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科学的思考としての原理・法則のメタ理解の再検証 : 小学校第6学年「燃焼」を事例として
http://hdl.handle.net/10458/3441
http://hdl.handle.net/10458/34418abd42fa-7db5-48e6-946f-76c6fe79fba9
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JSSE_33_4_nakayama2009.pdf (933.3 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・法則のメタ理解の再検証 : 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 | Further Validation of Fostering Students' Meta-understanding of Scientific Principles as Scientific Thinking : Case Study of "Combustion" in Sixth Grade Science | |||||
| 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, combustion, elementary science | |||||
| 資源タイプ | ||||||
| 資源タイプ | journal article | |||||
| 著者 |
橘, 早苗
× 橘, 早苗× 稲垣, 成哲× 村山, 功× 山口, 悦司× 坂本, 美紀× 大島, 純× 大島, 律子× 中山, 迅× 竹中, 真希子× 藤本, 雅司× 山本, 智一× 橘, 早苗× 稲垣, 成哲× 村山, 功× 坂本, 美紀× 大島, 純× 大島, 律子× 竹中, 真希子 |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | In science education, fostering scientific thinking is important, though few examples of scientific thinking are known. Sakamoto et al. (2007) advocated "meta-understanding of scientific principles" as one area of scientific thinking. If one is capable of meta-understanding, one is able to approach unknown phenomena with the assumption that scientific principles are applicable. Sakamoto and her colleague claim to have verified the existence of meta-understanding and the possibility of teaching it to elementary school students. However, we think they failed to provide proof, because their definition of meta-understanding is somewhat confused. Through inspection of the idea of "meta-understanding of scientific principles" and a process of inference with this meta-understanding, we refined the definition of meta-understanding introducing an important distinction they missed: whether a key causal mechanism of phenomena is known to students or not. Based on our new definition, we designed a clearer experiment which contained two pairs of tasks. We predicted a different response pattern for each pair of tasks, where the original paper expected no difference. As the result of the experiment supported our predictions, we achieved a more reliable verification of meta-understanding. | |||||
| 言語 | en | |||||
| 書誌情報 |
ja : 科学教育研究 en : Journal of science education in Japan 巻 33, 号 4, p. 362-369, 発行日 2009-12-10 |
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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 | |||||
