| Project/Area Number |
13480037
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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 | UNIVERSITY OF Miyazaki |
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Principal Investigator |
NAKAYAMA Hayashi University of Miyazaki, Faculty of Education and culture, Professor, 教育文化学部, 教授 (90237470)
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| Co-Investigator(Kenkyū-buntansha) |
MIYAKE Masao National Institute for Educational Policy Research, Dept for Curriculum Research, Director, 教育課程研究センター・基礎研究部, 部長 (50000071)
FUJII Yoshinori University of Miyazaki, Faculty of Education and culture, Associate Professor, 教育文化学部, 助教授 (10218985)
YAMAGUCHI Etsuji University of Miyazaki, Faculty of Education and culture, Associate Professor, 教育文化学部, 講師 (00324898)
SARUTA Yuji National Institute for Educational Policy Research, Dept for Curriculum Research, Senior Researcher, 教育課程研究センター・基礎研究部, 総括研究官 (70178820)
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| Project Period (FY) |
2001 – 2003
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| Project Status |
Completed (Fiscal Year 2003)
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| Budget Amount *help |
¥14,700,000 (Direct Cost: ¥14,700,000)
Fiscal Year 2003: ¥3,700,000 (Direct Cost: ¥3,700,000)
Fiscal Year 2002: ¥5,100,000 (Direct Cost: ¥5,100,000)
Fiscal Year 2001: ¥5,900,000 (Direct Cost: ¥5,900,000)
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| Keywords | TIMSS / science / essay type test / academic ability / scientific thinking / scientific expression / Japanese students / 学力評価 / 論述 / 理科学力 |
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| Research Abstract |
We investigated primary and lower secondary school students' responses for essay type test in TIMSS(1995).
As the first trial we observed them as Microsoft Excel type data by using "filter" of Excel In this survey we got suggestion that there is few statements which refer to mechanism of nature.
As the second trial we analyze the text data of students' responses by using a text mining software called "Word Miner". We focused on items of following area.
1.Items about oxidation and combustion
2.Items that require plural aspects
3.Items about designing experiments
From the results of significance tests for responses in these items following conclusions are drawn.
1.There are many statements referring to facts in presented sentences or figures in the items, but many of them merely point some phenomena.
2.There are few responses applying laws to phenomena.
3.In the some items that require plural aspects Japanese students plural aspects ware regarded as single aspect by international standard for scoring.
These might be some reason why Japanese lower secondary school students' score for essay type test of TIMSS is rather low.
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