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ID 16253
file
title alternative
How do differences in relating mathematics to science affect ninth graders' learning : Junior high school students' understanding of relationships between force and motion
creator
Matsuuchi, Takayasu
subject
理科
数学
中学生
運動
理解
science
mathematics
junior high school students
motion
force
understanding
NDC
Education
abstract
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.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science
issue
Issue 51
start page
195
end page
202
date of issued
2003-03-28
publisher
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
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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