The Relation between Self-Direction and Preference for Targets of Learning When Elementary Students Solve Science Problems

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  • 小学校理科の問題解決的な学習における児童の学習内容に対する印象と主体性との関係
  • 資料 小学校理科の問題解決的な学習における児童の学習内容に対する印象と主体性の関係
  • シリョウ ショウガッコウ リカ ノ モンダイ カイケツテキ ナ ガクシュウ ニ オケル ジドウ ノ ガクシュウ ナイヨウ ニ タイスル インショウ ト シュタイセイ ノ カンケイ

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Abstract

<p>The present authors devised two new index numbers to examine how much self-direction should be expected in science education when elementary students solve science problems. One is called S-density(S), which shows the level of students' self-direction when they solve problems. S-density equals the total points of a students' self-direction through a unit divided by the number of classes for the unit. The other index is called the impression index number (I), which measures students' preferences for targets of learning. The impression index number equals the total points of a students' preference for a unit divided by the number of students. In this study, the writers examined the relationship between these two index numbers according to SI-correlative tables. As a result, we observed that: (1) 'T' decreases as "S" does. Especially, teaching unit "C" the earth and the universe, showed this tendency. (2) "I" increases as "S" does. (3) Sometimes, even though the value of "S'' is very high, the value of "I" is not so high. Only teaching unit "B", materials and energy, showed this tendency. The S-density and the process of calculating it are useful in evaluating teaching programs.</p>

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