@article{oai:miyazaki-u.repo.nii.ac.jp:00000106,
 author = {坂本, 美紀 and Sakamoto, Miki and 村山, 功 and Murayama, Isao and 山口, 悦司 and Yamaguchi, Etsuji and 稲垣, 成哲 and Inagaki, Shigenori and 大島, 純 and Oshima, Jun and 大島, 律子 and Oshima, Ritsuko and Nakayama, Hayashi and 中山, 迅 and 竹中, 真希子 and Takenaka, Makiko and 山本, 智一 and Yamamoto, Tomokazu and 藤本, 雅司 and Fujimoto, Masaji and 竹下, 裕子 and Takeshita, Yuko and 橘, 早苗 and Tachibana, Sanae and 坂本, 美紀 and Sakamoto, Miki and 村山, 功 and Murayama, Isao and 稲垣, 成哲 and Inagaki, Shigenori and 大島, 純 and Oshima, Jun and 大島, 律子 and Oshima, Ritsuko and 竹中, 真希子 and Takenaka, Makiko and 竹下, 裕子 and Takeshita, Yuko and 橘, 早苗 and Tachibana, Sanae},
 issue = {4},
 journal = {科学教育研究, Journal of science education in Japan},
 month = {Dec},
 note = {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.},
 pages = {220--227},
 title = {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},
 volume = {31},
 year = {2007},
 yomi = {サカモト, ミキ and ムラヤマ, イサオ and ヤマグチ, エツジ and イナガキ, シゲノリ and オオシマ, ジュン and オオシマ, リツコ and ナカヤマ, ハヤシ and タケナカ, マキコ and ヤマモト, トモカズ and フジモト, マサジ and タケシタ, ユウコ and タチバナ, サナエ and サカモト, ミキ and ムラヤマ, イサオ and イナガキ, シゲノリ and オオシマ, ジュン and オオシマ, リツコ and タケナカ, マキコ and タケシタ, ユウコ and タチバナ, サナエ}
}