適切かつ十分な証拠を利用するアーギュメント構成能力育成を目指した小学校理科授業デザインの開発と評価：証拠の認識的理解に着目して-Reference-Cited by-同舟云学术

適切かつ十分な証拠を利用するアーギュメント構成能力育成を目指した小学校理科授業デザインの開発と評価：証拠の認識的理解に着目して

Published:2023-03-31 Issue:3 Volume:63 Page:629-644
ISSN:1345-2614
Container-title:Journal of Research in Science Education
language:en
Short-container-title:Journal of Research in Science Education

Author:

MATANO Motoaki¹,YAMAGUCHI Etsuji²,YAMAMOTO Tomokazu³,KAMIYAMA Shinichi⁴,SAKAMOTO Miki²

Affiliation:

1. Elementary School Attached to Kobe University

2. Kobe University

3. Hyogo University of Teacher Education

4. Osaka University of Health and Sport Sciences

Publisher

Society of Japan Science Teaching

Subject

Pharmacology (medical)

Link

https://www.jstage.jst.go.jp/article/sjst/63/3/63_22040/_pdf

Reference14 articles.

1. Duncan, R., & Chinn, C. (2016). New directions for research on argumentation: Insights from the AIR framework for epistemic cognition. Zeitschrift für Pädagogische Psychologie, 30(2–3), 155–161.

2. Duncan, R., Chinn, C., & Barzilai, S. (2018). Grasp of evidence: Problematizing and expanding the next generation science standards’ conceptualization of evidence. Journal of Research in Science Teaching, 55(7), 907–937.

3. Elby, A., Macrander, C., & Hammer, D. (2016). Epistemic cognition in science. In Greene, J. A., W. A., Sandoval, & Bråten, I. (Eds.), Handbook of epistemic cognition (pp. 113-127). Routledge.

4. Henderson, J. B., McNeill, K. L., González-Howard, M., Close, K., & Evans, M. (2018). Key challenges and future directions for educational research on scientific argumentation. Journal of Research in Science Teaching, 55(1), 5–18.

5. 飯田寛志・後藤顕一（2019）「中学校理科実験における考察記述の論理的表現に関する一考察―相互評価表を用いた授業実践を通して―」『理科教育学研究』第60巻，第2号，251–266．

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1. Research Trends in Argumentation Instruction in Science Education in Japan;Journal of Research in Science Education;2024-07-31

2. 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;Journal of Research in Science Education;2024-03-31