Development of Students’ Argument Construction Skills in the Middle Years of Elementary School

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  • 小学校中学年におけるアーギュメント構成能力の育成
  • 小学校中学年におけるアーギュメント構成能力の育成 : 「風やゴムのはたらき」の実践を通して
  • ショウガッコウ チュウガクネン ニ オケル アーギュメント コウセイ ノウリョク ノ イクセイ : 「 カゼ ヤ ゴム ノ ハタラキ 」 ノ ジッセン オ トオシテ
  • —Through the Practice of the “Function of Wind and Force of Rubber” Unit—
  • ―「風やゴムのはたらき」の実践を通して―

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Abstract

<p>The purpose of this study was to develop and review the effectiveness of a lesson that introduces arguments comprised of claims, evidence, and reasoning, to third grade elementary school children studying science for the first time. A lesson was designed for the “Function of Wind and Force of Rubber” unit. Following studies of Matano and Kamiyama (2017), and Matano, Kamiyama, and Yamamoto (2018), four teaching strategies were incorporated into the unit’s preparatory phase and six strategies were incorporated into the unit’s implementation phase. In the unit, children described arguments three times. The first time, lead sentences were presented on a worksheet that children filled in with the argumentative content while the entire class confirmed the claim, evidence, and reasoning. The second time, lead sentences were presented on a worksheet and only the reasoning was confirmed by the entire class. The third time, the lead sentences were removed, and children described each component freely. Each argument from the three trials was scored based on constituent elements such as claim, evidence, and reasoning from two viewpoints: “presence/absence of description” and “correctness of contents.” All 28 children had perfect scores regarding “presence/absence of description,” with the exception of 6 children during the second trial and 1 child in the third. Despite gradually decreasing lead sentence provision and teacher involvement at each trial, about 70% of children could develop an argument by the third trial when evaluated on “correctness of contents.” The results showed that the lesson plan was highly effective in teaching children how to construct claim-, evidence-, and reasoning-based arguments. </p>

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