理科学習に有効な授業の要素について(V) : 「動くもののはたらき」の授業を通して

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小学校第5学年の児童を対象に「動くもののはたらき」の授業を実施し，振り子および衝突に関するそれぞれの現象について，おもりの動きを身体表現させてイメージをもたせることの効果を検討した。事前・事後テストの結果から，このような体感を通したイメージが与えられると，知識の習得がある程度促進されることが示された。In order to design or elaborate the effective teaching skills in science lessons several pre- and post-tests on various points of views have been performed in the science classes of“the function of motion of matters”in the fifth grade of elementary school.Through the observation of the simple pendulum as well as the collision phenomenon between the body fixed to the string of the simple pendulum and the stationary ball the basic concept regrarding the kinetic energy was introduced to the pupils.To make pupils understand the true motion of the simple pendulum the pupils in the class were directed so as to step back and forth together with the motion of the simple pendulum below the large scale simple pendulum fixed on the ceiling of the class room.The effectiveness of imaging pictures based on the actual experiences as to the motions of the simple pendulum and of a ball on a slope was investigated through pre- and post-test.Both tests suggested that the imaging skills obtained through the actual practice make pupils easier to revise the wrong preconception regarding the motion of the body of the simple pendulum.Brief discussion is devoted to emphasize the importance of the imaging skills based on the experience through the actual practice to elaborate 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(V) : 「動くもののはたらき」の授業を通して

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