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小・中学生が単純な回路の電流について抱くモデルと授業との関係の考察
http://hdl.handle.net/10295/1479
http://hdl.handle.net/10295/1479768056b1-620d-45e7-ac69-b78f174829cd
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
yam2.pdf (1.4 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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| 公開日 | 2008-12-05 | |||||||||
| タイトル | ||||||||||
| タイトル | 小・中学生が単純な回路の電流について抱くモデルと授業との関係の考察 | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | On the Effects of School Teaching on Pupil's Ideas of Electric Current in Simple Circuits | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 回路 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 電流 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 理科教育 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 小・中学生 | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 作成者 |
山岡, 剛
× 山岡, 剛
× YAMAOKA, Tsuyoshi
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| 内容記述 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | Pupils' ideas about electric current in a simple circuit composed of a battery, a bulb and wires has been intensively studied. It has been revealed that pupils hold a variety of ideas concerning how electric current flows in the circuit. Some authors have claimed that pupils construct these ideas prior to formal teaching of electric circuit and that frequently these are not replaced with the correct one by teaching. The present author reviewed the reports and concluded that pupils' ideas about electric current, which are incorrect from scientific viewpoint, are induced through formal science teaching and/or by questions in the questionnaire. When pupils are asked to describe their image of electric current for the first time, most of them will consider that current is consumed in the bulb. This belief is firmly grounded on their dairy experiences. A variety of incorrect models of electric current are composed or selected by pupils through their efforts to accommodate propositions about the electric circuit (the battery has two poles, the current flows unidirectionally etc.), which are given by the teacher, to their unaltered belief that the current is consumed in the bulb and is not conserved. The author argues that above mentioned pupils' belief is to be challenged by telling them what is consumed instead of current. Demonstration of current conservation with ammeters by itself, without such comments, will be unconvincing for many of pupils, though they can do nothing other than accepting the 'correct' conclusion. Some descriptions of electric circuits in Japanese elementary-school textbooks seem to be inadequate for pupils without preknowledge. Guide books authored by Japanese Ministry of Education shares the same problems with the textbooks. Elementary-school pupils, as well as ones of higher schools and adults, desire composing convincing models of phenomena around them and are equipped with intellectual faculties for rational thinking. They only lack suitable framework of concepts in which the faculties operate meaningfully. Without the framework, pupils should be lead to undirected and fragmentary thinking and after all to noncritical acceptance of conclusions given by the teacher. The author also argues that those who claim that teachers should help individual pupils to construct their own models of electric current unreasonably neglect the fact that the framework of concepts concerning electric circuits is the essence of practical and theoretical activities of innumerable persons over a long period of time. |
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| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 書誌情報 |
秋田大学教育学部研究紀要 教育科学 号 51, p. 11-20, 発行日 1997-03-01 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 03870111 | |||||||||
| NCID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN00010271 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 秋田大学教育学部 | |||||||||
