Design-Based Research for Teaching Strategies to Help Students Learn to Construct Scientific Arguments: The Revision and Analysis of Fifth-Grade Unit on ‘Pendulum Movement’

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  • SAKAMOTO Miki
    Graduate School of Human Development and Environment, Kobe University
  • YAMAGUCHI Etsuji
    Graduate School of Human Development and Environment, Kobe University
  • YAMAMOTO Tomokazu
    Faculty of Education and Culture, University of Miyazaki
  • MURATSU Keita
    Graduate School of Human Development and Environment, Kobe University Present affiliation: Research Fellow of Japan Society for the Promotion of Science/ Graduate School of Human Development and Environment, Kobe University
  • INAGAKI Shigenori
    Graduate School of Human Development and Environment, Kobe University
  • KAMIYAMA Shinichi
    Sumiyoshi Elementary School Attached to Kobe University Present affiliation: Elementary School Attached to Kobe University/ Graduate School of Human Development and Environment, Kobe University
  • NISHIGAKI Junko
    Center for Research and Development of Higher Education, Osaka City University

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Other Title
  • 主張・証拠・理由づけから構成されるアーギュメントの教授方略のデザイン研究：小学校第５学年理科「振り子」における単元の改善
  • シュチョウ ・ ショウコ ・ リユウズケ カラ コウセイ サレル アーギュメント ノ キョウジュ ホウリャク ノ デザイン ケンキュウ : ショウガッコウ ダイ5 ガクネン リカ 「 フリコ 」 ニ オケル タンゲン ノ カイゼン

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One feature of design-based research is progressive refinement of classroom practice and learning environments through the cycles of design and analysis. In our previous study (Yamamoto et al., 2013), we taught a science unit to fifth graders that dealt with the construction of arguments comprising claim, evidence, and reasoning. Through an analysis of the students’ performance after the unit, in this study, classroom practice was revised and its effectiveness was tested. The revisions to the unit were aimed at fostering the transfer of acquired argument skills in line with two design principles: detailed reflection on written arguments and fading scaffolds. One hundred and fourteen fifth graders were taught the revised unit, and then performed two argument tasks. The first argument task required students to write an argument related to the content of the unit after the training. The second argument task, the transfer task, required them to write an argument on other scientific topics which they had learned before. Their performance on these tasks was compared with that of students in the previous study. While students who participated in the revised unit obtained the same scores at the first argument task as students in the baseline unit, they showed more improvement in the transfer task in criteria concerning evidence. More students could justify their claims with both evidence (data) and reasoning (known scientific rationale). These results showed that the two design principles were effective in fostering the transfer of argument skills through the iterant cycles of design and analysis.

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