科学の基礎概念の形成をめざした理科授業開発 : 高等学校「物理i」におけるmif的素朴概念の克服のための指導法

Okino, Shinichi; Matsumoto, Shinji

doi:10.11639/sjst.kj00009950801

Cited by 5 publications

(1 citation statement)

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“…In other words, although it is difficult to modify naïve concepts, it is important to support learning with the idea of effectively using such concepts. Indeed, after acknowledging the difficulty of correcting naïve concepts, Okino and Matsumoto (2011) proposed three instructional procedures for converting naïve concepts into scientific ones: (1) clarification of naïve concepts, (2) clarification of the acquisition of naïve concepts, and (3) connection and matching of naïve and scientific concepts. Using this teaching method, Okino, Yamaoka, and Matsumoto (2016) and Yamaoka, Okino, and Matsumoto (2020) conducted lessons on action reactions.…”

Section: Questionnaire Surveymentioning

confidence: 99%

Formation and Reconstruction of Naïve Concepts among Science Undergraduates at National University

Yamaoka

Okino

Matsumoto

2022

Journal of Research in Science Education

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in Science by Osborn and Freyberg (1985), the first book that systematically presents children's worldviews in terms of their understanding of scientific concepts. Under constructivist learning theory, learners form new ideas by connecting naïve concepts with appropriate knowledge. However, the learning process is not an easy one. Here, naïve concepts are intuitive nuggets of understanding, such as selfish assumptions and misconceptions that are accumulated in people's thinking from an early age. Intuitive belief is not a logical or scientific way of thinking; rather, it is a scientifically incorrect way of thinking and perceiving borne out of everyday experience that is often seen in children.

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Section: Questionnaire Surveymentioning

confidence: 99%