A Case Study of Teaching Strategies for the Construction of the Scientific Concept of Mass: Verification of the Effect of Different Metacognitive Support-Reference-Cited by-同舟云学术

A Case Study of Teaching Strategies for the Construction of the Scientific Concept of Mass: Verification of the Effect of Different Metacognitive Support

Published:2021-11-30 Issue:2 Volume:62 Page:389-401
ISSN:1345-2614
Container-title:Journal of Research in Science Education
language:en
Short-container-title:Journal of Research in Science Education

Author:

OKINO Shinichi¹,YAMAOKA Takekuni²,MATSUMOTO Shinji³

Affiliation:

1. Kanazawa Nishikigaoka Upper Secondary School, Ishikawa, Japan

2. Tokai Gakuen University, Japan

3. Hyogo University of Teacher Education, Japan

Publisher

Society of Japan Science Teaching

Link

https://www.jstage.jst.go.jp/article/sjst/62/2/62_21040/_pdf

Reference24 articles.

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2. Driver, R., & Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5, 61–84.

3. Fisher, K. M. (1985). A misconception in biology: Amino acids and translation. Journal of Research, 22(1), 53–62.

4. 古屋光一・戸北凱雄（1993）「中学生の力と運動についての指導方法に関する研究―概念転換の方略の1ステップとして―」『日本理科教育学会研究紀要』第33巻，第3号，91–100.

5. Halloun, I. A., & Hestenes, D. (1985). Common sense concepts about motion. American Journal of Physics, 53(11), 1056–1065.

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