1999 Fiscal Year Final Research Report Summary
Study on the nurture/evaluation of science ability
| Project/Area Number |
09480029
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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 | Joetsu University of Education (1998-1999)
National Institute for Educational Policy Research (1997) |
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Principal Investigator |
NISHIKAWA Jun Joetsu University of Education, Department of College of Education, Associate Professor, 学校教育学部, 助教授 (80218130)
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| Co-Investigator(Kenkyū-buntansha) |
TOKITA Yoshonobu Joetsu University of Education, Department of College of Education, Professor, 学校教育学部, 教授 (20018659)
MIYAKE Masao National Institute for Educational Research, Research Center for Science Education, Director, Center for Educational Resources, 科学教育研究センター, 室長 (50000071)
OGURA Yasushi National Institute for Educational Research, Research Center for Science Education, Senior Researcher, Science Education Division, 科学教育研究センター, 主任研究員 (50224192)
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| Project Period (FY) |
1997 – 1999
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| Keywords | group formation / network / class / elementary school science / science class |
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| Research Abstract |
The present study offered communication guidance based on counseling techniques. In this study, we analyzed the description of a recording form used for counseling techniques and provided qualitative analyses of an 8-mm video recording throughout one school term. As a result, it was clarified that students recognize the value of communication activities through this kind of communication guidance based on counseling techniques. It was also clarified that smooth communication activities between students take place when students receive communication guidance in order to set up an environment conducive to such activities at the beginning of the class. This was exemplified by the increase in pairs of question/answer and in the number of dialogue members. It also became clear to us that the sense of both cognitive and social competence increased in such communication activities. In addition, autonomic local studies were performed.
A science lesson of an elementary school teacher was observed continually. An observation period is three months. The class is forth grade. class formation of the class was one year ago.
The teacher took charge of the class in April. The following became obvious as a result of observation. A study group was formed sharply in June. Study groups were different from play groups. The nearness of a seat was not the cause of the formation of the study groups. Guidance intentions of the teacher were not the cause of the formation of the study groups. The teacher was admitting a will decision of a child each maximally. The teacher's administration was the cause of the formation of the study groups.
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