| Budget Amount *help |
¥2,900,000 (Direct Cost: ¥2,900,000)
Fiscal Year 2002: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2001: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 2000: ¥1,500,000 (Direct Cost: ¥1,500,000)
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| Research Abstract |
1. The purpose of this study.
(1) Compare the process of problem solving with graphing skills at learning science and arithmetic, and to investigate of subject dependence.
(2) Discuss the effectiveness of an enhanced graph-learning module to primary school science for developing problem solving skills.
2. Research results.
(1) Though, for student of the lower secondary level in Japan, it is easy to read and write linear functional graphs in mathematics, many students have difficulty in reading and writing them as physics problems. It is one of these causes existing inconsistency between cognition of variables and coordinate axes of Cartesian graph, especially indicating the time.
(2) "WALKING IS GRAPHING", a graph learning module applied to primary school level, prepared a common knowledge source for detecting and thinking variables of space, e.g. position, distance and time, to children in the co-operative class room with activities. This module had abilities to create a graph cognition binding the resource of science and mathematics.
3. Future tasks.
-Increase case studies using this module to enhance the objectivity of cognitive changes and problem solving processes.
-Investigate relations between time and graph cognitions of student.
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