Development of Design Elements of Teaching Strategies for Promoting Argument Skills Based on Multiple Reasoning: A Case Study on “Nutrition of Plants” in Sixth-Grade Elementary School

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  • KAMIYAMA Shinichi
    Graduate School of Human Development and Environment, Kobe University Elementary School attached to Kobe University
  • YAMAMOTO Tomokazu
    Graduate School of Education, Hyogo University of Teacher Education
  • YAMAGUCHI Etsuji
    Graduate School of Human Development and Environment, Kobe University
  • SAKAMOTO Miki
    Graduate School of Human Development and Environment, Kobe University
  • MURATSU Keita
    Graduate School of Human Development and Environment, Kobe University Research Fellow of the Japan Society for the Promotion of Science
  • INAGAKI Shigenori
    Graduate School of Human Development and Environment, Kobe University

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Other Title
  • 複数の理由付けを利用するアーギュメント構成能力の育成を目指した教授方略のデザイン要素: 小学校第6学年「植物の養分」の事例
  • フクスウ ノ リユウ ズケ オ リヨウ スル アーギュメント コウセイ ノウリョク ノ イクセイ オ メザシタ キョウジュ ホウリャク ノ デザイン ヨウソ : ショウガッコウ ダイ6 ガクネン 「 ショクブツ ノ ヨウブン 」 ノ ジレイ

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Abstract

The purpose of this study was to develop the design elements of teaching strategies in order to foster students’ ability to construct an argument based on multiple reasoning and to clarify the effectiveness of their design elements. Design elements are guidelines that encourage reflective teaching strategies in science lessons. In this study, three design elements were specified for the lesson preparation phase, and seven design elements were specified for the implementation phase. The lesson was a sixth grade science unit on the nutrition of plants, and the class was taught in a way that guided the students to discover how plants obtain nutrients. In order to evaluate whether the students’ability to construct an argument improved through the lesson that reflected the design elements, two evaluation tasks were given to students: to write an argument on the lesson content, and another argument on a lesson already learned. The results of the former showed that more than 80% of the students were able to construct an argument based on multiple reasoning. Furthermore, the results of the latter showed that the score on the number of reasoning used was significantly higher for the argument written after the lesson compared to the one before it. These findings indicated that the design elements developed in this study were effective for improving the students’ ability to construct an argument based on multiple reasoning.

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