Does the Changes in the Course of Study Have an Influence on Elementary School Upper Graders’ Understanding of the Tentativeness of Scientific Knowledge?
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- ISHII Masayuki
- Ootsuma Women’s University, Department of Child Study
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- KADOYA Shigeki
- Nippon Sport Science University, School of Childhood Sports Education
Bibliographic Information
- Other Title
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- 学習指導要領の改訂による小学生の科学の暫定性の理解の影響
- ガクシュウ シドウ ヨウリョウ ノ カイテイ ニ ヨル ショウガクセイ ノ カガク ノ ザンテイセイ ノ リカイ ノ エイキョウ
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Description
This research aims at examining whether the understanding of tentativeness of scientific knowledge is different between students who were taught after the MEXT Courses of Study was implemented in 2009 and in 2000. The investigation was carried out with elementary school children in 2000 and in 2009 using a test which was designed to measure the understanding of tentativeness scientific knowledge. Results: 1) There are the differences in the understanding to scientific creativity between children in 2009 and 2000. 2) There are no differences in understanding in their view of scientific development, testability, and parsimoniousness.
Journal
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- The Bulletin of Japanese Curriculum Research and Development
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The Bulletin of Japanese Curriculum Research and Development 37 (4), 1-9, 2015
Japan Curriculum Research and Development Association
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Details 詳細情報について
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- CRID
- 1390002184869465984
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- NII Article ID
- 130007790651
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- NII Book ID
- AN00247430
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- ISSN
- 24241784
- 02880334
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- NDL BIB ID
- 026281681
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- Text Lang
- ja
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- Data Source
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- JaLC
- NDL
- CiNii Articles
- KAKEN
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- Abstract License Flag
- Disallowed
