| Project/Area Number |
07680268
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教科教育
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| Research Institution | Aichi University of Education |
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Principal Investigator |
KAWAKAMI Shogo Aichi University of Education, Education, Professor, 教育学部, 教授 (10033896)
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| Co-Investigator(Kenkyū-buntansha) |
MAKINO Harutoshi Oita University, Education, Associate Prefessor, 教育学部, 助教授 (30165683)
YOSHIDA Atsushi Aichi University of Education, Education, Professor, 教育学部, 教授 (90115668)
TOHNISHI Syouju Aichi University of Education, Education, Professor, 教育学部, 教授 (20135396)
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| Project Period (FY) |
1995 – 1997
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| Project Status |
Completed (Fiscal Year 1997)
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| Budget Amount *help |
¥2,100,000 (Direct Cost: ¥2,100,000)
Fiscal Year 1997: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 1996: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 1995: ¥900,000 (Direct Cost: ¥900,000)
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| Keywords | emotion for science / correlation between amotion and cognition / interest / elementary school student / lower secondary school student / 興味・関心,意欲 / ミスコンセプション / 興味・関心、意欲 |
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| Research Abstract |
1 A survy of the children's emotion to science was carried in Aichi and Oita. Boys like science, but girls don't like science. This tendency developed in the lower secondary scool. It was supposed that this tendency correlated with the difficulty of the contents of the science lessons. It will conclude that a curriculum should be constracted according to learner's learning process.
2 Children explain new scientific phenomena for them using their own thory. This tendency developed when children grew elder. From this result, it will concluded that new phenomena timulating their thory are need to increase their emotion.
Elder children like national environment and disease, but don't like dissamble of machine, biology and heavenly bodies. Scientific practice is decreasing when children become elder.
4 Three types of science lessons were caried and evaluated. Problem solving method with teacher's explanations was effective to prpmote learner's emotion. In huristic prblem solving method, the process of adaptation would promote learner's emotion.
5 The lower school children amused with work sheets in extension larning or individual research.
6 (Conclusion) To promote leaner's emotion to science lessons : (1) Constracting curriculum correspond to leaner's level of conqition, (2) Teacher should understand the learner's process of cognition, (3) To use many kinds of teaching method, (4) To use extension larning and/or individual research.
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