山下 修一

<p>千葉大学では平成26年度より文部科学省大学教育改革加速プログラム（AP）タイプIII（高大接続）「次世代才能スキップアップ」プログラムを千葉県内及び近隣都県高等学校と連係し実施してきた．この中で高校生を対象とした国際研究発表会を実施してきた．これは高校生が研究発表を海外の研究者・留学生に対して英語で行うものである．今回，平成28年度から平成30年度に参加した高校生の気づきと学びについて，アンケートの記述をテキストマイニング法により解析した．この結果，生徒は英語での会話に関して難しさを感じるとともに，研究発表は成功したと感じていることが示された．本プログラムは生徒に英語コミュニケーションの重要性に気付かせ，英語発表の自信につながると考えられる．</p>

The purpose of this study is to acquire basic information in order to develop a fourth grade science lesson about how water is heated in a beaker. First, we investigated how university students enrolled in either the Science course (N=30) or the Liberal Arts course (N=28) expressed their thoughts about how water is heated. Second, we developed a trial lesson based on the findings and investigated whether the trial lesson would be acceptable to university students taking the Science Education course (N=79) and elementary school teachers (N=51). The newly developed trial lesson used both Thermo Ink and Thermo Ikura heat detectors to measure the temperature of water. The Thermo Ikura also shows the convection current produced when water is heated.<br/>The major findings of this study are that<br/>(1) The university students in the Science Course could not correctly explain how water is heated.<br/>(2) The newly developed trial lesson was acceptable to both the university students in the Science Education course and to the elementary school teachers.<br/>(3) The Thermo Ink heat detector is convenient for showing the temperature development of water, while the Thermo Ikura detector shows both water temperature measurements and convection currents. As a result, both Science Education students and elementary school teachers were able to correctly explain how the temperature of water changed and how the convection current developed during the course of the experiment.