書誌事項
- タイトル別名
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- Designing Science Lessons for Asking Scientific Theory-Inspired Questions: Focusing on Meta-Understanding of Theory
- カガクテキ ゲンリ ・ ホウソク ニ モトズイタ トイ ノ セイセイ オ シエン スル リカ ジュギョウ ノ デザイン : カガクテキ ゲンリ ・ ホウソク ノ メタ リカイ ニ チャクモク シテ
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抄録
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.
収録刊行物
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- 科学教育研究
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科学教育研究 38 (2), 75-83, 2014
一般社団法人 日本科学教育学会
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詳細情報 詳細情報について
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- CRID
- 1390282680727432960
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- NII論文ID
- 110009818453
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- NII書誌ID
- AN00036978
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- ISSN
- 21885338
- 03864553
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- NDL書誌ID
- 025601623
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- 本文言語コード
- ja
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- データソース種別
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- JaLC
- NDL
- CiNii Articles
- KAKEN
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- 抄録ライセンスフラグ
- 使用不可