2013 Fiscal Year Final Research Report
Designing Elementary School Science Lessons to Develop Students' Argumentation Skills.
| Project/Area Number |
23531190
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Kobe University |
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Principal Investigator |
SAKAMOTO Miki 神戸大学, 人間発達環境学研究科, 准教授 (90293729)
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| Co-Investigator(Kenkyū-buntansha) |
INAGAKI Shigenori 神戸大学, 大学院人間発達環境学研究科, 教授 (70176387)
YAMAGUCHI Etsuji 神戸大学, 大学院人間発達環境学研究科, 准教授 (00324898)
NISHIGAKI Junko 大阪市立大学, 大学教育研究センター, 准教授 (80345769)
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| Project Period (FY) |
2011 – 2013
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| Keywords | アーギュメント / ライティング / 小学生 / 理科教育 |
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| Research Abstract |
The purposes of our research were to formulate measurement tasks and analytic frameworks to assess the quality of scientific arguments written by Japanese elementary school students, and to develop instructional units for science classes that dealt with the construction of scientific arguments. We formulated an overall analytic framework and rubrics for specific written arguments. We then developed two science lessons in which students practiced constructing arguments regarding the results of their experiments. To demonstrate the effectiveness of our lessons, students performed the measurement tasks of scientific arguments before and after the unit. Through an analysis of the students' performance, we revised classroom practice for both lessons, and tested the effectiveness of the revisions. We then further elaborated the rubrics based on the features of the actual arguments written by the students.
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Research Products
(10 results)
