生物の成長順序と世代交代に関する子どもの概念形成について (第2報)

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1 This research was carried out with 1,335 children from first to sixth grade of primary school to substantiate the validity of the conclusion of the previous report. 2. Children were divided into experimental and controlled classes containing 30-40 member every grade. The former was assigned two kind of tasks consisting of the preliminary and the common operation, but the latter was only the common operation. 3. At the preliminary operation, childern were given three pictures showing different growth stages of an organism respectively, then they arranged them on the question paper in adequate order according their concepts. 4. At the common operation, children arranged six pictures in accordance with the above procedure. 5. Frog(egg, tadpole and adult)and morning glory(seed, two leaves, bine with leaves and flower)were used as the material for this research. 6. As the result of classifying arrangements of six pictures, four patterns were found; (1) the pattern representing one generation(the concept of growth sequence)(2) the pattern representing two generations(the concept of alternation of generaions) (3) the　pattern representing three generations (that of　alternation of generations) (4) the pattern representing no generation 7. The formation ratio of the concept of growth sequence and that of alternation of generations changes with the material and the grade(age) of children.(See Fig.1) 8. The preliminary operation diminishes kinds of arrangements as well as the formation 　ratio of the concept of growth sequence on the one hand, but it increases the formation ratio of the concept of alternate generation on the other　hand.(See Fig.1) 9. The difference of formation ratio between materials seems to be caused by the difference of observing and breeding experiences in children.
滋賀大学の論文

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奥井智久
滋賀大学教育学部

生物の成長順序と世代交代に関する子どもの概念形成について (第2報)

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