Data Interpretation of Lower Secondary School-level Science Learning Methods: Focus on Hypothesis Sharing by Considering Cause-and-Effect Relationship
Data Interpretation of Lower Secondary School-level Science Learning Methods: Focus on Hypothesis Sharing by Considering Cause-and-Effect Relationship
复制标题
初中科学学习方法的数据解读：注重因果关系的假设共享
DOI：
10.11639/sjst.13058
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Naoki Miyamoto
中科院分区：
文献类型：
--
作者：
Naoki Miyamoto
摘要
在本研究中，我旨在确定在考虑因果关系的科学课上学生之间分享假设的重要性。此外，我旨在研究在数据解释中假设分享的使用情况，以确定教师对教学计划的看法。在一个涉及铜和氧的化合物的课程案例中，研究得出了以下四个发现：
（1）学生理解了进行假设分享的课程与数据解释之间的关系。
（2）对于一个班级的学生来说，进行假设分享比为了利用因果关系解释数据而单独构建独特的假设更容易。
（3）由于假设分享涉及因果关系，对于数据解释而言，学生更容易获取有关铜和氧之间质量比的有正确证据的数据。
（4）由于假设分享涉及因果关系，与通过独特假设相比，学生更容易正确解释异常数据并利用此类数据构建比例关系图。
SUMMARY In this study, I aimed to determine the importance of sharing hypotheses among students in a science class where the cause-and-effect relationship is considered. Further, I aimed to examine the use of hypothesis sharing in data interpretation to determine the teacher’s perception of the lesson plan. In a case in which the lesson involved compounds of copper and oxygen, the study arrived at the following four findings: (1) Students understood the relationship between a class to conduct hypothesis sharing and data interpretation. (2) It was easier for students in a class to conduct hypothesis sharing than to construct unique hypotheses individually in order to interpret the data by using the cause-and-effect relationship. (3) As hypothesis sharing involves the cause-and-effect relationship, for data interpretation, it was easier for students to procure data with correct evidence on the mass ratio between copper and oxygen. (4) As hypothesis sharing involves the cause-and-effect relationship, it was easier for students to correctly interpret anomalous data and construct graphs of the proportional relation by using such data than via unique hypotheses.