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The Potential of Micro-scale Chemistry Experimentation in enhancing teaching and learning of secondary chemistry : Experiences from Tanzania Classrooms
https://doi.org/10.24727/00024725
https://doi.org/10.24727/00024725dc57cae3-159e-41d5-9c91-e21a506cf0c9
名前 / ファイル | ライセンス | アクション |
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
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公開日 | 2018-08-30 | |||||||
タイトル | ||||||||
タイトル | The Potential of Micro-scale Chemistry Experimentation in enhancing teaching and learning of secondary chemistry : Experiences from Tanzania Classrooms | |||||||
言語 | en | |||||||
言語 | ||||||||
言語 | eng | |||||||
キーワード | ||||||||
言語 | en | |||||||
主題Scheme | Other | |||||||
主題 | Development research | |||||||
キーワード | ||||||||
言語 | en | |||||||
主題Scheme | Other | |||||||
主題 | Micro-scale chemistry | |||||||
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言語 | en | |||||||
主題Scheme | Other | |||||||
主題 | practical work | |||||||
キーワード | ||||||||
言語 | en | |||||||
主題Scheme | Other | |||||||
主題 | currilum materials | |||||||
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言語 | en | |||||||
主題Scheme | Other | |||||||
主題 | validity | |||||||
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言語 | en | |||||||
主題Scheme | Other | |||||||
主題 | practicality and effectiveness | |||||||
資源タイプ | ||||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
資源タイプ | departmental bulletin paper | |||||||
ID登録 | ||||||||
ID登録 | 10.24727/00024725 | |||||||
ID登録タイプ | JaLC | |||||||
著者 |
Mafumiko, Fidelice M.S.
× Mafumiko, Fidelice M.S.
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所属 | ||||||||
値 | University of Dar es Salaam, Tanzania, Visiting Researcher, Naruto University of Education | |||||||
抄録(日) | ||||||||
内容記述タイプ | Other | |||||||
内容記述 | この論文は,タンザニアのAレベル中等学校教育へ試験的に導入されたマイクロスケール化学実験(MSCE)の評価を,参加した教員および生徒の視点に基づき報告するものである.効果を従来型の第13学年の溶解度と析出に関する授業と比較する事で調査した.異なる4校の4人の教員と,195人の生徒が参加し,2人の教員は88人の生徒に対しMSCE を用いて,残り2人の教員は107人の生徒に対し従来型の方法で授業を行った.評価は複数の独立した指標であるテストの成績,授業観察,聴き取り調査および質問表調査に基づいて行った.教員と生徒のMSCE に対する考えは肯定的であった.教員は新手法の導入を通じ能力向上を達成し,また省資源の実験を通じた生徒への支援について自覚的になった.同様に生徒も実験にとても興味を持ち,自分たちで実行可能な,他の生徒と協力し,教員と自由に意見交換可能なものと感じている.また生徒たちは小グループでの議論や振り返りを通じてより科学的な能力を獲得している.MSCE はAレベル中等学校の化学教育で実行可能で生徒に効果的な学習を提供するものであると結論づけられる. | |||||||
言語 | ja | |||||||
抄録(英) | ||||||||
内容記述タイプ | Other | |||||||
内容記述 | This paper reports on the views and experiences of the teachers and students participating in the summative evaluation phase of a micro-scale chemistry instruction scenario via developed examplary curriculum materials (the MSCE approach) to support teachers with implementation of practical work in A-level chemistry classes in Tanzania.The evaluation involved field testing of the materials to investigate the effectiveness of the MSCE approach when compared to “traditional” teaching approaches, on Form 5 (13th grade) students’ learning of solubility and precipitation. A total of 195 science students and their teachers from four classes in four different high schools participated in the study. Two teachers taught solubility and precipitation topic with micro-scale practical activities to an experimental group (N=88) and the other two teachers taught the same content topic using regular teaching approaches to a control group (N=107). The research design made use of triangulation procedures, involving student achievement test, observation of the use of MSCE approach in context by teachers and students, interviews and questionnaires. The results of the study indicate that the overall teachers’ and students’ reactions to the MSCE approach were vastly positive.Teachers reported that their participation in the MSCE study had been a professionally developing experience. They had become aware of the opportunities of using a new approach to conduct practical work with minimum resources to support student learning. Similary, the findings indicate that most students’ were excited with the micro-scale experiments experience and they it easy, more interactive and enjoyable, allowing them to carry out experiments for themselves, collaborate with peers, and communicate with their teachers freely. Besides the affective outcomes, students exposed to this approach appeared to develop better scientific reasoning skills by engaging in small group discussions and reflections during micro-scale hands-on/minds-on practical activities. This paper concludes that the MSCE approach developed in this study with exemplary lesson materials, containing adequate procedural specifications, are feasible for use in A-level chemistry classes and are effective in providing positive learning experiences for students. | |||||||
言語 | en | |||||||
書誌情報 |
ja : 鳴門教育大学国際教育協力研究 en : NUE Journal of International Educational Cooperation 巻 3, p. 63-79, 発行日 2008-03-26 |
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出版者 | ||||||||
出版者 | 鳴門教育大学教員教育国際協力センター | |||||||
言語 | ja | |||||||
出版者(別表記) | ||||||||
出版者 | International Cooperation Center for the Teacher Education and Training, Naruto University of Education | |||||||
言語 | en | |||||||
ISSN | ||||||||
収録物識別子タイプ | PISSN | |||||||
収録物識別子 | 1881-0799 | |||||||
書誌レコードID | ||||||||
収録物識別子タイプ | NCID | |||||||
収録物識別子 | AA12234503 | |||||||
著者版フラグ | ||||||||
出版タイプ | VoR | |||||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
記事種別(日) | ||||||||
値 | 研究論文 | |||||||
記事種別(英) | ||||||||
言語 | en | |||||||
値 | Rsearch Article | |||||||
本文の有無 | ||||||||
値 | 本文あり |
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Cite as
Mafumiko, Fidelice M.S., 2008, The Potential of Micro-scale Chemistry Experimentation in enhancing teaching and learning of secondary chemistry : Experiences from Tanzania Classrooms: 鳴門教育大学教員教育国際協力センター, 63–79 p.
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