中学生の生物・地学分野での因果関係形成における推論の方向性

抄録

Former studies showed the asymmetry between causal and diagnostic inferences. The present study examined lower secondary school students' causal schemata in science education. The data of their inference were compared among grades. Results are as follows. 1) Students infer past from present with greater confidence than present form past. Students infer future form present with greater confidence than present from future. 2) Students infer effects from causes with greater confidence than causes from effects in general. This tendency hold good in bio1ogical fields, also. But, students infer causes from effects with greater confidence than effects from causes in earth sciences fields. 3) Students' causal schemata are not change in lower secondary school.