理科学習における因果関係意味統合の文脈効果 : 巨視的時間概念指導のための基礎調査

• 西川 純

  上越教育大学

書誌事項

タイトル別名

• Semantic Integration of Casualty in Science Education

抄録

In this study, the manner in which people integrate casualty semantically was investigated. Subjects (Ss) were two hundred university students. Ss were instructed to memorize a list which is constructed twenty-four sentences. These sentences included four causal or diagnostic sentences.These sentences included four premise sentences also. The recognition test sentences were presented after the interpolated task with the instructions to write yes if the exact same sentence was heard before in the list and no if the same sentence had not been heard. Results are as follows. 1) Sentences were recognized as causal form in general. But sentences which were relate to fossils were recognized as diagnostic form. 2) Causal sentences were more integrated semantically than diagnostic sentences in general. But diagnostic sentences whith were relate to fossils were more integrated semantically than causal sentences which were relate to fossils.

収録刊行物

• 科学教育研究

  科学教育研究 16 (1), 18-25, 1992

  一般社団法人 日本科学教育学会

詳細情報

• CRID: 1390001205751859328
• NII論文ID: 110002704559
• NII書誌ID: AN00036978
• DOI: 10.14935/jssej.16.18
• ISSN: 21885338
• ISSN: 03864553
• 本文言語コード: ja
• データソース種別:
  • JaLC
  • CiNii Articles
• 抄録ライセンスフラグ: 使用不可