科学的探究の教育における望ましい「問い」のあり方:―日本の中学校理科教科書における「問い」の出現場面と種類―  [in Japanese] What is the Ideal Questioning in the Education of Scientific Inquiry?: Differences in Types of Questioning Terms by Inquiry Stage in the Science Textbooks of Lower Secondary School in Japan  [in Japanese]

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Abstract

本研究の目的は, 日本の中学校理科教科書において, 探究活動の各段階で設定される問いの傾向を見いだすことである。これは, 日本の中学理科における探究活動の特徴的な姿を知るために設定した研究目的である。そのため, 中学校理科教科書に書かれている「問い」を抽出してデータセットを作成し, 問いの種類と場面についてのクロス集計を行い, その結果を考察した。そこから, (1)探究過程の前半部分と後半部分で似たような問いが設定される, (2)観察や実験よりも後の部分では, 得られた事実によって可能になる一層具体的な問いが設定される, (3)自然の仕組みや規則性を明らかにするための問いと, 得られた科学的知識を用いて自然事象を説明するための問いがあり, 探究の場面によって使い分けられる, (4)内容領域によって異なる問いの立て方がある, などの傾向が明らかになった。

The purpose of this research is to find the tendency about what kind of questioning terms are used in which stages of inquiry activities in a Japanese lower secondary school science textbook. This purpose was established in order to learn about the typical kinds of inquiry activities of lower secondary school science in Japan. Therefore, the "questions" written in the lower secondary school science textbook were extracted, a data set was built, cross tabulation of the types and stages of a question was performed, and the results were considered. From the results of the study, the following tendencies were found; (1) similar questions are set in the former and latter parts of inquiry, (2) after observation or experimentation, more concrete questions, which become possible according to the acquired facts and concepts, are set, (3) there are questions for clarifying structures and laws of nature and questions for explaining natural phenomena using the acquired scientific knowledge, and they are properly used by the stages of inquiry, (4) there are different manners for setting questions according to the differences among scientific areas.

Journal

  • Journal of Research in Science Education

    Journal of Research in Science Education 55(1), 47-58, 2014

    Society of Japan Science Teaching

Codes

  • NII Article ID (NAID)
    130004672273
  • Text Lang
    JPN
  • ISSN
    1345-2614
  • Data Source
    J-STAGE 
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