Fostering Scientific Inquiry Ability and Verifying Teaching Practices by Developing Activities Using the Passive Walking Toy

Abstract

Multiple global issues exist and continue to multiply and worsen. As such, children must improve their scientific inquiry ability to construct a sustainable society. However, Japanese education has problems developing scientific inquiry ability. This study focused on the passive walking toy as a teaching material to improve scientific inquiry ability. A scientific inquiry activity using a passive walking toy, worksheet, and evaluation criteria was developed based on “Messing About,” “The Four Question Strategy,” and “Process Skill.” Further, lessons for university students were practiced using developed programs. This study clarified the learning effects, guidance perspective, and problems regarding scientific inquiry ability.