ファストプランツとメダカの遺伝教材としてのコラボレーション効果に関する研究 : 「遺伝の規則性と遺伝子」単元での「分離の法則」の授業実践及び教員研修

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  • Collaboration Effect of Fast Plants and Medaka Fish as Teaching Materials for Genetics Class of Segregation Law and Teacher Training Course for the Unit "Law of Heredity and Gene"
  • ファストプランツ ト メダカ ノ イデン キョウザイ ト シテ ノ コラボレーション コウカ ニ カンスル ケンキュウ イデン ノ キソクセイ ト イデンシ タンゲン デノ ブンリ ノ ホウソク ノ ジュギョウ ジッセン オヨビ キョウイン ケンシュウ

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This study examined the collaboration effect of Fast Plants, Brassica raga, and Medaka fish, Oryzias latipes, as biological teaching materials for the unit of hereditary law and gene. Following the observation of eye color of two types of adult mutant Medaka, white mutant (W) and albino mutant (A) in order to recognize the only remarkable difference, black eye for W Medaka and colorless eye for A Medaka., lower secondary school students observed the first filial generations, F_1 embryo, of W mutant Medaka to confirm the heredity of the dominant black eye color. Also, the F_1 colorless eye of A mutant Medaka was observed as a recessive phenotype. After a prediction of possible eye color for the hybrid F_1 between W Medaka male and A Medaka female was made by the students, the eye color was in fact confirmed as black under the microscopic observation of all F_1 embryos. For the prediction of eye color of F_2 Medaka, the seeds of Fast Plants were utilized in two types of parent, P, dominant purple stem and recessive non-purple (green) stem, the hybrid F_1, and the F_2. After confirmation of the purple stem color of hybrid F_1, a result similar to the observation of hybrid F_1 Medaka, the phenotype was observed, and the purple and non-purple colored hypocotyls were counted in the F_2 Fast Plants. The result showed that the ratio of purple stem against non-purple stem was approximately 3:1. The students could apply this result to their prediction of phenotypes of Medaka F_2 as 3 (black eye) to 1 (colorless eye). These results indicate that the scientific ability of the students was much fostered through the observation and experiments using both plant and animal as hereditary teaching materials. Fast Plants, from whose seeds up to several hundred cultivations can be prepared in only one week, are less familiar to the students than animals. Medaka is a much familiar animal to the students, although the preparation of numerous fish embryos may be difficult. Thus the simultaneous utilization of both plant and animal should cancel out each others' defects. In conclusion, simultaneous use of Fast Plants and Medaka can make class on heredity and gene can become more practical and cultivable for lower secondary school students.

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  • 科学教育研究

    科学教育研究 35 (1), 4-15, 2011

    一般社団法人 日本科学教育学会

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