Journal of elementary education and curriculum Issue 6
2018-03-31 発行

小学校第6学年の理科教科書に見られる「推論すること」に関する研究 : 単元「水溶液の性質」を事例として

Developing Inference and Reasoning Using Science Textbooks for Elementary School: A Case Study Focused on the Unit‘Chemical Properties of Aqueous Solutions’ in Sixth Grade Science
Utsumi, Yukinori
This study explores the eight-step process of problem solving in elementary school science textbooks, with a focus on inference and reasoning. The results showed that inferential ability can be developed by setting up the assumption or the hypothesis before the observation and experiment, and reasoning ability can be developed in discussion after the observation and experiment.
This study has four implications for textbook development. First, problems can be identified and set up using interrogative words. Second, inference can be developed by setting up the assumption or the hypothesis, and reasoning can be developed through discussion that refers back to the stage of identifying and setting up a problem. Third, observation and experimentation can be used as introductions when they are conducted just before the inference stage. Fourth, reasoning can be developed through discussion by making links with the observation and experiment and by assembling the results.
Elementary School
Science Textbooks
Process of Problem Solving
Reasoning and Inferring
Chemical Properties of Aqueous Solution
Copyright (c) 2018 初等教育カリキュラム学会