抄録
Students sometimes fail to give a theory-based explanation of phenomena after they learn scientific principles. The present study investigated the optimum method to train students in scientific thinking in elementary school science lessons. We conducted three experimental lessons to foster students' meta-understanding of scientific principles about combustion. Sixth graders collaboratively inquired into the difficult-to-understand phenomena of combustion for a theory-based explanation. Based on students' achievements in the previous year, the curriculum had been improved twice. At the end of the lesson, students were asked to explain the new phenomena of combustion in a test. We analyzed students' written responses and evaluated their meta-understanding based on two indices: understanding that principles can be applied to any examples, and thinking about phenomena based on that understanding. The results showed that the improvements in the curriculum brought about more elements referred to in the explanations, more students who mentioned all elements, and some descriptions reflecting their reverse reasoning. It appears that the improved curriculum contributed to the enhancement of students' meta-understanding of scientific principles.
