The actual condition of the scientific recognition based on the difference of the contents of study, and the difference of reasoning

• MASUDA Hiromitsu

  Faculty of Education, Gunma University

Bibliographic Information

Other Title

• 発展的な学習内容と推論の相違に基づく子どもの科学的認識の実態
• ハッテンテキ ナ ガクシュウ ナイヨウ ト スイロン ノ ソウイ ニ モトズク コドモ ノ カガクテキ ニンシキ ノ ジッタイ

Abstract

The understanding of the power the coil received from the magnetic field was examined. The study added the law of the left hand of Fleming to a priori study and inductive study examined the influence that caused it for understanding. Whether the content of the study was understood was investigated immediately after and three months after the study was done. As a result, differences were not in a priori study and inductive study. However, the junior high school student who had studied the law was unable to explain the reason why power works in the coil by the investigation after three months.

Journal

• Journal of Research in Science Education

  Journal of Research in Science Education 50 (1), 67-74, 2009-07-10

  Society of Japan Science Teaching

Details

• CRID: 1390574047050486912
• NII Article ID: 110007811691
• NII Book ID: AA11406090
• DOI: 10.11639/sjst.kj00006659420
• ISSN: 2187509X
• ISSN: 13452614
• NDL BIB ID: 10378108
• Web Site: http://id.ndl.go.jp/bib/10378108
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I10378108
• Web Site: https://www.jstage.jst.go.jp/article/sjst/50/1/50_KJ00006659420/_pdf
• Text Lang: ja
• Data Source:
  • JaLC
  • NDL
  • Crossref
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Disallowed