A Study on the Effect that Guidance of Hypothesis Setting using the Four Question Strategy (4QS) gives to Conversion of Naive Concept : Using an Experiment on Movement of a Trolley with Different mass on a Slope as an Example

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  • The Four Question Strategy(4QS)を用いた仮説設定の指導が素朴概念の転換に与える効果 : 質量の異なる台車の斜面上の運動の実験を例として
  • The Four Question Strategy 4QS オ モチイタ カセツ セッテイ ノ シドウ ガ ソボク ガイネン ノ テンカン ニ アタエル コウカ シツリョウ ノ コトナル ダイシャ ノ シャメン ジョウ ノ ウンドウ ノ ジッケン オ レイ ト シテ

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Abstract

<p>The present study aimed to examine how students' setting of hypothesis by using the Four Question Strategy (4QS) affect their understanding of the inertia concept when they experiment on the movement of a trolley with different mass on a slope. As a result, two things became clear: First. more students from the crowd that had used 4QS recognized the outcome of the experiment correctly and were able to come to understand the inertia concept correctly than those from the crowd that had not. Second, it became clear that whether or not students had scientifically correct idea about relations between the movement and the mass of a trolley on the slope before the class activity does not influence their understanding of the inertia concept. Rather, what gives great impact on their understanding of the inertia concept is whether or not the students can clearly recognize and describe the hypothesis that verbalizes the induced variable and the autonomous variable.</p>

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