Fostering Elementary School Students’ Arguments Related to Knowledge Building :

SAKAMOTO MIKI, YAMAGUCHI ETSUJI, INAGAKI SHIGENORI, OSHIMA JUN, OSHIMA RITSUKO, MURAYAMA ISAO, NAKAYAMA HAYASHI, TAKENAKA MAKIKO, YAMAMOTO TOMOKAZU, FUJIMOTO MASAJI, TACHIBANA SANAE

doi:10.5926/jjep.58.95

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Other Title

知識構築型アーギュメントの獲得
知識構築型アーギュメントの獲得--小学生を対象とした科学技術問題に関するカリキュラムの開発と改善を通して
チシキコウチクガタアーギュメントノカクトクショウガクセイオタイショウトシタカガクギジュツモンダイニカンスルカリキュラムノカイハツトカイゼンオトオシテ
—小学生を対象とした科学技術問題に関するカリキュラムの開発と改善を通して—
Development and Change of a Curriculum on a Socioscientific Issue

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Description

When attempting to obtain agreement from various stakeholders, people need to propose new ideas, such as conditions for agreement or alternative plans, in order to achieve overall agreement, as opposed to simply reinforcing their own opinion by means of evidence. The present authors developed a curriculum for elementary school students to engage in knowledge-building arguments on a socioscientific issue. The curriculum was changed based on epistemic agency, a design principle of knowledge building. Effects of the curriculum were examined across 2 years. A comparison of the quality of the students’ arguments showed that the students expressed proposal-type opinions, considering pros and cons, in the improved curriculum more than the baseline curriculum, indicating that the students’ knowledge-building arguments had improved. Differences in the students’ learning activities were also examined in relation to the changes in the design of the lesson. Discussion clarified how support contributed to the improvement of the students’ knowledge building arguments.

Journal

The Japanese Journal of Educational Psychology

The Japanese Journal of Educational Psychology 58 (1), 95-107, 2010

The Japanese Association of Educational Psychology

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