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粒子概念と分子運動に関する授業づくり
https://doi.org/10.24767/00000288
https://doi.org/10.24767/000002889b73e0c7-bc5c-49ba-a376-90dc005296ee
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
IPU4.3.pdf (1.7 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2011-03-01 | |||||||||
| タイトル | ||||||||||
| タイトル | 粒子概念と分子運動に関する授業づくり | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Science Instruction on How to Help Students Understand\nthe Particle Model of Matter and the Kinetic Theory of Matter | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 分子運動 | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | モデル | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 粒子概念 | |||||||||
| 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 | 10.24767/00000288 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
柿原, 聖治
× 柿原, 聖治
× KAKIHARA, Seiji
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | As a model of water molecule, the plastic pellets (called BBs) are used, that are originally intended for an air gun. Using BBs, the models for solids, liquids and gases are constructed. Adding motion to BBs can lead to the models of gaseous and liquid state. The gaseous state is most dynamic, followed by liquid state. The particles of solid state are not moving but vibrating about a set position. It is very difficult to teach molecular motion of gases to all students. Therefore, the author brings up questions which many students get wrong and feel doubts about. To these questions, he devises strategies for students to fully understand. It is not enough just to introduce do-it-yourself models into science class. Before teachers introduce original models to the students, they should make preliminary remarks that are systematic and well-organized. Even after teachers introduce original kits to the class, they should give proper instructions to guide students. He describes the method of incorporating these models into science classes that have proved highly effective. |
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| 言語 | en | |||||||||
| 書誌情報 |
ja : 環太平洋大学研究紀要 巻 4, p. 21-26, 発行日 2011-03-01 |
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| 出版者 | ||||||||||
| 出版者 | 環太平洋大学 | |||||||||
| 言語 | ja | |||||||||
| 出版者（英） | ||||||||||
| 出版者 | International Pacific University | |||||||||
| 言語 | en | |||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 1882-479X | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA1230704X | |||||||||
| 権利 | ||||||||||
| 言語 | ja | |||||||||
| 権利情報 | 環太平洋大学 | |||||||||
| 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 | |||||||||
| 日本十進分類法 | ||||||||||
| 主題Scheme | NDC | |||||||||
| 主題 | 370 | |||||||||
| 見出し | ||||||||||
| 言語 | ja | |||||||||
