| Project/Area Number |
10680298
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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 | Kanazawa Technical College |
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Principal Investigator |
SAEKI Akihiko Kanazawa Technical College, Department of General Subjects, Associate Professor, 一般科目, 助教授 (60167418)
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| Co-Investigator(Kenkyū-buntansha) |
TSUKIHASHI Masami Kanazawa Technical College, Department of General Subjects, Professor, 一般科目, 教授 (00064436)
SAKUMIYA Izumi Kanazawa Technical College, Department of General Subjects, Professor, 一般科目, 教授 (90064477)
UJIIE Akiko Kanazawa Technical College, Department of General Subjects, Assistant Professor, 一般科目, 講師 (30280382)
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| Project Period (FY) |
1998 – 1999
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| Project Status |
Completed (Fiscal Year 1999)
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| Budget Amount *help |
¥3,800,000 (Direct Cost: ¥3,800,000)
Fiscal Year 1999: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 1998: ¥3,000,000 (Direct Cost: ¥3,000,000)
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| Keywords | cross-curricular course / Calculator Based Laboratory / Graphing Calculator / Educational Technology / Mathematical Modeling / Inquiry Learning / 教育工学 / 探求 |
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| Research Abstract |
We have conducted a cross-curricular course for first-year and second-year students using CBL (Calculator Based Laboratory) and TI-83 (Graphing Calculator). The goal of the course is for students to learn about the connection between mathematics and physics through hands-on activities. Students conduct experiments on the motion of a walking person, the dropping of an object, the cooling rate of water, the motion of a swinging pendulum, and sound waves. This is the first time that CBL and TI-83 have been used in Japan to explore physical phenomena in a classroom situation based on the Japanese curriculum for mathematics and physics.
The following findings were obtained ; (1) Students changed their naive concepts regarding the laws of physics into scientific concepts, (2) Students by themselves connected their experiment's results with their previous mathematical knowledge, (3) Students kept their interest in physical phenomena in their immediate circle, (4) Students realized the necessity of mathematics, (5) Students realized the importance of cooperative work.
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