数学と理科を明示的に関連づけた授業が生徒の学習に及ぼす効果 : 中学生による力と運動の関係の理解

How do differences in relating mathematics to science affect ninth graders' learning : Junior high school students' understanding of relationships between force and motion

Yuzawa Masamichi

Matsuuchi Takayasu

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

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

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.

理科

数学

中学生

運動

力

理解

science

mathematics

junior high school students

motion

force

understanding

Education [ 370 ]

jpn

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] AA11625039