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アイテム
協調学習とシミュレーションを導入した科学的概念の変容過程： 中学校「電力」での事例検討
https://doi.org/10.18997/00008745
https://doi.org/10.18997/000087455a8b5147-9cd5-403a-81ed-c29a08d1a164
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kyoyo06_p77_90.pdf (1.1 MB)
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| アイテムタイプ | 紀要論文 = Departmental Bulletin Paper(1) | |||||
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| 公開日 | 2022-03-31 | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| タイトル | ||||||
| タイトル | 協調学習とシミュレーションを導入した科学的概念の変容過程： 中学校「電力」での事例検討 | |||||
| 言語 | ja | |||||
| タイトル | ||||||
| タイトル | Transformation Process of Scientific Concepts through the Introducing Simulation and Collaborative Learning: A Case Study on "Electric Power" in Junior High School | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 著者 |
山田, 雅之
× 山田, 雅之× 出口, 英二 |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study examines ways to use acquired knowledge for building new knowledge and deepening the learning of dialogues in a collaborative learning scene concerning “electric power” in lower secondary school science. In classes on electric power, we conducted nine lessons focusing on what “electric power and electric energy” are, based on the concepts of “current,” “voltage,” and “resistance,” which had already been studied; moreover, we sought to explain how heat is generated by electric power and electric energy using the “particle model.” In the initial analysis, written answers were classified into three categories (i.e., no answer, incorrect answer, and correct answer) to determine whether students could write down the electric power formula. The results confirmed that all students could write the response correctly. Next, students were asked to think about and explain electric power through classification of the model into “running water model” and “particle model.” In this study, we classified these models and performed an understandinglevel analysis. The final test confirmed that most students provided explanations using the particle model, and in that process, the phenomenon of a temporary fall in the level of explanation was confirmed. Finally, we analyzed utterances to determine the state of concept change. Based on the findings, we could confirm that students clarified and deepened their knowledge through discussion activities and that they learned about models for electricity collaboratively, while interlinking knowledge of current, voltage, resistance, and power and forming associations among them. The results of this study suggest that designing lessons in which students acquire knowledge while forming associations among knowledge bases, through diverse activities, gives rise to activities that allow them to be autonomous and engage in dialogue. | |||||
| 言語 | en | |||||
| 書誌情報 |
ja : 九州工業大学教養教育院紀要 en : Bulletin of Kyushu Institute of Technology (Institute of Liberal Arts) 号 6, p. 77-90, 発行日 2022-03-31 |
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| 出版者 | ||||||
| 出版者 | 九州工業大学教養教育院 | |||||
| NCID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA1279762X | |||||
| ISSN | ||||||
| 収録物識別子タイプ | EISSN | |||||
| 収録物識別子 | 2433-1724 | |||||
| 版 | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| 査読の有無 | ||||||
| 値 | no | |||||
| ID登録 | ||||||
| ID登録 | 10.18997/00008745 | |||||
| ID登録タイプ | JaLC | |||||
