Fostering decision-making skills for trans-science problems through knowledge collaborative argumentation

2016 Fiscal Year Final Research Report

• Project/Area Number: 26282036
• Research Category: Grant-in-Aid for Scientific Research (B)
• Allocation Type: Partial Multi-year Fund
• Section: 一般
• Research Field: Science education
• Research Institution: Kobe University
• Principal Investigator: Sakamoto Miki 神戸大学, 人間発達環境学研究科, 教授 (90293729)
• Co-Investigator(Kenkyū-buntansha): 山口 悦司 神戸大学, 人間発達環境学研究科, 准教授 (00324898) ; 益川 弘如 静岡大学, 教育学部, 准教授 (50367661) ; 稲垣 成哲 神戸大学, 人間発達環境学研究科, 教授 (70176387) ; 西垣 順子 大阪市立大学, 付置研究所, 准教授 (80345769)
• Research Collaborator: ITO MASAYUKI 神戸大学, 大学院人間発達環境学研究科, 教授 ; OUMIDO NOBUKO 神戸大学, 大学院人間発達環境学研究科, 准教授 ; HAYASHI HAJIMU 神戸大学, 大学院人間発達環境学研究科, 准教授
• Project Period (FY): 2014-04-01 – 2017-03-31
• Keywords: トランス・サイエンス問題 / アーギュメンテーション

Outline of Final Research Achievements

This study focuses on three aspects of teaching trans-science problem-solving skills. First, we focused on students’ inquiry skills of science and technology contents. We conducted experimental lessons that aimed to nurture the skills of generating well-defined scientific questions and so on. Second, we elucidated the acquisition process of epistemic understanding from an analysis of learners’ discourse during peer critique. Third, we collected examples of socio-scientific issues-based instruction as well as empirical findings on measurement tasks and evaluation methods from the literature, and attempted to theorize the instruction and evaluation methods systematically. We made a Japanese version of the measurement task and conducted a survey of Japanese college students. Having analyzed the survey results, we determined the characteristics of college students’ decision-making on trans-science problems and elaborated the rubrics.

Free Research Field

科学教育