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Title: 文系生徒のための科学学習補助教材(SLASH)の開発と評価
Other Titles: Development and Evaluation of Science Learning Aids for Students in a Social sciences and Humanities (SLASH) Track
Authors: 長沼, 祥太郎  KAKEN_name
松下, 佳代  KAKEN_name
Author's alias: NAGANUMA, Shotaro
Keywords: social sciences and humanities discipline
civic life
belief in the relevance of science
Issue Date: 2020
Publisher: 日本科学教育学会
Journal title: 科学教育研究
Volume: 44
Issue: 1
Start page: 30
End page: 43
Abstract: The authors developed “Science Learning Aids for Students in a Social sciences and Humanities (SLASH) track” for high school students who could hardly recognize the relevance of science. SLASH is a test-typed learning material consisting of video clips and questions that contextualizes how science relates to the following two situations: social sciences and humanities disciplines in university and civic life. This study aimed to evaluate the effectiveness of SLASH on changes in “belief in the relevance of science.” 208 high school juniors from two schools took part in the investigation. In a post-questionnaire, students reported their sex and initial interest in various topics and rated any changes in their “belief in the relevance of science.” The relationship between the change of their belief and their sex, initial interest, and SLASH answers were analyzed. The results showed that 1) the difficulty of SLASH would be balanced for high school juniors at mid-level high school, and easy for those at advanced-level high school, 2) SLASH could change their belief positively, and 3) SLASH’s positive effects were not restricted by participants’ sex, initial interest, and comprehension level. It is suggested that SLASH could have a positive impact on diverse students’ belief in the relevance of science.
Rights: © 2020 一般社団法人日本科学教育学会
DOI(Published Version): 10.14935/jssej.44.30
Appears in Collections:Journal Articles

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