このエントリーをはてなブックマークに追加
ID 18422
本文ファイル
別タイトル
When mathematics as a tool for thought is not congruent with mathematics as a model for a physical phenomenon : Junior high school students' understanding of relationships among electric current, pressure, and resistance
著者
山本 泰昌
キーワード
電流
数学
中学生
理解
electric current
mathematics
junior high school students
understanding
NDC
教育
抄録(英)
The present study examined the effects of instruction that avoids the cognitive conflict between mathematics as a tool for thought and mathematics as a model for physical phenomena. Students in four classes of public junior high school received two types of instructions concerning electric current. Students under the experimental condition learned the qualitative relationships among electric current, pressure, and resistance first, and then designed experiments for themselves to obtain the quantitative relationships among these three values. On the other hand, students under the control condition ran experiments that examined electric current when they increased electric pressure for a device with a certain amount of resistance, and learned the quantitative relationships among the three values. It was found that students under the experimental condition did better on tests about the calculation based on the relationships among electric current, pressure, and resistance than students under the control condition.
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
50号
開始ページ
309
終了ページ
315
出版年月日
2002-02-28
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
他の一覧