2023 Fiscal Year Final Research Report
Overcoming difficulties in multiple representations of physics through visualization of the problem solving process
| Project/Area Number |
21K02890
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 09080:Science education-related
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| Research Institution | Tokyo University of Science |
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Principal Investigator |
Okiharu Fumiko 東京理科大学, 教育支援機構, 教授 (60409050)
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| Co-Investigator(Kenkyū-buntansha) |
小林 昭三 新潟大学, 人文社会科学系, フェロー (10018822)
右近 修治 東京都市大学, 共通教育部, 教授 (60735629)
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| Project Period (FY) |
2021-04-01 – 2024-03-31
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| Keywords | 物理学 / 多様表現 / 表現の一貫性 / 視線追尾 / 思考過程 / 反駁文 |
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| Outline of Final Research Achievements |
In order to understand physics in depth, it is necessary to understand physical phenomena in multiple representations such as sentences, diagrams, equations, and graphs, and transition between representations is also required. It was found that novice and expert students read the problems and graphs differently, with expert students focusing only on the important parts. As for novice students, it was also revealed that they have difficulty in expressing their own concepts consistently when a certain physical concept is presented in multiple representations. We are continuing our research based on the hypothesis that thinking styles are relevant to the understanding of novice students. Regarding differences in comprehension based on textual expression, we also found that students read faster and comprehended more when presented with a refutation text, and that they read faster when presented with paragraphs containing refutation.
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| Free Research Field |
物理教育
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| Academic Significance and Societal Importance of the Research Achievements |
GIGAスクール構想やCOVID-19により学習環境が大きく変わり、1人1台のタブレットを用いた教育が一般的になってきた。紙媒体の情報から、動的な表現も含む4次元での表現方法も一般的になりつつある。本研究では、物理概念の多様な表現に焦点をあて、学習者の視線の動きやインタビュー調査を基に、理解や困難を明らかにしたものである。問題文、グラフ、シミュレーション教材など、同じものを見ていても熟達者は重要な箇所をしっかり見ているのに対して、初学者は重要な箇所が分からないことが明らかとなった。学習者の問題解法時の思考スタイルを明らかにすることは、今後の物理教授法の改善に示唆を与えるものと期待される。
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