理科と数学の関連づけ方の異なる授業が中学生の学習に及ぼす効果(実践研究)

How Do Differences in Relating Mathematics to Science Affect Eighth Graders' Learning?(Applied Field Research)

Yuzawa Masamichi

Yamamoto Yasumasa

教育心理学研究

本研究では,理科と数学の関連づけの仕方を変えた授業が,生徒の学習にどのように影響するかを調べた。公立中学校の2年生が金属の酸化に関して定比例の法則(化合する物質の質量比は一定である)を2種類の授業方法で学習した。実験群の生徒は,最初に,定比例の法則を原子モデルから演繹した後,数学で学習した比例の知識を用いて,酸化前後の金属の質量比を求める課題を2回行った。その際,理科と数学の教師がチームで指導に当たった。他方,統制群の生徒は,マグネシウムの酸化の実験を行い,そこから,定比例の法則を帰納した。また,酸化前後の金属の質量比を求める課題を1回行い,すべて理科の教師から指導を受けた。その結果,成績高群の場合,実験群の生徒は,統制群の生徒よりも,授業後のテストで,数学の関数の知識を用いて,酸化前後の金属の質量関係を予測し,計算する得点が高かった。また,実験群の生徒は,統制群の生徒よりも,誤差のある測定値を適切に理解することができた。

The present study examined whether instructions emphasizing the relations between science and mathematics would improve students' learning of science. Students in 2 public junior high school classes received 1 of 2 types of instruction concerning the physical law predicting that the weight of oxidized metal is proportionate to the weight of the metal before oxidation. Students in the experimental class first deduced the physical law from an atomic model, and then, in order to obtain the proportion of the weight of the metal to the oxidized metal, designed 2 experiments by themselves, using what they had learned about proportionality in their mathematics class. 2 teachers were in charge of the experimental class: a science teacher and a mathematics teacher. The students in the control class induced the physical law from experiments on the oxidation of magnesium. They designed an experiment to obtain the proportion of the weight of the metal to the oxideized metal, but did this 1 time only, and only 1 teacher (a science teacher) was in charge of their class. It was found that the students in the experimental class did better on tests involving calculations based on physical laws, and took measurement errors into consideration more appropriately, than did students in the control class.

理科教育

数学

中学生

酸化

science education

mathematics

oxidation

junior high school students

Education [ 370 ]

jpn

日本教育心理学会

日本教育心理学会

本文データは学協会の許諾に基づきCiNiiから複製したものである

[ISSN] 0021-5015

[NCID] AN00345837

[NAID] 110001893317 isVersionOf