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

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  • 科学的探究の教育における望ましい「問い」のあり方
  • 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
  • カガクテキ タンキュウ ノ キョウイク ニ オケル ノゾマシイ 「 トイ 」 ノ アリカタ : ニホン ノ チュウガッコウ リカ キョウカショ ニ オケル 「 トイ 」 ノ シュツゲン バメン ト シュルイ
  • ―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―

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Abstract

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.

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