溶解概念の変化を促す認知的・社会的側面からの教授的アプローチ  [in Japanese] Teaching Strategy with a Cognitive/Social Approach in the Induction of Conceptual Changes Regarding Dissolution  [in Japanese]

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Abstract

本研究は,小学校5年理科「ものの溶け方」の単元を取り上げ,溶解現象に対して子どもたちのもつ素朴概念を科学的概念に変容させる授業を考案した。まず,認知的側面からは,認知的道具として粒子概念の微視的視点を導入した。次に,社会的側面からは,電子黒板を用いて,小集団の構築した理論をクラス全体の議論の場で再現する学習環境を設定した。授業過程の発話分析と事前・事後テストの記述分析から,教授効果として以下の点が明らかになった。1)「粒子概念」の視点の導入により,目に見えるままの記述から,微視的視点からの記述へと,子どもたちの推論活動の変容が見出された。2)電子黒板を媒介物として,クラス全体の議論において小集団での理論を再構築することにより,学習者間に真正な質問が盛んに生成され,個人内ゾーンと社会的協同構成ゾーンを往き来する反省的思考活動が促された。1),2)の認知的/社会的側面からの教授的アプローチにより,溶解現象の概念変化が促されることが示唆された。

The purpose of this research was to design a teaching strategy on the dissolution of substances to fifth-grade students and to induce changes so that their naive conceptions regarding the water-solution phenomenon turned into scientific ones. Firstly, from a cognitive approach, a microscopic perspective of a particle model was introduced as a cognitive tool. Secondly, from a social approach, a learning environment was established where smaller group learning sessions were reconstructed in whole-class discussion sessions using an electronic board. Results of interactive analysis of verbalization activity and descriptive analysis of pre-post tests showed that: 1) change from a macroscopic to a microscopic perspective was encouraged by the introduction of the 'particle model' perspective; 2) using an electronic board on students' own initiatives as an intermediary, the process of construction of theories in small group sessions was made visual in whole-class discussion sessions; therefore, authentic questions were generated and reflective thinking proceeded, which shifted between intra-individual and inter-individual zones. These findings suggested that the teaching strategy from both cognitive and social approaches in 1) and 2) induced conceptual change regarding the water-solution phenomenon.

Journal

  • The Bulletin of Japanese Curriculum Research and Development

    The Bulletin of Japanese Curriculum Research and Development 33(2), 1-10, 2010

    Japan Curriculum Research and Development Association

Codes

  • NII Article ID (NAID)
    110009830676
  • NII NACSIS-CAT ID (NCID)
    AN00247430
  • Text Lang
    JPN
  • ISSN
    0288-0334
  • NDL Article ID
    10873528
  • NDL Source Classification
    ZF1(教育)
  • NDL Call No.
    Z7-1475
  • Data Source
    NDL  NII-ELS  J-STAGE 
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