The study of teaching strategies to fostering science learning: focused on argument

Research Project

Project/Area Number	26885008
Research Category	Grant-in-Aid for Research Activity Start-up
Allocation Type	Single-year Grants
Research Field	Education on school subjects and activities
Research Institution	University of Tsukuba
Principal Investigator	IZUMI Naoshi 筑波大学, 人間系, 研究員 (50734894)
Project Period (FY)	2014-08-29 – 2016-03-31
Project Status	Completed (Fiscal Year 2015)
Budget Amount *help	¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000) Fiscal Year 2015: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000) Fiscal Year 2014: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Keywords	アーギュメント / 指導法 / 理科教育 / アーギュメンテイション / ADI / 教授法 / NGSS
Outline of Final Research Achievements	This study surveyed Japanese middle school students' argument skills and analyzed the texts handling arguments in A Framework for K-12 Science Education and Next Generation Science Standards. As to the students’ argument skills condition, they do not tend to use warrants clearly and they mainly use only experimental data as reasons. As concerns handling arguments, the goals, students should be able to do by grade 12, are clearly written in the framework. In addition, required arguments skills to the students become complex with the grade progression in the NGSS.