A Practical Study on the Translation of Native Concepts into Scientific Concepts : Focusing on High-School Physics and the Teaching of 'Force acting on an object'

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.