A Study on Fostering Logical Thinking Skills through Science Experiments in Secondary Education

我们认为，让学生观察眼前的事实或现象的实验适合培养逻辑思维能力。本研究以学生独立行动的实验、实验报告的标准格式、小组讨论等方法培养学生的思考能力，以探讨学生如何改变。本研究将思维技能定义为在实验报告中逻辑地表达结论与推理、目的与考虑之间的关系。我们发现一些结果，从科学或化学实验室活动在中学如下：1。使用标准形式使学生区分结论和实验印象以及结果和结论。明确实验目的，使学生在实验报告中更容易写出思考。实验过程中，标准表格被用作思考结果、结论和原因的工具.有时间总结使学生们自发地互相交换意见。学生能使用简单的表达方式，有自己的词汇和任务.中学自然科学实验分为两类，一是发现物质和现象本质的实验，二是解决问题的实验。在后一种推理中，意义重大。因此，研究发现，开发出有什么结论、目的与结论一致、任务要解决的实验教材是必要的.学生们喜欢小组讨论，即使他们的同龄人认为他们的想法对解决任务最重要。人们认为，小组讨论使学生学会如何表达和整理自己的思想。自我评价使他们认识到自己思想的变化。

We think that experiments in which students observe the facts or phenomena before their eyes are suitable to foster logical thinking skills. In this study we use experiments in which students act independently and the standard forms in experiment reports, and discussions in small groups as methods to foster thinking skills in order to explore how students change. The thinking skills were defined as expressing logically the relations between conclusions and reasoning, and between purposes and considerations in experiment reports to peers in this study. We find out some outcomes from science or chemistry lab activities in secondary schools as follows ;1. To use the standard forms made students distinguish between conclusions and impressions of experiments as well as between results and conclusions. To confirm the purpose of experiments made students write consideration easily in experiment reports. The standard forms were used as tools of thinking about results, conclusions and reasons during experiments.2. To have time for conclusions made students spontaneously exchange their ideas with one another. Students recognized to use plain expressions and they had their own words and tasks.3. There are two types of experiments in secondary science, experiments to find out the nature of substances and phenomena and that to solve problems. In the latter reasoning is significant. So, it was found to develop teaching materials of the experiment was necessary that had what to conclude, consistency between purposes and conclusions, and tasks to solve.4. Students appreciated small group discussions even if their peers considered that their ideas were the most important to solve the task. It was thought that small group discussions made students learn how to express and arrange their thoughts. And self-evaluations made them recognize the change of their thoughts.