Learning progression for japanese elementary students’ reasoning about ecosystems
Learning progression for japanese elementary students’ reasoning about ecosystems
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日本小学生生态系统推理的学习进展
DOI：
10.1016/j.sbspro.2014.12.646
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
H.
中科院分区：
文献类型：
--
作者：
Suzuki;K.;Yamaguchi;E.;& Hokayem;H.
本研究的目的是阐明日本学生的生态系统推理的一至六年级的学生如何不同年级的学习进展（LPs）的方法。这项研究是通过口头访谈进行的。结构化访谈进行了12名学生从一年级到六年级。本研究的结果表明，一至六年级学生的推理不同的年级水平，具体来说，他们的推理生态系统提高，因为他们移动到高年级。
The purpose of this study is to elucidate how the Japanese students’ reasoning about ecosystems of first through sixth grade students differs across grades using learning progressions (LPs) approach. This study was conducted through oral interviews. Structured interviews were conducted with 12 students from first through sixth grade. The results of this study suggested that the first through sixth grade students’ reasoning of differs by their grade level, specifically, that their reasoning about ecosystems improves as they move to upper grades.