Elementary School Students’ Understanding of “Results” and “Discussion” in a Process of Scientific Problem-Solving: From the Perspective of the Distinction Between Observations and Inferences-Reference-Cited by-同舟云学术

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Elementary School Students’ Understanding of “Results” and “Discussion” in a Process of Scientific Problem-Solving: From the Perspective of the Distinction Between Observations and Inferences

Published:2024-03-31 Issue:3 Volume:64 Page:313-327
ISSN:1345-2614
Container-title:Journal of Research in Science Education
language:en
Short-container-title:Journal of Research in Science Education

Author:

MOMOHARA Kenya¹,UCHINOKURA Shingo²

Affiliation:

1. Graduate School of Education, Kagoshima University

2. Faculty of Education, Kagoshima University

Publisher

Society of Japan Science Teaching

Link

https://www.jstage.jst.go.jp/article/sjst/64/3/64_23057/_pdf

Reference56 articles.

1. Association for Science Education (2010). The Language of Measurement; Terminology Used in School Science Investigations. Nuffield Foundation.

2. チャルマーズ，A.F.（著），高田紀代志・佐野正博（訳）（2013）『改訂新版科学論の展開―科学と呼ばれているのは何なのか―』恒星社厚生閣．

3. Duschl, R. A. (2000). Making the nature of science explicit. In R. Millar, J. Leach, & J. Osborne (Eds.). Improving Science Education: The contribution of research, 187–206, Open University Press.

4. Finson, K. D. (2010). Inference or Observation. Science and Children, 48, 44–47.

5. 福田成穂・中村泰輔（2016）「高校生が有するNature of Scientific Inquiryの理解の実態」『日本科学教育学会研究会研究報告』第30巻，第6号，55–60.

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