Development of a Teaching Strategy for Students to Describe their Considerations in an Experiment with Clear Variables: The Case of Learning “the Regularity of the Movement of Pendulums” in the Fifth Grade of Elementary School

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  • OKADA Keigo
    Joetsu Municipal Naoetsuminami Elementary School
  • INADA Yumi
    School of Childhood Sport Education, Nippon Sport Science University

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  • 変数が明確な実験における考察の記述指導法の開発
  • 変数が明確な実験における考察の記述指導法の開発 : 小学校第5学年「ふりこのきまり」の学習を事例として
  • ヘンスウ ガ メイカク ナ ジッケン ニ オケル コウサツ ノ キジュツ シドウホウ ノ カイハツ : ショウガッコウ ダイ5 ガクネン 「 フリ コノ キマリ 」 ノ ガクシュウ オ ジレイ ト シテ
  • ―小学校第5学年「ふりこのきまり」の学習を事例として―

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Abstract

<p>In this study, we developed a teaching strategy to foster students’ ability to describe their considerations in an experiment with clear variables, and we intended to research the effects practically. We aimed for students to be able to clearly articulate their considerations with respect to the following four factors: “an independent variable”, “change in an independent variable”, “a dependent variable” and “change in a dependent variable”. In this strategy, we presented a question, a table of results, and 5 examples of descriptions of considerations in one experiment to students. We then asked them to evaluate whether each description covers four factors. This strategy was introduced into Fifth-grade lessons on “the regularity of the movement of pendulums” in elementary school. After the lessons, the number of students who could articulate their considerations with respect to the four factors increased. Therefore, the effectiveness of this engaging strategy was proven. </p>

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