A Study on Fostering Scientific Expressoin in Chemical Experiments of Secondary Education

Research Project

Project/Area Number	07458027
Research Category	Grant-in-Aid for Scientific Research (B)
Allocation Type	Single-year Grants
Section	一般
Research Field	Science education
Research Institution	National Institute for Educational Research
Principal Investigator	MATSUBARA Shizuo NIER,Res.Center for Sci.Ed., Chief, 科学教育研究センター, 室長 (50132692)
Co-Investigator(Kenkyū-buntansha)	SARUTA Yuji NIER,Res.Center for Sci.Ed., Chief, 科学教育研究センター, 室長 (70178820) ARIMOTO Hidefumi NIER,Res.Dept.for Tching.Cont., Chief, 教科教育研究部, 室長 (40241228) HORI Tetsuo Yamanashi Univ., Dept.of Ed., Prof., 教育学部, 教授 (30145106)
Project Period (FY)	1995 – 1996
Project Status	Completed (Fiscal Year 1996)
Budget Amount *help	¥7,200,000 (Direct Cost: ¥7,200,000) Fiscal Year 1996: ¥2,600,000 (Direct Cost: ¥2,600,000) Fiscal Year 1995: ¥4,600,000 (Direct Cost: ¥4,600,000)
Keywords	Upper secondary schools / Lower secondary schools / Chemistry education / Science education / Invividual experiments / Scientific Expression / Fized sentence / Teaching
Research Abstract	Our research is progressing to fostering scientific expression in experiment reports of upper secondary chemistry and lower secondary science. The following results derived from data. 1. Students not only in upper secondary schools but also in lower secondary schools who used the fixed sentence patterns with "results" and "discussion" we developed become to describe not words only but sentences for experiment reports, though the contents are not appropriate enough. We think the results are good as the first step of fostering expression in experiment reports. 2. Three elements -"data", "conclusions"and "resons" -in the fixed sentence patterns are equivalent to the first skelton -"data", "claim" and "warrants" -of Toulmin model which is the layout of arguments. 3.We extracted twelve viewpoints -answer the question, not include too much informatoin in one sentence, etc.- in order to check "results" and "discussion" of experiment reports. 4. Various factors -how to ask questoins, the size of answer space, how to explain the fixwd sentence patterns and whom students explain- influence expression of "results" and "discussion". 5. We developed and revised 10 teating materials for individual experiments in upper secondary level and 5 materials in lower secondary level in order to foster expresson of "results" and "discussion".