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A comparative study of Japan and Germany with regard to the nature of relation between the scientific knowledge of adults and the contents of study at school

日本和德国成人科学知识与学校学习内容关系性质的比较研究

基本信息

批准号：
15300264
负责人：
YOSHIOKA Ryoei
金额：
$ 9.09万
依托单位：
The National Institute for Educational Policy Research
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2005
项目状态：
已结题

项目摘要

This research was carried out as a joint research between Japan and Germany. Two comparative surveyswere carried out during the three-year period of the research. Survey data were processed by computer and subjected to statistical analysis. The results are presented in the final report, but were also publicized in conferences in both Japan and Germany. The content of the two surveys are as follows.First survey : The research population consisted of first-year high school students. The aim of the first survey was a comparison between Japan and Germany on the cognitive and affective aspects of the concept of ‘science'. We used a battery of five tests, comprising a free association test, free definition test, polarity profile test, multiple choice test, and direct attitude test.Second survey : This was also administered to first-year high school students, with the aim of comparing Japanese and German attitudes to science, using a multiple choice test.The following points became clear from … More the analysis of the survey data.1.The words associated with"science" included many words belonging to the ‘chemistry' field in Japan, while in Germany many words related to the field of ‘biology'.2.The results of the polarity profile test indicated that "science" and "science and technology" are differentiated in meaning in Germany, while they cannot be separated in Japan.3.Compared with the German responses, the judgment seen in the Japanese responses was more ambiguous, as seen in the the reply rate, mean value of the direct attitude test, the multiple choice test and the score of the polarity profile test.4.The proportion of subjects that felt that the lesson time for science subjects should be increased and should be made more interesting was higher in Germany. German pupils are thus more affirmative and positive about science.5.In Germany, positive attitudes toward science were higher, and negative attitudes lower than in Japan. This shows that German attitudes to science are superior to Japan.6.We cannot deny the existence of differences between boys and girls and among schools in the two countries, as seen in a number of survey results. However, additional surveys are needed to identify the factors involved. Less

本研究是日本和德国共同进行的。在为期三年的研究期间进行了两次比较调查。调查数据经计算机处理后进行统计分析。研究结果在最终报告中介绍，但也在日本和德国的会议上公布。两次调查的内容如下：第一次调查：研究对象为高中一年级学生。第一次调查的目的是比较日本和德国对“科学”概念的认知和情感方面。我们使用了五个测试，包括自由联想测试，自由定义测试，极性测试，多项选择测试和直接态度测试。第二次调查：也是对高中一年级学生进行的，目的是使用多项选择测试比较日本和德国对科学的态度。 ...更多信息对调查数据的分析表明：1.在日本，与“科学”相关的词汇中包含了许多“化学”领域的词汇，而在德国，与“生物”领域相关的词汇较多。2.极性剖面测试结果表明，“科学”和“科学技术”在德国的意义上是有区别的，而在日本却不能分开。日本学生的回答率、直接态度测验的平均值、多项选择测验和极性轮廓测验的得分都比较模糊。4.认为科学课的课时应该增加和应该变得更有趣的学生比例在德国较高。在德国，对科学的积极态度比日本高，消极态度比日本低。这说明德国人对科学的态度比日本人要上级。（英译汉）我们不能否认，正如一些调查结果所显示的那样，两国的男孩和女孩之间以及学校之间存在着差异。然而，需要进行更多的调查，以确定所涉及的因素。少