{"created":"2023-05-15T09:04:13.838824+00:00","id":5279,"links":{},"metadata":{"_buckets":{"deposit":"0e32378d-6dce-458f-aec3-94a2d323bc4d"},"_deposit":{"created_by":11,"id":"5279","owners":[11],"pid":{"revision_id":0,"type":"depid","value":"5279"},"status":"published"},"_oai":{"id":"oai:hirosaki.repo.nii.ac.jp:00005279","sets":[]},"author_link":["6332","19248","19249","6334","19250","19251","6333","20811","20812"],"control_number":"5279","item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2018-03-28","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"45","bibliographicPageStart":"37","bibliographicVolumeNumber":"119","bibliographic_titles":[{"bibliographic_title":"弘前大学教育学部紀要"}]}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"児童・生徒の科学的認識の形成過程を探るため，附属小学校４年生，附属中学校３年生の理科の授業において，各班における児童・生徒間の活動を記録した映像を用いて，会話分析を実施した。その結果，クラス全体を撮影した映像だけでは得ることのできない情報を得ることができた。考察対象を限定し，しかしその範囲ではできるだけ厳密に取り扱うという近代科学の特徴が生徒の認識過程にも見られるなど，近代科学が有する認識方法と児童・生徒の認識過程の間には，共通する特徴が存在することが浮かび上がった。また，提出されたノートやワークシートにおける記載と，児童・生徒の認識過程との関連についても，より深く確認することができた。さらに，このような会話分析は，教育実習における観察場面においても有効であることを指摘した。","subitem_description_type":"Abstract"}]},"item_10002_full_name_25":{"attribute_name":"著者（ヨミ）","attribute_value_mlt":[{"nameIdentifiers":[{"nameIdentifier":"6333","nameIdentifierScheme":"WEKO"}],"names":[{"name":"アズマ, 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