Development of a Program to Improving Scientific Argument Skills for Elementary School Teachers

2017 Fiscal Year Final Research Report

• Project/Area Number: 15K00978
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Science education
• Research Institution: Hyogo University of Teacher Education
• Principal Investigator: Yamamoto Tomokazu 兵庫教育大学, 学校教育研究科, 准教授 (70584572)
• Co-Investigator(Renkei-kenkyūsha): INAGAKI Shigenori 神戸大学, 大学院人間発達環境学研究科 (70176387) ; YAMAGUCHI Etsuji 神戸大学, 大学院人間発達環境学研究科 (00324898)
• Project Period (FY): 2015-04-01 – 2018-03-31
• Keywords: アーギュメント / 教師教育 / 論証スキル

Outline of Final Research Achievements

In this study, I developed a program aimed at improving elementary school teacher’s scientific argument skills and evaluated the effectiveness. From the result of my investigation to in-service teachers, I guess that in-service teachers’ argument skills were deemed insufficient. Then I developed a training program for elementary school teachers that will improve these skills. I integrated 12 pedagogical strategies that Yamamoto et al. (2013) administered for elementary children into the program. We applied these strategies to in-service elementary school teachers. As a result, within the construction and evaluation of arguments, significant improvement could be seen. Moreover, teachers gave high marks to the program’s development of their understanding of arguments, as well as the experiential exercises. Therefore, we can conclude that this program is effective for elementary school teachers to improve their own argument construction and evaluation skills.

Free Research Field

科学教育