インフォーマルな知識を基にした教授介入 : 割合の概念の場合 Instructional intervention based on children's informal knowledge : The case of ratio concepts

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抄録

A new curriculum based on stundent's informal knowledge in ratio was established in the present study. The goal of this study was to examine the effect of the new curriculum on students' understanding of ratio. The ratio concept as a quantity rather than symbol operations was stressed in the new curriculum. In addition, the second term of proportion (b × p=a ; b : base quantity, p : proportion, a: quantity to be compared) was introduced first in the sequence of teaching three terms on ratio. Thirty-five students participated in eight lessons based on the new curriculum and 71 received normal lessons following the textbook. The students of the experimental group showed significantly superior performance over the textbook group (control group) in solving ratio problems. Although computational strategy was used in the textbook group in problem solving, an estimation strategy was mainly adopted in the experimental group. These results are discussed from the viewpoint of curriculum based on informal knowledge in children.

収録刊行物

  • 科学教育研究

    科学教育研究 27(2), 111-119, 2003

    一般社団法人 日本科学教育学会

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各種コード

  • NII論文ID(NAID)
    110002705910
  • NII書誌ID(NCID)
    AN00036978
  • 本文言語コード
    JPN
  • 資料種別
    ART
  • ISSN
    03864553
  • NDL 記事登録ID
    6611619
  • NDL 雑誌分類
    ZF9(教育--各科教育)
  • NDL 請求記号
    Z7-1020
  • データ提供元
    CJP書誌  NDL  NII-ELS  J-STAGE 
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