Development and Evaluation of Lessons to Explain Volume Change from Water to Water Vapor Using Blocks to Represent Particles
| Jazyk: | japonština |
|---|---|
| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | 千葉大学教育学部研究紀要 = Bulletin of The Faculty of Education, Chiba University. 70:21-29 |
| ISSN: | 1348-2084 |
| Popis: | [要約] 水から水蒸気に変化する際の体積変化について，粒子ブロックを用いて説明する授業開発を目指した。千葉市内小学校４年生101名に開発した授業を実施し，授業前後の調査結果から有効性を検証した。その結果，水は状態変化しても体積は変わらないと考えていた児童が，授業後には水の状態変化に伴い，体積も変化すると考えるようになった。また，イメージ図と比較し，粒子ブロックを活用した方が科学的な表現をする児童が増加した。さらに，「考えやすさ」「伝えやすさ」「分かりやすさ」の観点で粒子ブロックを支持する人数が多く，その有効性を示唆するものであった。発展的な課題でも，既習の知識を基に説明できた児童が８割を超え，粒子ブロックで学んだことが適用されていた。 [SUMMARY] Our aim was to develop a lesson to explain the change in volume when water turned into vapor, by using blocks to represent the particles. We conducted this lesson for 101 4th grade students in a public elementary school in Chiba city, and verified its effectiveness through results from a survey taken before and after the lesson. As a result, pupils who previously thought that the volume of water did not change with the change of state came to understand that as the state changed, the volume also changed. Additionally, the number of pupils who were able to express themselves in a scientifically accurate way was higher when using the particle block model, compared to when using an illustration. Furthermore, more people supported the block particle model for being “easier to think about”, “easier to convey” and “easier to understand”, which suggests the model’s effectiveness. Although it is an advanced topic for this grade, more than 80% of students were able to explain, using the block particle model, when vapor is cooled, it becomes water, and that its volume decreases. |
| Databáze: | OpenAIRE |
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