児童における保存性の概念についての一研究
スポンサーリンク
概要
- 論文の詳細を見る
The purposes of this study were (a) to consider Jean Piaget's theory on conservation (especially conservation of liquid and weight), and (b) to analyse the roile or meaning of nonconservation. Hypotheses : (1) Even if the child does not exhibit conservation in Piaget's classic experiments, we cannot say that he has no conservation. (If we admit, as Piaget, that the child cannot acquire conservation without logical multiplication or conceptual coordination, we must reject our hypothesis.) (2) Because of perceptual and other conditions inhibiting the child from exhibiting conservation, the child who has acquired conservation cannot exhibit conservation if conditions change. Procedure : Our Subjects were 71 primary school pupils (6-9 years old). (1) Piaget's classic experiments of conservation (2) Conservation of liquid by using screened beakers : Two standard beakers are partly filled so that the child judges them to contain equal amounts of water. Another beaker which is hidden by a screen except for the top is introduced. The Experimenter purs from a standard beaker into the screened one. The the child is asked which has more to drink, or do they have the same amount. (3) Quantification of liquid : Two beakers, A and B (A is wider than B) are partly filled, and two empty beakers (one is identical with B and the other is smaller than A and B in both height and width) are introduced. The child is asked, "Which has more to drink, A or B?", and informed, "If you want to use these empty beakers, you may use them." Results : (a) In comparison with the classic experiment, there is a striking increase in correct equality judgement in the screened experiment. (b) Without a concept of conservation, it si impossible for the child to quantify liquid. (c) The child justifies his correct judgment not by logical multiplication but by noting that "You only poured it" or "Its the same water." (d) When the child acquires conservation and his concept of conservation is fixed to some extent, he exhibits nonconservation. Judging from out results, we cannot explain result (a) and (d) by Piaget's theory. The child discovers essential causality by falling into nonconservation. In this way, he generalizes and develops his concept mof conservation, and in this sense, the role of nonconservation is very important for the development of concept of conservation.
- 日本教育心理学会の論文
- 1965-06-30
著者
関連論文
- 215 青年期の特徴を規定する諸要因に関する研究(II) : 結果2
- 214 青年期の特徴を規定する諸要因に関する研究(II) : 結果(1)
- 213 青年期の特徴を規定する諸要因に関する研究(II) : 問題提出および青年期の関心の構造
- 児童における保存性の概念についての一研究