Does the Changes in the Course of Study Have an Influence on Elementary School Upper Graders’ Understanding of the Tentativeness of Scientific Knowledge?

Abstract

This research aims at examining whether the understanding of tentativeness of scientific knowledge is different between students who were taught after the MEXT Courses of Study was implemented in 2009 and in 2000. The investigation was carried out with elementary school children in 2000 and in 2009 using a test which was designed to measure the understanding of tentativeness scientific knowledge. Results: 1) There are the differences in the understanding to scientific creativity between children in 2009 and 2000. 2) There are no differences in understanding in their view of scientific development, testability, and parsimoniousness.