Clarifying the Effectiveness of Teaching Strategies and Design Elements to Promote Elementary Students’ Justified Claims in Argumentation
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- MURATSU Keita
- Graduate School of Human Development and Environment, Kobe University Shinonsen Municipal Teragi Elementary School
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- INAGAKI Shigenori
- Graduate School of Human Development and Environment, Kobe University
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- YAMAGUCHI Etsuji
- Graduate School of Human Development and Environment, Kobe University
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- YAMAMOTO Tomokazu
- Graduate School of Education, Hyogo University of Teacher Education
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- SAKAMOTO Miki
- Graduate School of Human Development and Environment, Kobe University
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- KAMIYAMA Shinichi
- Elementary School attached to Kobe University
Bibliographic Information
- Other Title
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- アーギュメンテーションにおける根拠付き主張を促進する教授方略とデザイン要素の有効性の検証
- アーギュメンテーション ニ オケル コンキョ ツキ シュチョウ オ ソクシン スル キョウジュ ホウリャク ト デザイン ヨウソ ノ ユウコウセイ ノ ケンショウ
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Abstract
<p>The purpose of this study is to clarify the effectiveness of teaching strategies and design elements derived from Chin and Osborne (2010a) to encourage elementary students to state justified claims in argumentation in Japanese science lessons. Design elements are guidelines that encourage reflecting on teaching strategies in science lessons. First, we discussed the teaching strategies and design elements derived from Chin and Osborne (2010a). Next, we conducted science lessons using the teaching strategies and design elements. We then demonstrated the effectiveness of the teaching strategies and design elements by evaluating the change in the number of students who stated justified claims from the records of argumentation. The results of the evaluation revealed that the number of students who were able to state a justified claim significantly increased toward the end of the lessons when compared to the beginning of the lessons. These results indicate that the teaching strategies and design elements derived from Chin and Osborne (2010a) were effective in encouraging elementary students to state justified claims in science lessons. </p>
Journal
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- Journal of Research in Science Education
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Journal of Research in Science Education 57 (3), 261-271, 2017
Society of Japan Science Teaching
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Details 詳細情報について
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- CRID
- 1390282680481385600
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- NII Article ID
- 130006942103
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- NII Book ID
- AA11406090
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- ISSN
- 2187509X
- 13452614
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- NDL BIB ID
- 028110220
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- Text Lang
- ja
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- Data Source
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- JaLC
- NDL
- Crossref
- CiNii Articles
- KAKEN
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- Abstract License Flag
- Disallowed
