書誌事項
- タイトル別名
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- Further Validation of Fostering Students' Meta-understanding of Scientific Principles as Scientific Thinking : Case Study of "Combustion" in Sixth Grade Science
- カガクテキ シコウ ト シテ ノ ゲンリ ホウソク ノ メタ リカイ ノ サイケンショウ ショウガッコウ ダイ6 ガクネン ネンショウ オ ジレイ ト シテ
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説明
In science education, fostering scientific thinking is important, though few examples of scientific thinking are known. Sakamoto et al. (2007) advocated "meta-understanding of scientific principles" as one area of scientific thinking. If one is capable of meta-understanding, one is able to approach unknown phenomena with the assumption that scientific principles are applicable. Sakamoto and her colleague claim to have verified the existence of meta-understanding and the possibility of teaching it to elementary school students. However, we think they failed to provide proof, because their definition of meta-understanding is somewhat confused. Through inspection of the idea of "meta-understanding of scientific principles" and a process of inference with this meta-understanding, we refined the definition of meta-understanding introducing an important distinction they missed: whether a key causal mechanism of phenomena is known to students or not. Based on our new definition, we designed a clearer experiment which contained two pairs of tasks. We predicted a different response pattern for each pair of tasks, where the original paper expected no difference. As the result of the experiment supported our predictions, we achieved a more reliable verification of meta-understanding.
収録刊行物
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- 科学教育研究
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科学教育研究 33 (4), 362-369, 2009
一般社団法人 日本科学教育学会
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詳細情報 詳細情報について
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- CRID
- 1390001205751362560
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- NII論文ID
- 110007503681
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- NII書誌ID
- AN00036978
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- ISSN
- 21885338
- 03864553
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- HANDLE
- 10458/3441
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- NDL書誌ID
- 10536948
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- 本文言語コード
- ja
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- データソース種別
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- JaLC
- IRDB
- NDLサーチ
- CiNii Articles
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- 抄録ライセンスフラグ
- 使用不可
