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科学的思考としての原理・法則のメタ理解 : 小学校第6学年「燃焼」を事例として
http://hdl.handle.net/10458/3440
http://hdl.handle.net/10458/344098f2a80f-fb54-4c9e-8d41-83221bc663a9
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JSSE_31_4_nakayama2007.pdf (858.5 kB)
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2011-07-21 | |||||
| タイトル | ||||||
| タイトル | 科学的思考としての原理・法則のメタ理解 : 小学校第6学年「燃焼」を事例として | |||||
| 言語 | ja | |||||
| タイトル | ||||||
| タイトル | Fostering Students' Meta-understanding of Scientific Principles as Scientific Thinking : In the Case of a 6th Grade Unit about "Combustion" | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| キーワード | scientific thinking, meta-understanding of scientific principles, three elements of combustion, elementary science | |||||
| 資源タイプ | ||||||
| 資源タイプ | journal article | |||||
| 著者 |
坂本, 美紀
× 坂本, 美紀× 村山, 功× 山口, 悦司× 稲垣, 成哲× 大島, 純× 大島, 律子× 中山, 迅× 竹中, 真希子× 山本, 智一× 藤本, 雅司× 竹下, 裕子× 橘, 早苗× 坂本, 美紀× 村山, 功× 稲垣, 成哲× 大島, 純× 大島, 律子× 竹中, 真希子× 竹下, 裕子× 橘, 早苗 |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Students sometimes fail to give a theory-based explanation of phenomena after they learn scientific principles. The present study investigated the optimum method to train students in scientific thinking in elementary school science lessons. We conducted three experimental lessons to foster students' meta-understanding of scientific principles about combustion. Sixth graders collaboratively inquired into the difficult-to-understand phenomena of combustion for a theory-based explanation. Based on students' achievements in the previous year, the curriculum had been improved twice. At the end of the lesson, students were asked to explain the new phenomena of combustion in a test. We analyzed students' written responses and evaluated their meta-understanding based on two indices: understanding that principles can be applied to any examples, and thinking about phenomena based on that understanding. The results showed that the improvements in the curriculum brought about more elements referred to in the explanations, more students who mentioned all elements, and some descriptions reflecting their reverse reasoning. It appears that the improved curriculum contributed to the enhancement of students' meta-understanding of scientific principles. |
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| 言語 | en | |||||
| 書誌情報 |
ja : 科学教育研究 en : Journal of science education in Japan 巻 31, 号 4, p. 220-227, 発行日 2007-12-27 |
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| 出版者 | ||||||
| 出版者 | 日本科学教育学会 | |||||
| 言語 | ja | |||||
| 出版者 | ||||||
| 出版者 | Japan Society for Science Education (JSSE) | |||||
| 言語 | en | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 03864553 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN00036978 | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
