Abstract
The objective of this study is to clarify learner's logical thinking in teaching-learning process of science education. A science TV program was used as the material to analyze learner's logical thinking, especially seven hypothesis-identification scenes of it were chosen. Learners were ten boys of 5th grade in elementary school, who have learned through science TV programs for one consecutive year. After watching that TV program, these seven scenes were presented to each learner. Their explanation to the scenes and TV notes were analyzed for this study. The results are as the following; (1) Learners can easily understand the scene from the prior scene which has closely logical relation with it. (2) Learners had logical thinking, that is enough to understand whole program, not by the whole scenes but by the some scenes which they could understand. (3) It is considered that the scenes coming after incomprehensive scene were explained by the relation between them and the prior comprehensive scene.
