Japan-U. S. Comparative Analysis of Longitudinal Differences in Student Perceptions Regarding Interest, Attitudes and Abilities in Science and Mathematics and Views on Science and Employment

日本-U。

• 批准号: 02680243
• 负责人: MIYAKE Masao
• 金额: $ 1.28万
• 依托单位: National Institute for Educational Research of Japan (NIER)
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1990
• 资助国家: 日本
• 起止时间: 1990 至 1991
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-02680243/
• 关键词: Comparison between Japan-US; Long Term Study; Mathematics and Science; Comparative Study; Attitude Related to Mathematics and Science; 理科と数学; 到達度

A comprative analysis of the results of two longitudinal studies is presented. The two studies are the "Longitudinal Study of Achievement Levels in Science. Mathematics and Arithmetics and their Long Term Implications" conducted by the National Institute for Educational Research and the "Longitudinal Study of American Youth (LSAY)" conducted by Northern Illinois University.The Japanese study aims to analyze attitudinal and long term factors effecting changes on the samples. A ten year survey beginning with ten year olds and continuing through primary, junior and senior high school through university and graduation. The study measures factors thought to effect achievement in mathematics, arithmetics and science subjects. The U. S. LSAY study is similar to the Japanese study objectives in that it measures achievements and attitudes in science and mathematics. The U. S. follows two sample populations beginning with the seventh and tenth year of school each for a three year survey period. … More This study seeks nwe insights by analyzing the results of these studies.(1) Results to questions on student expectations for continuing education indicate a stronger tendency, for US student to want to continue on to higher education (university and graduate school) than their Japanese counterparts. (2) Length of time spent on studies outside of school shows US students spend more total hours per week on studies compared to their Japanese counterparts. In both mathematics and science total study time devoted outside of school at both school levels was slightly more for the US than Japarese students. (3) Comparisons of attitudes. interest and concerns related to mathematics indicate students expressing the subject to be interesting to be 42% at their second year of junior high school and 41% at their second year of senior high school. A comwison with US students shows preference for mathematics at 67% for second year of junior high and 58% for second year of senior high school indicating the US students thought mathematics to be the most enjoyable subject. Compared to other subjects Japanese students responded they were good at mathematics (26% and 30% of second year students at both junior and senior high school). This is comparable to 69%and 57% for the respective US student counterparts who responded they considered themselves to be good mathematics. (4) Attitudes, interest and concerns regarding science study showabout 60% response by junior high school students in both countries regarding inrerest in science study. Interest in mathematics as revealed in order responses shows a higher level ofinterest for US students compared with the Japanese student population. (5) Japan-US attitudinal differences among male and females in mathematics and science implies a greater tendency for the Japanese male sample express more interest than the females in mathematics (or mathematicians) as well as science (or scientists) than their respective US counterparts. Less

对两项纵向研究的结果进行了比较分析。这两项研究是“科学成就水平的纵向研究”。日本的研究是根据国立教育研究所的”数学和算术及其长期影响“和北方伊利诺伊大学的“美国青年纵向研究（LSAY）”，分析影响样本变化的态度和长期因素。一项为期十年的调查，从十奥尔兹开始，一直持续到小学、初中和高中，直到大学和毕业。这项研究测量了影响数学、算术和科学学科成绩的因素。联合S. LSAY研究与日本的研究目标相似，因为它测量科学和数学方面的成就和态度。联合S.跟踪两个样本人群，分别从七年级和十年级开始，为期三年的调查期。 ...更多信息 本研究借由分析这些研究的结果来寻求新的见解。(1)关于学生对继续教育期望的问题的结果表明，美国学生比日本学生更希望继续接受高等教育（大学和研究生院）。(2)花在校外学习上的时间长度显示，与日本学生相比，美国学生每周花在学习上的总时间更多。在数学和科学方面，美国学生在两个学校级别的校外学习时间都略多于日本学生。(3)态度的比较。对数学的兴趣和顾虑表示对数学感兴趣的学生在初二时为42%，高二时为41%。对美国学生的一项调查显示，67%的美国学生在初二时喜欢数学，58%的美国学生在高二时喜欢数学，这表明美国学生认为数学是最令人愉快的学科。与其他科目相比，日本学生的数学成绩更好（初中和高中二年级学生中分别有26%和30%）。这与69%和57%的美国学生相当，他们认为自己数学很好。(4)在对科学学习的态度、兴趣和关注方面，两国初中生对科学学习兴趣的反应均在60%左右。在顺序反应中显示的数学兴趣表明，与日本学生相比，美国学生对数学的兴趣更高。(5)日本和美国之间的态度差异，男性和女性在数学和科学意味着一个更大的趋势，日本男性样本表示更多的兴趣比女性在数学（或数学家）以及科学（或科学家）比他们各自的美国同行。少

项目成果

三宅 征夫他: "日米の理数長期追跡研究の比較分析" 日本科学教育学会年会論文集. 第15. 181-184 (1991)

Yukio Miyake等：《日本和美国科学和数学长期跟踪研究的比较分析》日本科学教育学会年会论文集第15. 181-184号（1991年）。 ）

MIYAKE, Masao et al.: "A study of students' education, background and relationship between background items and science achievement." Annual Meeting Report of Japan Society of Science Education. 14. 353-356 (1990)

MIYAKE、Masao 等人：“对学生教育、背景以及背景项目与科学成就之间关系的研究。”