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ID 18422
file
title alternative
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
creator
Yamamoto, Yasumasa
subject
電流
数学
中学生
理解
electric current
mathematics
junior high school students
understanding
NDC
Education
abstract
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.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part. Ⅲ, Education and Human Science
issue
Issue 50
start page
309
end page
315
date of issued
2002-02-28
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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