素朴概念の修正に影響する既有知識の堅固性の要因の検討 : 電流の課題を用いて

Abstract

Children have existing knowledge formed from everyday experience before they learn about science concepts in school. Such knowledge is, however, often wrong scientifically, and called a naive concept. It is said that giving information that contradict such naive concept is effective for modifying it. However, some studies have recently shown that students don't always modify their naive concept easily when anomalous data are shown. This is because some students ignore it, other students interpret it incorrectly, and still other students modify their concepts peripherally. In addition, another study indicated that the entrenchment of existing knowledge was one of the factors that influence on the modification of naive concepts by anomalous data. The primary purpose of this study is to investigate which factors influence the modification of students' naive concept of electric current. Subjects were students in the first grade of junior high school, and the students who had wrong knowledge of electric current were presented with anomalous data that were correct scientifically. As a result, the students who used their wrong concept to interpret various phenomena were apt to modify it. Furthermore, their subjective confidences in their concepts had no relation to their modification of them. The results suggest that one factor of the entrenchment of existing knowledge, which had a relation to modification, is the coherence of its use. The implications of these findings for research and practice are discussed.