@article{oai:miyazaki-u.repo.nii.ac.jp:00000150,
 author = {橘, 早苗 and Tachibana, Sanae and 稲垣, 成哲 and Inagaki, Shigenori and 村山, 功 and Murayama, Isao and 山口, 悦司 and Yamaguchi, Etsuji and 坂本, 美紀 and Sakamoto, Miki 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 藤本, 雅司 and Fujimoto, Masaji and 山本, 智一 and Yamamoto, Tomokazu and 橘, 早苗 and Tachibana, Sanae and 稲垣, 成哲 and Inagaki, Shigenori and 村山, 功 and Murayama, Isao and 坂本, 美紀 and Sakamoto, Miki and 大島, 純 and Oshima, Jun and 大島, 律子 and Oshima, Ritsuko and 竹中, 真希子 and Takenaka, Makiko},
 issue = {4},
 journal = {科学教育研究, Journal of science education in Japan},
 month = {Dec},
 note = {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.},
 pages = {362--369},
 title = {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},
 volume = {33},
 year = {2009},
 yomi = {タチバナ, サナエ and イナガキ, シゲノリ and ムラヤマ, イサオ and ヤマグチ, エツジ and サカモト, ミキ 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 フジモト, マサジ and ヤマモト, トモカズ and タチバナ, サナエ and イナガキ, シゲノリ and ムラヤマ, イサオ and サカモト, ミキ and オオシマ, ジュン and オオシマ, リツコ and タケナカ, マキコ}
}