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理科における科学的な表現の育成を目指す考察指導の可能性－相互評価活動と考察記述の定型化指導の研究動向・授業実践に着目して－
Get PDFtext本研究は，理科における科学的な表現の育成を目指す考察指導として，相互評価活動と考察記述の定型化指導を取り入れる可能性について明らかにすることを目的として行った。この目的を達成するために，相互評価活動と考察記述の定型化指導に関する先行研究を調査し，研究成果と課題をまとめると共に，相互評価活動と考察記述の定型化指導を同時に行う中学校理科の授業を実践し，学習者が授業で実際に書いた考察記述と授業に関する感想の分析を行った。分析の結果，次の２点が明らかになった。（１）相互評価活動と考察記述の定型化指導を同時に行う考察指導には，結果（データ）と主張（結論），根拠(理由)の要素を含み，科学的な表現になるように記述の改善を促す効果がある。（２）その要因の一つは，友達と意見交換すると，自分に欠けている所や分からない所，違った考えや新しい考えを知ることができるようになり，さらに，定型化を促すフレームを用い考察記述に結果，主張，根拠を書くことで分かりやすくまとまり，考察を書けるようになったことにある。これらのことから，理科における科学的な表現の育成を目指す考察指導として，相互評価活動と考察記述の定型化指導を個別に取り入れるだけでは課題は残るが，その両方を同時に取り入れることが効果的であると示唆された。The purpose of this study was to clarify the possibility of incorporating peer evaluation activity and instruction on formulation of consideration description as instruction on consideration aimed at fostering scientific expression in science. To achieve this goal, we surveyed previous research on peer evaluation activity and instruction on formulation of consideration description, summarized the research results, and issues, and further so, conducted studies on a junior high school science class that included peer evaluation activity and instruction on formulation of consideration description, and analyzed the learners' actual written consideration descriptions and impressions of the class. From the results of our analysis, we found the following two points. (1) When both peer evaluation activity and instruction on formulation of consideration description were conducted, they ware effective in promoting improvement of discussion statements, shown in the "results (data)", "claim (conclusion)" and "evidence (reason)," all or which constitute scientific expression. (2) The findings also found that one of the reasons for this was that when they exchanged opinions with their peers, they were able to learn what they lacked, what they did not understand, different ideas, and new ideas, and by students writing results (data), claim (conclusion) and evidence (reason) in their consideration descriptions using a frame that encourages formulation, they were able to write their consideration descriptions in an easy-to-understand and coherent manner. The two points suggest that, as instruction on consideration aimed at fostering scientific expression in science, incorporating both peer evaluation activity and instruction on formulation of consideration description were effective, although there were issues in incorporating peer evaluation activity and instruction on formulation of consideration description alone.departmental bulletin pape
即時的筋運動における超音波法を用いた骨格筋損傷の評価
Get PDFtextThe purpose of this study was to identify differences in exercise-induced skeletal muscle injury using ultrasound assessment of muscle thickness and muscle echo intensity and to collect data that might indicate how such injuries might be prevented. The subjects were 16 university students（11 in an Exercise group and 5 in a Control group）without orthopedic diseases and without regular exercise habits. The Exercise group was divided into Max-exercise and Sub-exercise according to the exercise task. Max-exercise was defined as elbow extensor contraction with 90% of 1RM（Repetition Maximum）loading to the limit, whereas Sub-exercise was elbow flexion endurance exercise with 30% loading until muscle fatigue occurred. Skeletal muscle characteristics（muscle thickness and muscle echo intensity）were evaluated before and after exercise using ultrasonography, and muscle pain was assessed using a visual analog scale. The data indicated that muscle thickness increased immediately after exercise in both the Max- and Sub-exercise groups and decreased to about the pre-exercise value 1 day after exercise in the Sub-exercise group. On the other hand, muscle echo intensity showed a significant increase with exercise only in the Sub-exercise group and was still evident after 1 day. The increased muscle thickness and muscle echo intensity assessed by ultrasonography may reflect exercise-induced muscle swelling and inflammation. The greater degree of change in muscle echo intensity after Sub-exercise relative to Max-exercise suggests that skeletal muscle damage may also be more marked for long-duration endurance exercise at low loads than for short-duration exercise with high physical load at the limit of tensile contraction.departmental bulletin pape
