高等学校の遺伝の導入において分離の法則の例示に不完全優性の形質を用いる効果 : 学習内容の配列の相違が学習者に与える影響  [in Japanese] High School Students' Understanding of the Law Segregation Introducing the Concept of Incomplete Dominant Trait in the Introduction of Genetics in Science Education : Affecting Students Learning through Varying the Sequence of Class Content  [in Japanese]

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Abstract

本研究では,高等学校の遺伝の導入において分離の法則の教授に不完全優性の形質を用いることで,分離の法則に関する学習者の理解が向上し,また学習者が仮定した遺伝子に基づいて遺伝現象を考えることができるようになると考え,その効果を検証することを目的とした。このため,今回導入する方法で教授する実験群(高等学校1年生24名)と従来の方法で教授する対照群(高等学校2年生38名)を設定し,授業実践を行った。質問紙を用いてそれぞれの教授方法による効果を比較した結果,分離の法則に関する理解の上昇が見られると共に,実験群では形質の優劣関係を仮定した遺伝子に基づいて判断する学習者が多く見られた。

The purpose of this study is to examine high school students' understanding of the Law of Segregation by introducing the concept of Incomplete Dominant Trait in the introduction of genetics in science education. This study revealed that by introducing Incomplete Dominant Trait, students attained a better understanding of the Law of Segregation. In addition, the majority of students took the F1 trait as the basis of the assumed gene. This study was conducted with a control group (38 high school 2nd graders) and an experimental group (24 high school 1st graders). In order to examine students' understanding, both groups were given a paper-pencil test which related to the Law of Segregation. This study concluded that learning about the Law of Segregation by introducing the concept of Incomplete Dominant Trait had a positive effect on students' understanding.

Journal

  • The Bulletin of Japanese Curriculum Research and Development

    The Bulletin of Japanese Curriculum Research and Development 27(3), 21-28, 2004

    Japan Curriculum Research and Development Association

Cited by:  1

Codes

  • NII Article ID (NAID)
    110008094535
  • NII NACSIS-CAT ID (NCID)
    AN00247430
  • Text Lang
    JPN
  • Article Type
    Journal Article
  • ISSN
    0288-0334
  • NDL Article ID
    7242123
  • NDL Source Classification
    ZF1(教育)
  • NDL Call No.
    Z7-1475
  • Data Source
    CJPref  NDL  NII-ELS  IR  J-STAGE 
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