児童・生徒の文字の理解とミスコンセプションに関するインタビュー調査" 日本数学教育学会・臨時増刊・数学教育学論究. 58. 3-27 (1992)

Saisuke Fujii：“儿童/学生对字母和误解的理解的访谈调查”日本数学教育学会，特别版，数学教育杂志 58. 3-27 (1992)。

T.Hori: "On the Primary Factors which Determine and Achieve the Purpose of Science Education : On the Basis of Researches on the Scientific Concept Formation and Understanding." Memoirs of the Faculty of Liberal Arts & Education Yamanashi University. No.4

T.Hori：“论决定和实现科学教育目的的主要因素：基于科学概念形成和理解的研究”。