理科授業研究の動向に関する一考察 : アナロジーを導入した授業の効果に関する既存研究を中心にして

• 松森 靖夫

  山梨大学教育学部

書誌事項

タイトル別名

• Some Characteristics of Research on Science Teaching : Focusing on Previous Studies Dealing with the Effectiveness of Using Analogies in Science Learning and Instruction
• リカ ジュギョウ ケンキュウ ノ ドウコウ ニ カンスル イチコウサツ アナロ

抄録

For the last few decades it has frequently been argued that analogies may be valuable tools in teaching and learning difficult scientific concepts. The present paper first tries to present an overview of those previous arguments in accordance with three major categories (Text-Based Analogy, Teacher-Based Analogy, and Child-Based Analogy), pinpoints various problems raised by the previous studies, and considers them from an overall perspective. The present paper is summarized as follows: (1) There is a growing consensus on the meaning of the term 'analog' among cognitive psychologists. But neither science educators nor articles on science teaching have used 'analogy' in connection with the differences between 'analog' and the other terms (e. g., metaphor, simile, and model). (2) The effectiveness of using analogies in science learning and teaching is questionable, as has been attested by the conflicting results of previous studies. To examine such effectiveness more accurately, future research needs to describe and analyze each factor (e. g., teachers, capability, students' attitudes toward experimental lessons, communication in science lesson, and class management) in detail in order to construct effective science lessons.

収録刊行物

• 科学教育研究

  科学教育研究 19 (4), 189-201, 1995

  一般社団法人 日本科学教育学会

キーワード

• analogy
• metaphor
• model
• science teaching
• conceptual change
• science textbook

詳細情報

• CRID: 1390001205752175360
• NII論文ID: 110002704650
• NII書誌ID: AN00036978
• DOI: 10.14935/jssej.19.189
• ISSN: 21885338
• ISSN: 03864553
• NDL書誌ID: 4017702
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I4017702
• 本文言語コード: ja
• データソース種別:
  • JaLC
  • NDL
  • CiNii Articles
• 抄録ライセンスフラグ: 使用不可