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

1在爱知和大分进行了儿童对科学的情感调查。男孩喜欢科学，但女孩不喜欢科学。这一趋势是在初中生发展起来的。据推测，这一趋势与理科课程内容的难度有关。结论是，课程应该根据学习者的学习过程来构建。2儿童用他们自己的理论为他们解释新的科学现象。这种倾向是在孩子长大后形成的。从这一结果可以得出结论，激发他们理论的新现象需要增加他们的情感。年龄较大的孩子喜欢国家环境和疾病，但不喜欢机器、生物和天体的不同。随着儿童年龄的增长，科学实践活动正在减少。4对三种类型的科学课程进行了分类和评估。教师讲解解决问题的方法对促进学习者的情绪是有效的。在激励性问题解决方法中，适应的过程会促进学习者的情绪。5.低年级儿童喜欢在扩展学习或个别研究中使用作业单。6(结论)将学习者的情绪提升到科学课上：(1)建构课程与学习者的认知水平相对应，(2)教师应了解学习者的认知过程，(3)使用多种教学方法，(4)使用扩展学习和/或个别研究。

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.