In the fiscal 1993 year, we made an inquiry for our freshmen what the actual condition of the physics classes had been in their upper secondary school days. Getting into college, fewer students seemed to look back themselves on the past with satisfaction of mastering dynamics. Althogh each of the themes treated in the school, e.g., "balance of power", motion of object", and "the law of motion", meant the pursuit of truth, the actual situation turned out to be far from being ideal. Fundamentally, devising various methods of education arouses a great interst of the student. We had reported in 1994 that conceptual understanding requires in advance somewhat qualitative consideration, which enables the students to grasp the whole concept in minute detail after all. Based on this knowledge, we prepared a couple of new classes to bring out the best ability to understand the physics concept - varying momentum. Account was also taken of all preconceptions held by the students at the very beginn
ing of each lesson. The experiment for 10th grade students made it clear that a chain of experience of individual consideration about basic concepts is indispensable in the present field of education. That is to say, these high school students could only arrive at the right concept finally through the whole scientific program including the observation of much interesting topics on, i.e., the acceleration of gravity or weight, inelastic collision phenomena, the second law of motion, and so on, This educational program was just the process that appeals to the students to realize a strong relationship between momentum and force. As they had not learned momentum at this stage of the course yet, we called not a product but a simple set of mass and velocity a momentum for the time being. We investigated what motivates the students to analyze this relationship themselves in detail. On the other hand, we made up the so-called virtual classroom information system for our program in 1995. Thanks to the proper arrangement of multi-media system, i.e., the Internet network, the student can easily ask teacher's advice immediately as he sit in the classroom or even in his living room. The system will be used to promote the pursuit of truth for students and to evaluate thier creativity for our ends of research. A creativity examination of the standard form was carried out at our model school, too. One of the data was analyzed and reported as part of our educational program.
1994年度は,前年度の結果を基に「変化する運動の量の理解」を引き出すための実験授業を行った。従来運動の第2法則 ma=Fの学習に際しては,「力」,「重さ」,「加速度」などの個別的な理解を前提とした法則性を調べている。しかし,自由落下,完全非弾性衝突,運動の第2法則とつづく一連の実験探究活動こそが「力」と「運動の量」の緊密な関係を強くイメージ化し,認識させる過程である。ここに実践する実験は自由落下運動(実験1),完全非弾性衝突(実験2),運動の第2法則(実験3)とし、「質量」と「速度」を重要な「運動の量」に位置づけ,この量と「力」との関係に深く立ち入らしめる動機づけについて考察した。また,観察・実験を通して概念形成を行う学習過程において生徒が教師との間に交わすKR情報の諸相を分析し,教師が適切な時期に十分な指導助言をリアルタイムに与えることが可能であり、生徒個人が必要に応じてマルチメディア教材等を活用することができるインターネットワーク環境の研究と探究活動を進める上での創造的思考のはたらきを調べるために,対象とする生徒に標準化された創造性検査を実施し,物理の評価と創造性評価を関数とした生徒の物理概念形成の過程を調べた。ここに報告する内容は,物理概念形成過程の一部分であり今後も更に研究を続ける必要がある。 Less