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本研究では,高等学校理科物理領域「物体に働く力」に関する高校生の学習前の概念の状況を把握するとともに,素朴概念を科学的概念に転換する指導法の提案を行った。学習前の生徒はMIF 誤概念と直落信念を強固に保有している状況であり,慣性の法則に関する素朴概念と科学的概念が知識の中に併存している状況であった。「(1)素朴概念を自覚化させる」「(2)素朴概念と科学的概念との間で認知的葛藤を喚起する」「(3)科学的概念の一般性を実感させる」という3つの支援を行った結果,調査問題の正答率が大幅に上昇し,分散分析において有意な差が見られ,素朴概念への逆戻りも少ないという結果を得た。よって,本研究で提案した指導は,素朴概念を科学的概念に転換することに有効であることが示された。, This study examines the level of comprehension high-school students have regarding native concepts before they learn in science classes teaching “Force acting on an object." Furthermore, it proposes a teaching method for converting native concepts into scientific concepts. It was found that the pre-learning students had a strong possession of MIF native conceptions and the straight-down belief, and the native concepts and scientific concepts of the "law of inertia" coexisted in their knowledge. Applying three measures, namely (1) “raising self-awareness about the native concepts," (2) “stimulating cognitive tension between native and scientific concepts," and (3) “have them realize the generality of scientific concepts," resulted in a substantial increase in the rate of correct answers in the confirmatory test, significant differences in analysis of variance, and less reversion to native concepts. Thus, the three measures proposed in this study were shown to be effective for translating native concepts of “Force acting on an object" into scientific concepts.

本稿では，小学校生活科の学習内容が幼児教育と小学校中学年理科や社会科への接続をどのように意図しているかを学習指導要領解説から明らかにし，特に幼児期の体験的，感覚的な体験活動から形成される素朴概念を，生活科や理科の中でどのように科学的な問題解決の力に転換していくかについて考察した．生活科においては，気付きとその質の向上が重視され，それに続いて，理科においては，理科の見方・考え方を働かせ，見通しをもった観察・実験を行っていく中で，強固な素朴概念は，新たに科学的な思考として再構成される．そのためには，生活科において，体験的，感覚的な活動を十分に試行錯誤し，繰り返す体験が必要であり，その共通経験について，自分の考えを表現し他者の考えや意見を聞き，比較するような活動を学習に多く取り入れることが重要であることを示した．, 研究報告

O problema da definição de fronteiras para a análise antropológica coloca-se diante da necessidade de excluir e incluir o que vai compor os instrumentos de análise. Mas desdobra-se quando a investigação lida com noções como "comunidade", "identidade negra" e "cultura", que em geral operam para além da produção acadêmica e definem fronteiras que nem sempre correspondem às estabelecidas por esta. Exploraremos aqui algumas controvérsias desta ordem - conceitual e política - implicadas no uso de conceitos "compartilhados" por antropólogos e nativos. O discurso sobre a "cultura" no Morro da Mangueira será analisado em contraposição à antropologia e a uma matéria de jornal envolvendo o "povo do samba". Delineia-se assim uma particular definição "nativa" de "identidade cultural", na qual, mais do que ver a soma de aspectos comuns a um dado coletivo, se refletem modos de relacionar diferenças. The question of defining frontiers for anthropological research emerges when the inclusions and exclusions that compose our analytical tools are defined. This issue is more complex when the research focuses notions such as "community", "black identity" and "culture", which are used beyond the limits of academic investigation. The aim of this paper is to investigate the controversies about conceptual and political processes implied in theses notions when they are "shared" by natives and anthropologists. This will be achieved through the comparison of meanings observed on the discourse about "culture" in Morro da Mangueira, the discourse on "samba people" produced by a newspaper and the anthropological discourse. Through these comparisons we find a particular "native" definition of "cultural identity" in which, more than the sum of common elements to a collective dimension, one observes a variety of ways of relating differences.