紀要論文 小学校理科専攻の学生を対象にした小学校理科の観察・実験のパフォーマンス評価
A Performance Assessment of Primary School Science Observations and Experiments Aimed at Primary School Science Undergraduates

石川, 聡子  ,  瀬角, 明宏

16pp.51 - 61 , 2017-03-31 , 大阪教育大学教科教育学研究会
ISSN:1348186X
NII書誌ID(NCID):AA11652326
内容記述
The performance of undergraduate students who specialize in primary school science was assessed on how well they can perform observations and experiments in "how to make an electromagnet", "how to make a dilute hydrochloric acid", "how to use a stereoscopic microscope", and "how to use a planisphere" in primary school science textbooks. Assessment criteria and three-step rubrics were set in order to assess the performance of subjects. Less than 30% of subjects met the assessment criteria A in all of 4 performance tasks. Less than 10% of subjects met the assessment criteria A and around 50% of them met the assessment criteria C in the performance task, "how to make an electromagnet". Major causes are that they made circuits without peeling off enameled foils on both ends of the enameled wire or winded the enameled wire around a dry-cell battery. The causes for that around 50% of subjects met the criteria B are that they winded the enameled wire directly around the iron nail or did not set a switch on the circuit, which is a lack of attention to safety. A little less than 30% of subjects met the assessment criteria A and around 40% of subjects met the assessment criteria C in the performance task, "how to make a dilute hydrochloric acid". Major causes are that they disposed of waste liquid by discharging the hydrochloric acid into sewers and did not use tools like a measuring cylinder. Around 40% of subjects who met the assessment B lacked attention to safety like adding water to the hydrochloric acid to dilute it. A little less than 20% of subjects met the assessment criteria A and around 80% of subjects met the assessment criteria C in the performance task, "how to use a stereoscopic microscope". A major cause is that they did not use the tools adequately like they were not able to focus the microscope on an object or they did not use a tangent screw or a diopter adjusting ring. Around 10% of subjects met the assessment criteria A and around 90% of subjects met the assessment criteria C in the performance task, "how to use a planisphere". Major causes are that they were not able to use the planisphere over their heads or were not able to use a compass. No subject was able to meet 3 or 4 assessment criteria A through the 4 performance criteria, and a little more than 40% of subjects were not able to gain assessments which meet the assessment criteria A in all of 4 performance tasks.
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http://opac-ir.lib.osaka-kyoiku.ac.jp/webopac/bdyview.do?bodyid=TD00030167&elmid=Body&fname=kk_16_51-61.pdf

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