Effectiveness of Step-by-Step Instruction in Hypothesis Setting Through Comparison of Multiple Phenomena
Author:
Affiliation:
1. Hiroshima University
2. Junior High School at Otsuka, University of Tsukuba
Publisher
Society of Japan Science Teaching
Subject
Pharmacology (medical)
Link
https://www.jstage.jst.go.jp/article/sjst/63/2/63_B21016/_pdf
Reference49 articles.
1. Arnold, J. C., Boone, W. J., Kremer, K., & Mayer, J. (2018). Assessment of competencies in scientific inquiry through the application of Rasch measurement techniques. Education Sciences, 8(4), 184. MDPI AG.
2. Baxter, L. M., & Kurtz, M. J. (2001). When a hypothesis is not an educated guess. Science and Children, 38(7), 18–20.
3. Ben-David, A., & Zohar, A. (2009). Contribution of meta-strategic knowledge to scientific inquiry learning. International Journal of Science Education, 31(12), 1657–1682.
4. Bruner, J. S. (1956). A study of thinking. New York, NY: Science Editions, Inc.（ブルーナー，J. S. 岸本弘・岸本紀子・杉崎恵義・山北亮（訳）（1969）『思考の研究』明治図書．）
5. 福本伊都子・白神聖也・木下博義（2012）「高等学校生物における仮説論述力の育成に関する事例的研究」『臨床教科教育学会誌』第12巻，第1号，33–40.
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