階層関係の理解に及ぼす概念的知識の影響

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The purpose of this study was to examine effects of conceptual knowledge on the appreciation of hierarchical relations of natural concepts in elementary school children of 2nd, 4th, and 6th grades. Based on the produced numbers of instances from the high-level names of concepts ("living thing" and "food") or the middle-level names of concepts ("insect" , "bird", "vegetable", and "fruit"), the subjects who had more conceptual knowledge and those who had less conceptual knowledge were selected for each of the high and the middle levels of concept names. They were required to answer 24 questions such as "Is a X a kind of Ys?" by "Yes" or "No". The relations of X and Y in the questions consisted of the higher-middle (e. g., living thing-bird), the middle-lower (e. g., bird-pigeon), and the higher-lower (e. g., living thing-pigeon) levels of "living thing" and "food" concepts. Half of the questions represented correct inclusion relations such as "Is a bird a kind of living things ?" and the remaining ones represented incorrect relations such as "Is a living thing a kind of birds ?" Knowledge of high-level concepts. (1) The appreciation scores were significantly higher for the subjects with more conceptual knowlege than for those with less conceptual knowledge. (2)The effect of conceptual knowledge on the appreciation of hierarchical relations was greater for the 6th graders than for the 2nd and the 4th graders. (3)When the 2nd graders with more conceptual knowledge were compared with the 6th graders with the comparable knowledge, almost the same appreciation scores were obtained. Knowledge of middle-level concepts. (1) The appreciation scores were significantly higher for the subjects with more knowledge than those with less knowledge. (2)For the correct questions the effect of conceptual knowledge was significant at the higher-middle and the higher-lower relations while it was significant at the middle-low relation for the incorrect questions. (3)When the 2nd graders with more knowledge were compared with the 6th graders with the comparable knowledge, almost the same appreciation scores were obtained. The findings suggest that (1) the effects of conceptual knowledge on the appreciation of hierarchical relations depend on the conceptual levels from which the instances were produced, and (2) children's conceptual knowledge rather than the grade level is more important for the appreciation of hierarchical relations.
奈良教育大学の論文
1991-11-25

階層関係の理解に及ぼす概念的知識の影響

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