中学校理科「生物・地学」領域を通した科学的進化概念形成に関する授業開発:―「自然選択説」に基づいた仮説を推論するパフォーマンス課題を事例として―  [in Japanese] Development of Two Learning Plans Covering "Biology and Geology" to Ascertain the Status of Evolutionary Concept Formation among Lower Secondary School Students:—A Case Study of Performance Tasks Inferring Hypotheses Based on Natural Selection—  [in Japanese]

Access this Article

Search this Article

Author(s)

    • 名倉 昌巳 NAGURA Masami
    • 大阪市立下福島中学校(兵庫教育大学大学院連合学校教育学研究科) Osaka Municipal Shimofukushima Lower Secondary School (The Joint Graduate School in Science of School Education, Hyogo University of Teacher Education)

Abstract

<p>本研究の目的は, 2つの開発した授業による中学生の科学的進化概念形成の様相を検証することである。「生物進化」に関する誤解は多く, 根強く保持される「獲得形質の遺伝」など誤概念を指摘する先行研究も多い。本研究では中学生に進化のしくみを理解させるために, 「どのようにして生物は進化するか」に着目して, 学習到達目標として3つの要素(Adaptation: 適応, Variation: 変異, Selection: 選択)を導入した。その到達目標に従って1年地学領域から2年生物領域に及ぶ, すなわち2学年2領域にわたる「逆向き設計」による授業開発を行った。さらに, その生物領域の授業計画の中心となる課題には, 「自然選択説」に基づいて進化仮説を推論する「パフォーマンス課題」を準備した。その結果, パフォーマンス課題の評価分析や2領域間を比較した質問紙調査の統計的検定から, 中学生の科学的進化概念の形成過程の一端を明らかにすることができた。 </p>

<p>The purpose of this study was to ascertain the status of scientific evolutionary concept formation among lower secondary school students by using two learning plans. There is much misunderstanding concerning "biological evolution"; for example, many misconceptions, such as the "inheritance of acquired characteristics" (which is repeatedly mentioned), have been pointed out in many previous studies. In this study, we focused on the idea that "Natural selection explains how living things evolve" to enable lower secondary school students to understand the mechanism of biological evolution. To this end, three objectives, Adaptation, Variation, and Selection, were incorporated into the learning goal. According to the learning goal, we developed two learning plans using the theory of "backward design," including both 1st year and 2nd year students, and covering both "biology and geology." In addition, as the central task of the learning plan for biology, we prepared a "performance task" to infer the evolutionary hypothesis based on the theory of natural selection. In conclusion, through analyzing the performance assessment and the questionnaire survey comparing "biology and geology," we could explain a part of the process of scientific evolutionary concept formation among lower secondary school students. </p>

Journal

  • Journal of Research in Science Education

    Journal of Research in Science Education 59(2), 205-215, 2018

    Society of Japan Science Teaching

Codes

  • NII Article ID (NAID)
    130007534910
  • NII NACSIS-CAT ID (NCID)
    AA11406090
  • Text Lang
    JPN
  • ISSN
    1345-2614
  • NDL Article ID
    029381018
  • NDL Call No.
    Z7-1282
  • Data Source
    NDL  J-STAGE 
Page Top