| Project/Area Number |
15500595
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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 |
Science education
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| Research Institution | Kagoshima University |
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Principal Investigator |
TSUCHIDA Satoshi Kagoshima University, Faculty of Education, Associate Professor, 教育学部, 助教授 (10217325)
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| Project Period (FY) |
2003 – 2005
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| Project Status |
Completed (Fiscal Year 2005)
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| Budget Amount *help |
¥2,800,000 (Direct Cost: ¥2,800,000)
Fiscal Year 2005: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 2004: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2003: ¥1,500,000 (Direct Cost: ¥1,500,000)
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| Keywords | Time concept / Graph recognition / Elementary school science / Lower secondary school science / Elementary school arithmetic / Lower secondary school mathematics / グラフ認知 |
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| Research Abstract |
The contents of research
-To analyze the study process about the relation of time-position in the textbook of science, and arithmetic and mathematics.
-To probe the recognition about the relation of time-position for a student.
-To develop the science experiment module for a student exploring the relation of time-position.
-To evaluate of the module.
The results
-Textbook analysis
There are confusions of picture graph, a bar graph, and a line graph in the textbook of the present elementary school arithmetic or elementary school science as well as Taisho Era.
-Investigation of recognition of a student
It is difficult for a student to be reminded of the matter relevant to time from a linear function. As for this, it is expected to be the cause that the matter relevant to time is not raised as an example at the time of study of a linear function.
For students, a secondary function can be easily reminded of the matter relevant to time.
It is expected to be the cause that graphs of the temperature observing at elementary school have curves.
-Evaluation of the science experiment module
Since students can compare the data recorded on real time as the situation of movement, the mistake of intuitive observation becomes clear for them. Since the situation of movement is observable in graph, it is possible to teach the point of graph reading mutually. Although a fifth grader's student can also grasp the concept about time progress by experiencing the graph subject of a stillness state, it is difficult to read the horizontal axis of graph as time. This module is effective when fixing the time concept for grasping the concept about time progress for 8th grade student.
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