Does the presentation of theoretical and actual experimental results raise questions for high school students?

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  • 実験結果の理論値と実測値の提示によって高校生に疑問が生じるか

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This study aimed to determine whether the theoretical and actual values from high school chemistry experiments can be utilized to raise questions that lead to inquiry. To achieve this purpose, we conducted a survey of students in the first grade of high school and analyzed them from the perspective of determining whether the students’ descriptions were questions that led to an inquiry. The survey consisted of three questions: Problem 1: “Law of definite proportionality for oxidation of copper,” Problem 2: “Law of conservation of mass for the reaction between sodium bicarbonate and hydrochloric acid,” and Problem 3: “Electrolysis of potassium iodide aqueous solution,” which did not display theoretical and actual measured values. As one of the common questions in these three survey questions, students responded to “Let’s write what you feel is a question from the results” by providing a free description. Following the survey, Problems 1 and 2, which displayed theoretical and actual values, revealed significantly more student descriptions of inquiry-provoking questions than Problem 3. These results suggest that students are more likely to engage in exploratory inquiry when theoretical and actual values are presented.

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