科学的概念と素朴概念の統合に影響する知識の教授の効果の検討 : 中学生の電気の概念の獲得プロセス

Abstract

The present study investigates the effects of two types of knowledge on acquiring and retaining the scientific concept of electricity. The participants were 270 ninth grade junior high school students. One type of knowledge was about justification of scientific concepts of electric current and the other relates to modifying the wrong concept about electric current. Students were divided into four groups. All groups were given two problems; one was about the quantity of electrical current running a circuit, and the other was about the way to radiate heat from the heater. They engaged in the same problems as posttest immediately or a week later after receiving the instructions of knowledge, . The results of comparing answers before and after the instructions are as follows; in the problem of electric current, instruction of knowledge to justify scientific concept increases correct answers, while that of knowledge to modify the wrong concept does not. But in the problem of the heater, the result was the opposite. Both types of knowledge lacked the effect of retaining the scientific concept. These results imply that in the process of concept acquisition, students do not automatically coordinate the naive concepts that they possess with scientific ones.