小学校における電流の概念獲得のための「粒子傾斜モデル」の有効性  [in Japanese] Validity of a "Slanted Slope Particle Model" in aid of the Elementary School Children Acquiring the Concept of Electric Current  [in Japanese]

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Author(s)

    • 石井 健作 ISHII Kensaku
    • 兵庫教育大学大学院連合学校教育研究科 Joint Graduate School (Ph.D.Program) in the Science of School Education Hyogo University of Teacher Education

Abstract

本研究では,小学校の理科学習における教授過程で,学習者が電流概念の獲得を行う際の,「粒子傾斜モデル」の有効性についての研究を行った。今までに用いられてきた「アナロジー型モデル」の特徴を踏まえ,新しい「粒子傾斜モデル」の開発を行った。開発した「粒子傾斜モデル」は,学習者に視覚的にわかりやすく,操作しながら直感的に理解しやすいことを考慮した。また,この「粒子傾斜モデル」を用いて小学校4年生を対象とした実践授業を行い,電流の「流れ」や「向きや強さ」についての概念獲得の様子を分析した。その結果以下の3点から,「粒子傾斜モデル」の有効性が明らかになった。(1)新しい内容を学習する時に,学習者自らが「粒子傾斜モデル」を活用しながら考えるようになる。(2)電流の「流れ」を意識した概念をより強固にもつことができるようになる。(3)電流の「向きや強さ」についての科学的に妥当な概念を獲得することができる。

The purpose of this study was to examine the validity of a "slanted slope particle model" aiding elementary school children when acquiring the concept of electric current when they learn the science study. We proposed a new "slanted slope particle model" considering the characteristics of so-far proposed models. This "slanted slope particle model" was developed to help the school children easily visualize the concept of electric current and understand it intuitively when manipulating the teaching materials. We also conducted research lessons on electric current for the 4th grade elementary school children using the "slanted slope particle model", and analyzed the process of the children's acquiring the concept of electric current in terms of the "flow" and the "direction and amount" of the electric current. We concluded the following three points, and showed clearly the validity of this "slanted slope particle model"; 1) The children were able to think new ideas by themselves utilizing the acquired concept of the electric current when they encountered a new situation of occasion. 2) They were firmly convinced of the scientific concept of electric current, and are aware of the idea of "flow". 3) They could acquire the correct scientific concept of electric current, and are aware of the idea of "direction and amount".

Journal

  • Journal of research in science education

    Journal of research in science education 49(3), 23-32, 2009-03-13

    Society of Japan Science Teaching

References:  15

Cited by:  1

Codes

  • NII Article ID (NAID)
    110007592960
  • NII NACSIS-CAT ID (NCID)
    AA11406090
  • Text Lang
    JPN
  • Article Type
    Journal Article
  • ISSN
    13452614
  • NDL Article ID
    10211133
  • NDL Source Classification
    ZF9(教育--各科教育)
  • NDL Call No.
    Z7-1282
  • Data Source
    CJP  CJPref  NDL  NII-ELS 
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