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A Study on Fostering Scientific Expressoin in Chemical Experiments of Secondary Education

Research Project

Project/Area Number 07458027
Research Category

Grant-in-Aid for Scientific Research (B)

Allocation TypeSingle-year Grants
Section一般
Research Field Science education
Research InstitutionNational Institute for Educational Research

Principal Investigator

MATSUBARA Shizuo  NIER,Res.Center for Sci.Ed., Chief, 科学教育研究センター, 室長 (50132692)

Co-Investigator(Kenkyū-buntansha) SARUTA Yuji  NIER,Res.Center for Sci.Ed., Chief, 科学教育研究センター, 室長 (70178820)
ARIMOTO Hidefumi  NIER,Res.Dept.for Tching.Cont., Chief, 教科教育研究部, 室長 (40241228)
HORI Tetsuo  Yamanashi Univ., Dept.of Ed., Prof., 教育学部, 教授 (30145106)
Project Period (FY) 1995 – 1996
Project Status Completed (Fiscal Year 1996)
Budget Amount *help
¥7,200,000 (Direct Cost: ¥7,200,000)
Fiscal Year 1996: ¥2,600,000 (Direct Cost: ¥2,600,000)
Fiscal Year 1995: ¥4,600,000 (Direct Cost: ¥4,600,000)
KeywordsUpper secondary schools / Lower secondary schools / Chemistry education / Science education / Invividual experiments / Scientific Expression / Fized sentence / Teaching
Research Abstract

Our research is progressing to fostering scientific expression in experiment reports of upper secondary chemistry and lower secondary science. The following results derived from data.
1. Students not only in upper secondary schools but also in lower secondary schools who used the fixed sentence patterns with "results" and "discussion" we developed become to describe not words only but sentences for experiment reports, though the contents are not appropriate enough. We think the results are good as the first step of fostering expression in experiment reports.
2. Three elements -"data", "conclusions"and "resons" -in the fixed sentence patterns are equivalent to the first skelton -"data", "claim" and "warrants" -of Toulmin model which is the layout of arguments.
3.We extracted twelve viewpoints -answer the question, not include too much informatoin in one sentence, etc.- in order to check "results" and "discussion" of experiment reports.
4. Various factors -how to ask questoins, the size of answer space, how to explain the fixwd sentence patterns and whom students explain- influence expression of "results" and "discussion".
5. We developed and revised 10 teating materials for individual experiments in upper secondary level and 5 materials in lower secondary level in order to foster expresson of "results" and "discussion".

Report

(3 results)
  • 1996 Annual Research Report   Final Research Report Summary
  • 1995 Annual Research Report
  • Research Products

    (5 results)

All Other

All Publications (5 results)

  • [Publications] 松原静郎: "高校化学・中学理科における表現力育成のための個人実験教材と実践報告" 国立教育研究所, 154 (1996)

    • Description
      「研究成果報告書概要(和文)」より
    • Related Report
      1996 Final Research Report Summary
  • [Publications] 松原静郎: "「小・中・高等学校における理科問題得点への諸因子の影響」" 日本科学教育学会年会論文集. 20. 127-128 (1996)

    • Related Report
      1996 Annual Research Report
  • [Publications] 三宅征夫: "「理科の到達度に関する男女差の経年変化」" 日本科学教育学会年会論文集. 20. 129-130 (1996)

    • Related Report
      1996 Annual Research Report
  • [Publications] 瀬沼花子: "「算数・数学の到達度の変容に関する男女差」" 日本科学教育学会年会論文集. 20. 219-220 (1996)

    • Related Report
      1996 Annual Research Report
  • [Publications] 瀬沼花子: "「算数・数学の到達度と態度の変容に関する男女差」" 数学教育論文発表会論文集. 29. 145-150 (1996)

    • Related Report
      1996 Annual Research Report

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Published: 1995-04-01   Modified: 2016-04-21  

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