科学で学ぶための議論: 協力的,批判的な議論の役割
1School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305, USA. osbornej@stanford.edu
Science (New York, N.Y.)
|April 24, 2010
まとめ
生徒を科学的な議論や共同的な議論に巻き込むことは,彼らの概念的理解と推論のスキルを大幅に改善します. これらの実践を統合することは,効果的な科学教育,批判的思考と科学的識字の育成に不可欠です.
科学分野:
- 科学 教育 教育 科学教育
- コグニティブ・サイエンス コグニティブ・サイエンス
背景:
- 議論と議論は科学の進歩に不可欠であるが,教育環境ではほとんど存在しない.
- 現在の科学教育は,科学的な推論と批判的な懐疑論の発展をしばしば無視しています.
- 概念的知識と並行して議論のスキルを育む教育的アプローチのギャップがあります.
研究 の 目的:
- 科学教育における議論の利点に関する研究を要約する.
- 科学の教学と学習におけるコラボレーティブ・ディスカースの意味について議論する.
- 議論を通じて科学的推論のスキルを育成することの重要性を強調する.
主な方法:
- 科学教育における議論に関する既存の研究を統合した文献レビュー.
- 言語が生徒の理解に与える影響を実証した研究の分析.
- 科学のカリキュラムに議論を統合するための教育戦略の議論.
主要な成果:
- 協調的な議論と議論は,科学における学生の概念的理解を高めます.
- 科学的推論と論証への関与は,学生のスキルと能力を向上させます.
- 議論の機会が欠如している教育慣行は,重要な弱点を表しています.
結論:
- 科学教育に議論を組み込むことは,批判的思考の発達に不可欠です.
- 学生は,科学的な議論と共同的な議論に参加する機会から恩恵を受けます.
- 効果的な科学教育には,科学的に議論し推論するスキルの開発が含まれなければなりません.
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