Vol.No. 資料論文 doi:. /sjst.sp 昆虫の体のつくり の学習前後における児童の認識状態の評価 自由記述法と描画法を併用して A B AB A A B B [ キーワード ] 1. はじめに 1.1 問題の所在 Cinici Shepardson Shepardson
Cinici 1.2 評価実施の目的 2. 評価の実施の方法 2.1 評価ツールの選定, 及び評価シートの作成 B 2.2 評価実施の期日, 及び実施対象 2.3 科学的正誤を判断する基準の作成. A B A B 図 1 昆虫を規定する 2 つの命題 表 1 質問 1 の各説明の種類とコード AB A B A A B B A B A A B B A A B B H S 2.4 誤答分析の方法 H KJ 3. 評価結果及び考察 3.1 評価結果の全体的傾向 AB A B N N 表 2 質問 1 の各説明別の該当人数 ( 人 ) AB A B ABH AH BH AB A B ABH AH BH H S H S
Vol.No.. A A B B.. ABH AH BH ABH. AH. BH H.. S.. 3.2 評価結果の考察.. AB A B. A B A B.. A A B B A. 図 3 コード A の回答例 A B B B A A B A B.. ABH AH BH H H.. ABH AH H 表 3 非科学的な説明の回答分類 ( 延べ数 ( 人 )) 図 2 コード AB の回答例
... A B ABH A B 図 4 類型 Ⅰ の回答例 ( コード H)... 図 5 類型 Ⅰ の回答例 ( コード H) 図 7 類型 Ⅲ の回答例 ( コード H) 図 6 類型 Ⅱ の回答例 ( コード H) 図 8 類型 Ⅰ 及び Ⅲ の回答例 ( コード H)
Vol.No...... AH 図 10 類型 Ⅵ の回答例 ( コード AH) S... H. A B 4. 結論 A A B B 5. おわりに ~ 我が国における現行の学習指導を再構成するための視点 ~ 図 9 類型 Ⅰ 及び Ⅳ の回答例 ( コード H) 5.1 取り上げる昆虫の種数について
5.2 2 種類の命題の取り扱いについて A B A B B A B A B A B 5.3 昆虫の概念規定の長期記憶化ついて 附記 JSPS K K K 参考文献... KJ.. Cinici. 引用文献 Cinici, A. ( ). From caterpillar to butterfly: a window for looking into students ideas about life cycle and life forms
Vol.No. of insects. Journal of Biological Education, 47( ),. Retrieved from http://www.mext.go.jp/amenu/shotou/ new-cs/.htm accessed.. Shepardson, D.P. ( ). Bugs, butterflies, and spiders: Children s understandings about insects. International Journal of Science Education, 24( ),....
Evaluation of Children s Scientific Knowledge of Insect Morphology, Before and After Learning Tomonori SASAKI, Hiroyuki SATO, Kensho TSUKAHARA, Yasuo MATSUMORI Graduate School Department of Interdisciplinary Research, University of Yamanashi Faculty of Education and Human Sciences, University of Yamanashi SUMMARY The main purpose of this study is to evaluate whether 2nd grade (before learning) and 3rd grade elementary school students (after learning) have acquired scientific knowledge about the morphology of insects by using free writing and drawing methods as evaluation tools. The main findings of this study were as follows; 1) none of the 2nd grade students and about 30% of the 3rd grade students explained insect morphology scientifically; 2) about 95% of the 2nd grade students explained morphology of insects from particular insects or other creatures examples unscientifically because they lacked knowledge about intension and extension of the insect s concept; 3) in 3rd grade students case, about 40% of pupils scientific explanations were based on proposition A (a body of insects makes up head, thoracic, and abdomen), whereas only 1% of their scientific explanations were based on proposition B (insects thoracic has six legs); and 4) in both 2nd and 3rd grade students, a small percent explained insect morphology by contrasting their differences with human bodies. Based on these results, we suggested some perspectives to consider in order to reconstruct current teaching and learning methodology with regard to insect morphology. <Key words> science evaluation, morphology of insects, elementary school science, scientific recognition, biology education