How Should the Study of Ions be Positioned in Secondary School Education? : A Questionnaire Survey of Lower Secondary School Teachers

• KIKUCHI Yoichi

  Faculty of Education, Iwate University

• TAKAHASHI Osamu

  Ichinohe Lower Secondary School

• SAKAMOTO Yuuki

  The Junior High School Affiliated to the Faculty of Education, Iwate University

• SATO Akiko

  Graduate School of Humanities & Sciences, Ochanomizu University

• TAKEI Taka-aki

  Faculty of Education, Iwate University

• MURAKAMI Tasuku

  Faculty of Education, Iwate University

Bibliographic Information

Other Title

• イオン学習をどのように位置づけるか : 旧教育課程における中学校教師のアンケートを通して
• イオン ガクシュウ オ ドノ ヨウ ニ イチヅケル カ キュウ キョウイク カテイ ニ オケル チュウガッコウ キョウシ ノ アンケート オ トオシテ

Abstract

While it has been pointed out that the concept of the ion is difficult for lower secondary school students to understand, the importance of the study of ions is also acknowledged. Nevertheless, the study of ions was deleted from the content of the guidelines for teaching in the latest curriculum revision in Japan. Thus it has become necessary to evaluate the teaching of science without the concept of the ion. In this research project, we first identified the positioning of the concept of ion in natural science and then reviewed the study of ions in the revised curriculum. Second, the degree of students' comprehension of ions and teachers' opinions concerning the study of ions were surveyed by a questionnaire administered to lower secondary school teachers, based on which the positioning of the study of ions in lower secondary schools was discussed. The necessity for the study of ions in lower secondary school was strongly indicated from the survey results. The reasons can be summarized as follows: (1) The ion is a basic and fundamental concept in science education. Teaching science without the concept of the ion makes it difficult for the students to understand many related subjects. (2) The ion is an important concept of scientific literacy for everyone. (3) The study of ions encourages the development of thinking ability and an inquiring mind. Furthermore, we suggest that the science curriculum concerning ions should be reorganized, and we conclude that the concept of the ion should be introduced as one of the concepts of the particle.

Journal

• Journal of Research in Science Education

  Journal of Research in Science Education 46 (1), 15-24, 2005-09-01

  Society of Japan Science Teaching

Details

• CRID: 1390574047045903616
• NII Article ID: 110006884543
• NII Book ID: AA11406090
• DOI: 10.11639/sjst.kj00005018185
• ISSN: 2187509X
• ISSN: 13452614
• NDL BIB ID: 7489273
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I7489273
• Web Site: https://www.jstage.jst.go.jp/article/sjst/46/1/46_KJ00005018185/_pdf
• Text Lang: ja
• Data Source:
  • JaLC
  • NDL
  • Crossref
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Disallowed