@article{oai:kumadai.repo.nii.ac.jp:00025076,
 author = {中山, 玄三 and Nakayama, Genzo and 中山, 玄三 and Nakayama, Genzo},
 journal = {熊本大学教育実践研究},
 month = {Feb},
 note = {application/pdf, 論文(Article), This study was designed to investigate the effects of a laboratory-centered inquiry program on laboratory skills, science process skills and understanding of science knowledge. The inquiry approach used in the "Foundational Approaches in Science Teaching (FAST)" was compared with a traditional textbook approach in terms of three major evaluative points mentioned above. A total of 85 sixth grade students consisting of 47 FAST students and 38 non-FAST students and a total of 141 seventh grade students consisting of 83 FAST students and 58 non-FAST students were involved in this investigation in North Carolina (U.S.A). During the school year, the FAST 1 program was integrated into a regular science curriculum in the FAST group as a treatment at both grades. At the end of school year, post-tests were administered to both FAST and non-FAST groups. Laboratory Skills Test, Performance of Process Skills Test and FIN Test were utilized as post-tests measures. The results indicated that a textbook-oriented instruction had no significant effects on the learning outcomes in comparison with an inquiry-oriented instruction. A laboratory-centered program can enhance scientific skills as a whole and especially laboratory skills and science process skills.},
 pages = {73--78},
 title = {観察・実験中心の探究活動を重視した理科教授方法の効果に関する研究},
 volume = {12},
 year = {1995},
 yomi = {ナカヤマ, ゲンゾウ and ナカヤマ, ゲンゾウ}
}