| Project/Area Number |
15530439
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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 |
Educational psychology
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| Research Institution | Ritsumeikan University |
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Principal Investigator |
YOSHIDA Hajime Ritsumeikan University, Psychology, professor, 文学部, 教授 (80094085)
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| Co-Investigator(Kenkyū-buntansha) |
KURIYAMA Kazuhiro Kyushu University of health and welfare, professor, 保健学部, 教授 (10170094)
HOSHINO Yuji Ritsumeikan University, professor, 文学部, 教授 (20202301)
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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 |
¥3,700,000 (Direct Cost: ¥3,700,000)
Fiscal Year 2005: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 2004: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 2003: ¥1,700,000 (Direct Cost: ¥1,700,000)
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| Keywords | ratio concepts / informal knowledge / curriculum / logic of children / カリキュラム / 概算方略 / 新しいカリキュラム / 学力低下 / 割合 / 既有知識 / 子どもの発達 |
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| Research Abstract |
The present study investigated effect of new curriculum on ratio concepts. The curriculum was composed of two aspects : the one was to introduce "logic of children" on the concepts. The other was to make clear concrete cognitive barrier from preventing understanding of children. The target children was fifth graders in a public elementary school. They were compared with pupils who were taught the concepts according to typical textbook on math. Intervention lasted about three weeks. As results, pupils in the experimental condition indicated better understanding in problem solving on ratio concepts, in judgment on magnitude or meaning of ratio concepts than control children. Thus, this study demonstrated that new approach based on the "logic of children" promoted understanding very hard concepts to learn.
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