| Project/Area Number |
10480030
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| Research Category |
Grant-in-Aid for Scientific Research (B).
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Science education
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| Research Institution | National Institute for Educational Policy Research |
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Principal Investigator |
SARUTA Yuji National Institute for Educational Policy Research, Curriculum Research Centre, Principal Researcher, 教育課程研究センター・基礎研究部, 総括研究官 (70178820)
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| Co-Investigator(Kenkyū-buntansha) |
MATSUBARA Shizuo National Institute for Educational Policy Research, Curriculum Research Centre, Principal Researcher, 教育課程研究センター・基礎研究部, 総括研究官 (50132692)
MIYAKE Masao National Institute for Educational Policy Research, Curriculum Research Centre, Basic Research Division, Director, 教育課程研究センター・基礎研究部, 部長 (50000071)
SHIMONO Hiroshi National Institute for Educational Policy Research, Deputy Director, 次長 (30142631)
OGURA Yasushi National Institute for Educational Policy Research, Curriculum Research Centre, Senior Researcher, 教育課程研究センター・基礎研究部, 主任研究官 (50224192)
HATOGAI Taro National Institute for Educational Policy Research, Curriculum Research Centre, Principal Researcher, 教育課程研究センター・基礎研究部, 総括研究官 (10280512)
五島 政一 国立教育研究所, 科学教育研究センター, 主任研究官 (40311138)
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| Project Period (FY) |
1998 – 2000
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| Project Status |
Completed (Fiscal Year 2000)
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| Budget Amount *help |
¥5,900,000 (Direct Cost: ¥5,900,000)
Fiscal Year 2000: ¥1,100,000 (Direct Cost: ¥1,100,000)
Fiscal Year 1999: ¥2,000,000 (Direct Cost: ¥2,000,000)
Fiscal Year 1998: ¥2,800,000 (Direct Cost: ¥2,800,000)
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| Keywords | science / natural phenomena / explanation / sentence / figure / IEA / TIMSS / free response |
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| Research Abstract |
The purpose of this research was to grasp the actual ability of explaining and expressing natural phenomena in science by using sentences as well as figures among the elementary and lower secondary school students.
In this research, statements or sentences that each pupil/student used to solve the science free response items in the Third International Mathematics and Science Study(TIMSS) of International Association for the Evaluation of Educational Achievement (IEA)were inputted and turned to a database in the elementary and lower secondary schools. All the solutions of 13 free response items for 3^<rd> and 4^<th> graders in the elementary school.
The items could be classified to the several fields of science content, 3 items(elementary : E)/10 items(lower secondary : LS) were related to physics/chemistry, 6 items(E)/7 items(LS) were related to biology, 2 items(E)/4 items(LS) were related to earth science, 2 items (E)/1 item(LS) were related to scientific method. The number of pupils/students of both grades were respectively about 1,100 for elementary school and about 1,300 for lower secondary school.
At the same time, it was reported the detailed analysis of the solution of the elementary/lower secondary school students in the Japanese-Australian two nations was conducted on 3 selected items in order to compare with the data of Australia participated in TIMSS.It became clear that almost there is not a difference between the two nations in the quality of fugures/pictures and length of sentence.
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