The Four Question Strategy (4QS) を用いた仮説設定の指導が素朴概念の転換に与える効果 : 質量の異なる台車の斜面上の運動の実験を例として  [in Japanese] A Study on the Effect that Guidance of Hypothesis Setting using the Four Question Strategy (4QS) gives to Conversion of Naive Concept Using an Experiment on Movement of a Trolley with Different mass on a Slope as an Example  [in Japanese]

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Author(s)

Abstract

本研究は,質量の異なる台車の斜面上の運動について実験を行う時に,The Four Question Strategy(4QS)を用いて生徒自身が仮説の設定を行うことが,慣性概念の理解に対して与える影響を検討することを目的として行った。その結果,2つのことが明らかになった。1つは,4QSを用いた群は,4QSを用いなかった群よりも,実験結果を正しく認識する生徒が多いだけではなく,慣性概念の理解においても正しく理解できるようになる生徒が多かったことである。もう1つは,斜面上の台車の運動と質量の関係について授業前に科学的に正しい考えをもっているか誤っている考えをもっているかは,慣性概念の理解に影響を与えないことである。むしろ大きな影響を与えるのは,従属変数と独立変数を言語化した仮説を学習者自身が明確に認識し記述することである。

The present study aimed to examine how students' setting of hypothesis by using the Four Question Strategy (4QS) affect their understanding of the inertia concept when they experiment on the movement of a trolley with different mass on a slope. As a result, two things became clear: First, more students from the crowd that had used 4QS recognized the outcome of the experiment correctly and were able to come to understand the inertia concept correctly than those from the crowd that had not. Second, it became clear that whether or not students had scientifically correct idea about relations between the movement and the mass of a trolley on the slope before the class activity does not influence their understanding of the inertia concept. Rather, what gives great impact on their understanding of the inertia concept is whether or not the students can clearly recognize and describe the hypothesis that verbalizes the induced variable and the autonomous variable.

Journal

  • Journal of research in science education

    Journal of research in science education 50(3), 67-76, 2010-03-03

    Society of Japan Science Teaching

References:  8

Codes

  • NII Article ID (NAID)
    110007811715
  • NII NACSIS-CAT ID (NCID)
    AA11406090
  • Text Lang
    JPN
  • Article Type
    ART
  • ISSN
    13452614
  • NDL Article ID
    10603981
  • NDL Source Classification
    ZF9(教育--各科教育)
  • NDL Call No.
    Z7-1282
  • Data Source
    CJP  NDL  NII-ELS 
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