Teaching Strategy for Prompting Hypothesis Formation in Elementary School Science: Focusing on Abductive Suggestion in Terms of Hypothesis Frames

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  • 小学校理科授業における仮説の形成を促す指導方略
  • 小学校理科授業における仮説の形成を促す指導方略 : 仮説フレームを視点にアブダクティブな示唆を形成することに主眼をおいて
  • ショウガッコウ リカ ジュギョウ ニ オケル カセツ ノ ケイセイ オ ウナガス シドウ ホウリャク : カセツ フレーム オ シテン ニ アブダクティブ ナ シサ オ ケイセイ スル コトニ シュガン オ オイテ
  • ―仮説フレームを視点にアブダクティブな示唆を形成することに主眼をおいて―

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Abstract

<p>The purpose of this study was to develop a teaching strategy for prompting hypothesis formation in elementary school science and to clarify the effectiveness of the strategy. Charles S. Peirce named the hypothesis formation “Abduction” and interpreted it in the course of scientific reasoning. Abduction is classified as a stage of making abductive suggestions and a stage of selecting the best suggestion. In order to prompt students to form hypotheses, we focused on the “hypothesis frame” as the unification of hypotheses with the same viewpoint. Literature indicated that once students cling to a hypothesis frame, they struggle to form hypotheses in a new hypothesis frame. Therefore we developed a teaching strategy incorporating the presentation of experimental material and letting students design experiments. The result of empirical verification showed that the amount of abductive suggestions formed by each experimental group rose due to the presentation of experimental materials and activity from designing experiments. Hypotheses for empirical proof were selected from those abductive suggestions through small group discussions about experimental design. It is conceivable that this result indicates the teaching strategy prompted the children to notice new hypothesis frames in their process of hypothesis formation. </p>

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