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ID 16253
本文ファイル
別タイトル
How do differences in relating mathematics to science affect ninth graders' learning : Junior high school students' understanding of relationships between force and motion
著者
松内 隆泰
キーワード
理科
数学
中学生
運動
理解
science
mathematics
junior high school students
motion
force
understanding
NDC
教育
抄録(英)
The present study examined whether instructions emphasizing the relationship between science and mathematics would improve students' learning of science. Students in four classes of public junior high schools received two types of instructions concerning objects with changing velocity. Students under the experimental condition learned the relations between time and velocity (or distance) for objects moving in different conditions first, and then designed experiments for themselves to obtain a particular time when an accelerating object would reach a particular velocity. On the other hand, students under the control condition examined objects moving in different conditions in terms of time, velocity, and distance, and deduced the relations between these values. It was found that students under the experimental condition did better on tests about objects with changing velocity than students under the control condition, and reported that they were more interested and eager in the studying.
掲載誌名
広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域
51号
開始ページ
195
終了ページ
202
出版年月日
2003-03-28
出版者
広島大学大学院教育学研究科
国立情報学研究所
ISSN
1346-5562
NCID
SelfDOI
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
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