This study intended to devise a method of teaching science to encourage students to reconsider and refi ne the consideration with argumentation in lower secondary school students and to verify the effect of this method through teaching practice. In order to achieve it, a method of teaching was devised to aim refining the consideration based on the argumentation with viewpoint of fallacy. Then a lesson about “force and pressure” was conducted at a class of 40 first-grade lower secondary school students in order to verify the effect of the teaching method.

The results clarified that the devised teaching method contributed to encourage students to reconsider and refi ne with the viewpoint of fallacy with respect to the students that derived the consideration from the elements such as “data” “argument.”