Curriculum Development for Improving Elementary School Children's Scientific Argument Skills

2014 Fiscal Year Final Research Report

• Project/Area Number: 24501106
• 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 (2014); University of Miyazaki (2012-2013)
• 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): NAKAYAMA Hayashi 宮崎大学, 大学院教育研究科, 教授 (90237470)
• Research Collaborator: KAMIYAMA Shinichi 神戸大学, 附属小学校 ; TASHIRO Kenji 宮崎大学, 教育文化学部附属小学校 ; KOMAKI Keisuke 宮崎市立本郷小学校 ; INAGAKI Shigenori 神戸大学, 大学院人間発達環境学研究科 ; YAMAGUCHI Etsuji 神戸大学, 大学院人間発達環境学研究科
• Project Period (FY): 2012-04-01 – 2015-03-31
• Keywords: 科学教育 / 論証スキル

Outline of Final Research Achievements

In this study, I developed a curriculum aimed at improving elementary school children’s scientific argument skills and evaluated the effectiveness. The curriculum addressed the 5th-grade science unit on “Movement of pendulums” and “Dissolution of substances”. In both units, teaching strategies extracted from previous studies were incorporated into the unit’s preparatory phase and the unit’s implementation phase. To examine children’s scientific argument skills, I conducted two argument tasks concerning the unit content and previously learned content. In two argument tasks, it was seemed significance improvement for children’s scientific arguments that are comprised of claims, evidence, and reasoning. From these results, the curriculum in this study is effective in developing children’s scientific argument skills.

Free Research Field

科学教育