@article{oai:sucra.repo.nii.ac.jp:00012192,
 author = {清水, 誠 and 山浦, 麻紀},
 issue = {3},
 journal = {理科教育学研究, Journal of research in science education},
 month = {},
 note = {本研究は，生徒が観察時に背景知識をもとに仮説を立て，自らの理論を持って学習することの有効性を検討することを目的とする。手続きとして，花のつくりを観察する際に演繹的に学習する群と帰納的に学習する群を設定した。演繹的に学習する群では，学習の主体である生徒自身に仮説を設定させ，そのように考える理由を説明させた上で花を観察し，結論を導き出す授業を行った。帰納的に学習する群では，いろいろな花を観察し，観察を通してつくりの共通性を発見させた。結果は，演繹的に学習させた群が帰納的に学習した群に比べ花のつくりについての概念をより多くの生徒が形成でき，その有効性をうかがうことができた。
This study examines the effectiveness of having students form their own hypotheses and examine them through observation on the learning process. Students in one class on the structure of flowers were divided into two groups. One group was to learn deductively and the other, inductively. The first group was allowed to make hypotheses about the subject of the lesson and was asked to write their reasons for forming these hypotheses. After that, they were allowed to observe the flowers and given a lesson that lead to an appropriate understanding. The second group was allowed to observe many kinds of flowers and look for similarities in their structures. The results show that the group that learned deductively understood the structure of flowers better than the group that learned inductively., text, application/pdf},
 pages = {9--14},
 title = {観察時に生徒が演繹的に学習に取り組む効果 : 花のつくりの学習を事例に},
 volume = {47},
 year = {2007},
 yomi = {シミズ, マコト and ヤマウラ, マキ}
}