ムラツ　ケイタ   muratsu keita
  村津　啓太
   所属   大阪信愛学院大学  教育学部 教育学科
   職種   講師
言語種別 日本語
発行・発表の年月 2014
形態種別 論文
査読 査読あり
標題 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
執筆形態 指定なし
掲載誌名 科学教育研究
出版社・発行元 一般社団法人 日本科学教育学会
巻・号・頁 38(2),75-83頁
著者・共著者 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
概要 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.
DOI 10.14935/jssej.38.75
ISSN 0386-4553/2188-5338
NAID 110009818453
PermalinkURL http://id.ndl.go.jp/bib/025601623
researchmap用URL https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-24300270/