A Study on Professional Development of Elementary School Teacher in Science Teaching : A Follow-up Survey for Ten Years from the First Year on Teaching Profession of a Teacher

This study aimed to survey and discuss professional development of elementary school teacher in science teaching. An elementary school teacher was follow-up surveyed for ten years from the first year on teaching profession. As the result, characteristics of the view and teaching practice of the teacher in science teaching were clarified, and it was implied that the following four factors were important for the teacher’s professional development in science teaching; the first was continuous experience of teaching practice of science in one same elementary school, the second was repeated experience of teaching science classes of the same graders, the third was participation in science classes of another teacher as the sub-teacher, and the fourth was experience to face various actual situations of students.本研究は，日本学術振興会科学研究費助成事業（基盤研究C）（課題番号24501102，研究代表者：山崎敬人）の支援を受けて行われたものである

A Study on Development of Teaching Competence of Science through Trial Teaching : A Survey for Teacher Trainees

This study aimed to examine teacher trainees' thought about learning to teach elementary science before and after the lecture including trial teaching. The findings were mainly the followings; (1) In the teaching competence of science, particularly high sense of needs for teacher trainees at the start of the lecture was the knowledge and ability related to making lesson plan as well as the knowledge and ability of concrete methods of lesson practice. (2) Particularly high sense of accomplishment of learning for teacher trainees at the end of the lecture was the knowledge and ability related to making lesson plan. (3) At the end of the lecture teacher trainees had a high sense of accomplishment of learning and high needs of learning to understand and suppose actual situation of students. These sense and needs are considered to lead to more effective learning for teaching practice in elementary schools.本研究の一部は,日本学術振興会科学研究費助成事業(基盤研究C)(課題番号24501102,研究代表者:山崎敬人)の助成によ

Development of Active and Collaborative Problem-Solving Learning in Science Lesson : Focused on Students’ Ideas about Chemical Change

本研究では，五感を通して小学生にも分かりやすい化学変化の指導のための教材を開発し，その効果を検証するとともに，子どもの主体的・協働的な課題解決による授業開発のための示唆を得ることを目的とした。 そこで，カルボン酸とアルコールによるエステル化反応を取り上げ，試薬の種類や組み合わせを変えて化学変化の理解に適した実験内容と方法を開発した。そして，実験の記録や質問紙調査の分析により，教材の効果について検討した。その結果，多くの子どもがにおいの変化を通して物質がはじめと異なるものに変化していることをとらえていることが明らかとなった。また，エステル化反応における物質の変化の学習では，カルボン酸とアルコールの両方が互いに関わっていることをとらえることができた。以上のことから，においの変化に注目した実験を教材として活用することにより，小学生が化学変化について探究する授業の開発の可能性が示唆された。This study aimed to develop teaching materials through which elementary students can understand chemical change with their five senses, examine those effects for their understanding, and obtain suggestions for learning active and collaborative problem-solving. We conducted an experiment to examine effective combinations of esterification using some chemical reagents of carboxylic acid and alcohol, so we developed the contents and methods of the experiment for the students’ investigation. Then, we verified the effects of the materials for an understanding of chemical reaction through teaching practice and a questionnaire. Most students identified changes of substances through the sense of smell. Also, it was indicated that most of students grasped that two kinds of materials were related to each other for chemical reaction. From the above, it was inferred that it is possible to develop science teaching for elementary students to investigate chemical reactions through experimental activities focused on the sense of smell

Exploration of the Nature of Active Learning in Elementary School Science Class: Focussing on Learning-Problem Making and the Method of Interchange Between Groups

本研究の目的は，子どもの学び合いの姿を明らかにするとともに，アクティブ・ラーニングの実質化のための示唆を得ることである。その目的の達成に向けて，自然事象と子どもの素朴概念とのギャップが子どもに意識できるようにする導入を行うとともに，実験後には他グループと交流できる「フリータイム」を採り入れた授業を実践し，子どもの学びを分析した。その結果，子どもは自ら学習を開始し，他の子どもが考えた仮説や検証方法であっても共感的に理解して実験を行えることが明らかになった。また，子どもは自ら目的意識をもって他のグループへ行き，実験を行ったり納得できるまで話し合い活動を行ったりしながら，学級全体で合意することができることが分かった。加えて，アクティブ・ラーニングの実質化のためには，共に学ぶ学級の全員が納得できることをゴールとするという意識を子どもに培い続けることや，子どもには主体的・対話的で深く学び合う力があることを教師が認識し，その力を発揮できるような授業をデザインすると共に，子どもの学び合いをコーディネートすることが必要であるという示唆を得た。This study aimed to clarify children's interaction and to suggest for the enrichment of active learning. After the classes where children recognized and investigated problems from natural events, and then they interacted with other groups in "Free Time", the data of their learning were analyzed. It was clarified that children started learning by themselves and other’s ideas could be understood empathically and investigated. In addition, children could agree in the whole class by going to other groups with purposes, conducting experiments and talking until they were satisfied. It was suggested that in order to enrich active learning, teachers need to continue to cultivate chilren’s awareness that one goal of science learning is the agreement in whole class, to recognize that children have the ability to learn independently, interactively and deeply, to design classes that children can demonstrate their power, and to coordinate the learning of children in class

Alternative mRNA Splicing in Three Venom Families Underlying a Possible Production of Divergent Venom Proteins of the Habu Snake, Protobothrops flavoviridis

Snake venoms are complex mixtures of toxic proteins encoded by various gene families that function synergistically to incapacitate prey. A huge repertoire of snake venom genes and proteins have been reported, and alternative splicing is suggested to be involved in the production of divergent gene transcripts. However, a genome-wide survey of the transcript repertoire and the extent of alternative splicing still remains to be determined. In this study, the comprehensive analysis of transcriptomes in the venom gland was achieved by using PacBio sequencing. Extensive alternative splicing was observed in three venom protein gene families, metalloproteinase (MP), serine protease (SP), and vascular endothelial growth factors (VEGF). Eleven MP and SP genes and a VEGF gene are expressed as a total of 81, 61, and 8 transcript variants, respectively. In the MP gene family, individual genes are transcribed into different classes of MPs by alternative splicing. We also observed trans-splicing among the clustered SP genes. No other venom genes as well as non-venom counterpart genes exhibited alternative splicing. Our results thus indicate a potential contribution of mRNA alternative and trans-splicing in the production of highly variable transcripts of venom genes in the habu snake

本校における新教育課程「総合理科」の構想

1994年度より高等学校で実施される新学習指導要領で,新しく設けられた「総合理科」を実施するにあたり,現代理科教育の抱える課題や,現行の教育課程の反省をもとに,本校で開設する「総合理科」の主旨と理念について検討した。併せて構成案を示した