@article{oai:sucra.repo.nii.ac.jp:00019909,
 author = {遠藤, 裕貴 and 小倉, 康},
 issue = {1},
 journal = {埼玉大学紀要. 教育学部, Journal of Saitama University. Faculty of Education},
 month = {},
 note = {The purpose of this study is to develop the lesson flow that puts emphasis on activities to examine argumentation patterns in the situation of formulating hypotheses in lower secondary school science class within the same lesson hours as before. As the means of examining multiple argumentation patterns, students think hypotheses individually, argue the hypotheses in the group, share them in the class, then examine the hypotheses by the group. Method of the experiment is given by the teacher. Before the experiment, each group made predictions of the results of the experiment. Group A argues multiple hypotheses that were exemplified by the teacher and selects one hypothesis. Group B argues hypotheses which individual students formulated then formulates one hypothesis. The results of lessons conducted in the unit of “electric current” in the 2nd grade of a lower secondary school showed significant improvements in both groups, showing students interpret and argue the results of the experiment based on the expected results., text, application/pdf},
 pages = {47--60},
 title = {仮説設定場面において論証パターンを吟味する活動に重点を置いた中学校理科授業の展開の工夫<教育科学>},
 volume = {72},
 year = {2023},
 yomi = {エンドウ, ユウキ and オグラ, ヤスシ}
}