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

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小学校第6学年の児童を対象に「物の燃え方と空気」についての実験授業を実施し，閉じ込められた中で火を燃やしたときのびんの中の空気の変化について，子どもにイメージ化させるてがかりを与えることの効果を検討した。事前・事後テストの結果から，演示実験よりも，このような個々の現象面をつなぐイメージが与えられると，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。In order to design or develop the effective teaching skills in science lessons several pre- and post-tests on various points of views have been performed in the classes of“the function of air in combustion”in the sixth grade of the elementary school.the suitable guidance using a demonstration experiment was also given by teacher to have pupils understand the change of air when a substance burns in a closed glass bottle.The classes have been arranged so as to make pupils understand well the function of air in combustion through an imaging practice regarding the phenomenon.On the basis of the both tests it was found that the imaging practice of the process of the combustion phenomenon brings about a desirable result than a learning only by observing the demonstration experiments given by the teacher.Moreover,both tests suggest that the pupils are promoted to attain a correct concept reading the combustion phenomenon and that the imaging practice makes pupils easier to revisethe wrong preconceptions which the pupils held previously.Brief discussion is devoted to emphasize the importance of having pupils to practice to image as to the related phenomenon for the effective teaching skills in science lessons.
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 (III) : 小学校6学年「物の燃え方と空気」の授業を通して

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