Do University First-Year Students and High School Students Diachronically Comprehend Igneous Rocks as a Result of Igneous Activities?: A Study of the Analysis of Descriptions on Igneous Rocks in All the Science Textbooks of Junior High Schools in Japan and of Answers for Questions on Igneous Rock Textures

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  • 大学生や高校生は火成岩の形成を通時的に捉えているか?―火成岩に関する教科書の記述内容と質問紙調査結果の検討―
  • ダイガクセイ ヤ コウコウセイ ワ カセイガン ノ ケイセイ オ ツウジテキ ニ トラエテ イル カ? : カセイガン ニ カンスル キョウカショ ノ キジュツ ナイヨウ ト シツモンシ チョウサ ケッカ ノ ケントウ

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Abstract

<p>We analyzed the descriptions on igneous rocks in all the Japanese junior high school science textbooks, and examined answers for the academic achievement test on igneous rock textures from the aspect of the research question: “Do university first-year students and high school students diachronically comprehend igneous rocks as a result of igneous activity?” The results showed that more than forty percent of the respondents understood the relation between igneous rocks textures and petrogenetic classification; however, only around two percent noted the flow of magma. In terms of understanding igneous rock textures diachronically, although respondents were able to capture the main feature of the subject, they did not fully absorb the temporal aspect of it. It is hoped that this study will improve teaching content by viewing igneous rock textures from a standpoint of diachronic thinking even in junior high school science classes.</p>

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