@article{oai:kumadai.repo.nii.ac.jp:00022018,
 author = {Masamoto, Kazumori and 正元, 和盛 and 林, 英一 and Hayashi, Eiichi and Tanaka, Hitoshi and 島田, 秀昭 and Shimada, Hideaki and Masamoto, Kazumori and 正元, 和盛 and 林, 英一 and Hayashi, Eiichi and 田中, 均 and 島田, 秀昭 and Shimada, Hideaki},
 journal = {熊本大学教育学部紀要　自然科学},
 month = {Dec},
 note = {application/pdf, 論文(Article), Analysis of academic ability test in science of sophomore of the faculty of education showed different understanding degrees among science subject area. The achievements in physics and earth sciences were low compared to those of chemistry and biology. Similar tendency was found in the ratio of learning of each subject area of science in upper secondary school. This suggests necessity of an intensive support on these two subject areas of science in university curriculum and improvement for equal learning opportunity of four subject areas in science in upper secondary school. When we consider that at the end of compulsory education fundamental academic achievement must be acquired, we cannot expect enough fixation of the understandings of science because of partial election of science subjects in the upper secondary school. Difference in understanding degree among the science subject areas was not recognized in the results of Kumamoto academic ability test and the Nationwide Academic Ability Assessment of Science in course of study at the compulsory education stage. There is a difference in recognition between teachers and students on the understanding degree of science subject areas. Therefore teachers must try grasp of the actual situation of understandings in science of students. Those activities will support grasping of thought and feeling of each student and lead to a close guidance for each student．},
 pages = {1--6},
 title = {教育学部２年生の理科学力調査の分析と小･中学生の理科理解度の比較},
 volume = {57},
 year = {2008},
 yomi = {マサモト, カズモリ and ハヤシ, エイイチ and シマダ, ヒデアキ and マサモト, カズモリ and ハヤシ, エイイチ and シマダ, ヒデアキ}
}