抄録
To obtain pointers for teaching data interpretation in Japanese elementary school science (biology) classes, this study compared Japanese and American elementary science textbooks and analyzed how data interpretation and its preparation are dealt with in them. The following six differences were found: (1) relation between data organization (including data presentation) and data interpretation; (2) data interpretation procedure, that is, distinguishing independent variables and dependent ones, organizing the data, and finally interpreting the data; (3) data interpretation on the basis of tables; (4) data interpretation on the basis of tables and graphs; (5) posing of questions on key points for data interpretation; and (6) the presence or absence of information on data interpretation. The following three conclusions, which could provide pointers for teaching data interpretation in Japanese elementary school science (biology) classes, were drawn from these six differences: (1) a distinction should be made between independent variables and dependent ones, data organization, and data interpretation, in that order; (2) questions on key points for data interpretation should be posed; and (3) data interpretation should be posed after observation and experiment.
