A Practical Study on the Thinking Elements of “Rise Above” in the Construction Process of Science Concepts: An Analysis of Students’ Thought Processes in Junior High School Science Classes

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  • 科学概念構築過程における「俯瞰する行為」の思考要素に関する実践的検討―中学校理科授業における生徒の思考過程の分析をもとにして―
  • カガク ガイネン コウチク カテイ ニ オケル 「 フカンスル コウイ 」 ノ シコウ ヨウソ ニ カンスル ジッセンテキ ケントウ : チュウガッコウ リカ ジュギョウ ニ オケル セイト ノ シコウ カテイ ノ ブンセキ オ モト ニ シテ

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<p>This study focuses on “Rise above”, which is one of the principles of knowledge construction advocated by Scardamalia (2002), as an approach to deep learning in science learning. Five thought elements are hypothetically set as images, and their validity is clarified from actual cases. From the analysis, we will consider the factors that promote Rise above and aim to obtain suggestions for lesson design that realizes deep learning.</p><p>As a result, a concrete appearance of the thinking element was seen in the cases, and its usefulness as a component of Rise above was confirmed. The factors that promote Rise above were the assessment of one’s thoughts accompanied by metacognitive activities, and the updating of the viewpoints and criteria to be considered. As a result, thinking was repeatedly performed from a different point of view, leading to an increase in the degree of knowledge abstraction. Therefore, it can be said that the study of ways to think repeatedly from different viewpoints and criteria is an important viewpoint for class design that realizes deep learning in science learning.</p>


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