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Investigating the children's emotion to science and the effective use of the results of the cognition process in science lessons

调查儿童对科学的情感以及在科学课中有效运用认知过程的结果

基本信息

批准号：
07680268
负责人：
KAWAKAMI Shogo
金额：
$ 1.34万
依托单位：
Aichi University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1995
资助国家：
日本
起止时间：
1995 至 1997
项目状态：
已结题

项目摘要

1 A survy of the children's emotion to science was carried in Aichi and Oita. Boys like science, but girls don't like science. This tendency developed in the lower secondary scool. It was supposed that this tendency correlated with the difficulty of the contents of the science lessons. It will conclude that a curriculum should be constracted according to learner's learning process.2 Children explain new scientific phenomena for them using their own thory. This tendency developed when children grew elder. From this result, it will concluded that new phenomena timulating their thory are need to increase their emotion.Elder children like national environment and disease, but don't like dissamble of machine, biology and heavenly bodies. Scientific practice is decreasing when children become elder.4 Three types of science lessons were caried and evaluated. Problem solving method with teacher's explanations was effective to prpmote learner's emotion. In huristic prblem solving method, the process of adaptation would promote learner's emotion.5 The lower school children amused with work sheets in extension larning or individual research.6 (Conclusion) To promote leaner's emotion to science lessons : (1) Constracting curriculum correspond to leaner's level of conqition, (2) Teacher should understand the learner's process of cognition, (3) To use many kinds of teaching method, (4) To use extension larning and/or individual research.

[1]对爱知县和大分县的儿童进行了科学情感的调查。男孩喜欢科学，但女孩不喜欢科学。这种倾向在初中阶段发展起来。据推测，这种倾向与科学课内容的难度有关。研究结果表明，课程应该根据学习者的学习过程来设计。2儿童用自己的理论为他们解释新的科学现象。这种倾向在孩子们长大后发展起来。结果表明，需要新的事物刺激他们的理论，以增加他们的情绪，年龄较大的儿童喜欢国家的环境和疾病，但不喜欢机器，生物和天体的分解。随着年龄的增长，科学实践逐渐减少。4三种类型的科学课进行了评估。问题解决法结合教师讲解能有效地促进学习者的情感发展。在科学问题解决方法中，适应的过程会促进学习者的情绪。5低年级儿童在延伸学习或个别研究中对工作单感到愉快。（结论）促进学习者对科学课的情感：（1）建构与学习者的认知水平相适应的课程;（2）教师要了解学习者的认知过程;（3）采用多种教学方法;（4）采用推广教学和个别研究。