| Project/Area Number |
02680255
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| Research Category |
Grant-in-Aid for General Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Yamaguchi University |
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Principal Investigator |
SUETOMI Masahiro Yamaguchi University, Faculty of Education, Professor, 教育学部, 教授 (20034803)
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| Co-Investigator(Kenkyū-buntansha) |
OKAMURA Yoshihisa Naruto University of Education, College of Education, Assistant, 学校教育学部中学校教員養成課程生活・健康系II(技術科)教育講座, 助手 (10204025)
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| Project Period (FY) |
1990 – 1992
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| Project Status |
Completed (Fiscal Year 1992)
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| Budget Amount *help |
¥2,400,000 (Direct Cost: ¥2,400,000)
Fiscal Year 1992: ¥300,000 (Direct Cost: ¥300,000)
Fiscal Year 1991: ¥400,000 (Direct Cost: ¥400,000)
Fiscal Year 1990: ¥1,700,000 (Direct Cost: ¥1,700,000)
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| Keywords | Mechanism Model Making / Thinking print / Trial working board / Formation of image / Creative thinking / イメ-ジ形成 / 動く模型製作 / 機構学習 |
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| Research Abstract |
We have developed a new teaching material which enables students to do the manual work of making mechanisms experimentally and independently and have also carried out experimental teaching to see its effect on students in forming the habit of creative thinking and in acquiring a fundamental and systematic knowledge of the mechanism and we have named it "shiko-sagyo-ban" (trial working board).
Another teaching material which was given the students in the trial stage of the learning of Link mechanism Model Making was an effective teaching material for the fundamental under-standing of the link mechanism and we have named it "shiko-print" (thinking print).
We thought that "Shiko-print learning" becomes a foundation of "Shiko-sagyo-ban learning" and we can obtain an effective teaching method by integrating these two teaching methods.
The main result of our new machinery learning are summarized as follows.
Mechanisms that were made by students in this learning had a wealth of variety and originality.
We were able to classify the mechanisms the students have made into 6 types according to how it was composed.
From this classification. aspects concerning to instruction points became clear.
In order to obtain the data that supports the effectuality of using these method in actualizing our purpose, we investigated an effect of "Shiko-print learning" on "Shiko-sagyo-ban learning."
If we compare the group that did not to execute "Shiko-print learning", with the group that execute it in advance, better results were obtained in the group that executed these two teaching methods, therefore, its effects could be proved.
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