Relations between Problem Solving Skills and Graph Cognitions of the Primary School Student in Science Activity

1. 本研究的目的。(1)比较科学与算术学习中解题与绘图的过程，探讨学科依赖性。(2)讨论强化图形学习模块对小学科学发展解决问题能力的有效性。研究的结果。(1)虽然对于日本的初中学生来说，数学上的线性泛函图的读写是很容易的，但是作为物理问题的线性泛函图的读写却有很多学生的困难。这也是导致对变量的认知与笛卡尔图坐标轴，尤其是时间指示坐标轴不一致的原因之一。(2)小学阶段图形学习模块“WALKING IS GRAPHING”，通过活动合作课堂为孩子们提供了一个检测和思考位置、距离、时间等空间变量的共同知识来源。该模块具有结合科学和数学资源创建图形认知的能力。未来的任务。-增加使用该模块的案例研究，以增强认知变化和解决问题过程的客观性。探究学生时间与图形认知的关系。

1. The purpose of this study.(1) Compare the process of problem solving with graphing skills at learning science and arithmetic, and to investigate of subject dependence.(2) Discuss the effectiveness of an enhanced graph-learning module to primary school science for developing problem solving skills.2. Research results.(1) Though, for student of the lower secondary level in Japan, it is easy to read and write linear functional graphs in mathematics, many students have difficulty in reading and writing them as physics problems. It is one of these causes existing inconsistency between cognition of variables and coordinate axes of Cartesian graph, especially indicating the time.(2) "WALKING IS GRAPHING", a graph learning module applied to primary school level, prepared a common knowledge source for detecting and thinking variables of space, e.g. position, distance and time, to children in the co-operative class room with activities. This module had abilities to create a graph cognition binding the resource of science and mathematics.3. Future tasks.-Increase case studies using this module to enhance the objectivity of cognitive changes and problem solving processes.-Investigate relations between time and graph cognitions of student.