科学教育研究
Online ISSN : 2188-5338
Print ISSN : 0386-4553
ISSN-L : 0386-4553
研究論文
科学的原理・法則に基づいた問いの生成を支援する理科授業のデザイン:科学的原理・法則のメタ理解に着目して
中新 沙紀子山口 悦司村山 功坂本 美紀山本 智一神山 真一村津 啓太稲垣 成哲
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2014 年 38 巻 2 号 p. 75-83

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The goals of science education include developing students’ capability to engage in scientific inquiry. Asking questions is one of the elements of scientific inquiry. A scientific question is a question that can be answered through experiments and observation, or a theory-inspired question. We focused on the latter because there has been to no study dealing with instructional scaffolding for generating theory-inspired questions. We conjectured that fostering students’ meta-understanding of theory would be an instructional scaffolding for generating theory-inspired questions. We implemented a curricular unit for 37 sixth grade elementary school students, adopting the curricular unit designed by previous studies. We also developed a written assessment instrument for assessing students’ meta-understanding of theory and students’ questions. Results indicate that the curricular unit fostering students’ meta-understanding of theory may support them in generating scientific questions.

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© 2014 一般社団法人日本科学教育学会
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