理科学習に有効な授業の要素について(IV) -小学校第6学年「物の燃え方と空気」の授業を通して-

概要

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小学校第6学年に児童を対象に「物の燃え方と空気」についての実験授業を実施し，理科学習への意識の違いにより，個々の現象面をつなぐイメージを与えられた場合の効果に差異がみられるかを検討した。事前・事後テストの結果から，理科学習への意識が高いほど，イメージを与えると正しい知識への組み替えが促進されることが示された。In order to elaborate the effective teaching skills in science lesson tentative pre-and post-tests in terms of positive learning will have been performed in the classes of“the functions of air in combution”in the sixth grade of the elementary school.Some parts of marked results deduced from the analysis of both tests have been reported in the previous paper.The classes have been arranged so as to make pupils understand well the function of air in combution phenomenon.On the basis of the both tests it was found that by giving appropriate images regarding the phenomenon a groupe of the pupils of positive learning will is promoted to attain a correct concept after revising the wrong preconceptions held previously.Brief discussion is devoted to emphasize the importance of guiding pupils to have learning will as to the phenomenon for the effective teaching skills in science lessons.
大阪教育大学の論文