理科学習に有効な授業の要素について : 小学校第3学年「じしゃく」の授業を通して

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小学校第3学年の児童を対象に「じしゃく」についての実験授業を実施し，磁石内部に着目させ現象を再度考えさせることの効果を検討した。事前・事後テストの結果から，このような着眼点が加えられると既有の考え方が修正され，正しい知識への組み替えがある程度促進されることが示された。しかし，学習における意識面では大きな効果はみられなかった。In order to design or elaborate an effective teaching skills several questionaires and tests of various categories have been performed in classes focused on“magnet”in the third grade of elementary school.On the basis of the results from the pre-tests a guidance was employed by means of reference reading so as to imagine or concentrate thinking in the function of the magnetic force in the middle parts of a bar magnet.After the learning lesson using references the properties of the bar magnet were discussed together among pupils in class.A post-test regarding the various properties of the magnet was also givento the pupils.Analysing the pre-as well as post-tests it was found that the guidance using suitable references leads pupils to correct conceptknowledge,in addition,that the corrected conceptknowledge was easily embedded in pupils'memory.To the contrary there existed no remarkable effects on pupils'consciousness or preference for learning science lesson.Brief discussion is devoted to indicate the importance to give the appropriate guidances pointing out the different view point from pupils'previous experiences.
大阪教育大学の論文

理科学習に有効な授業の要素について : 小学校第3学年「じしゃく」の授業を通して

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