アーギュメント構成能力の持続性の検討：小学校の理科授業で育成された複数の証拠を利用するアーギュメント構成能力を事例として

抄録

The objective of this study was to investigate the retention of argument skills among elementary students who had undergone a science class designed to develop their argument skills. We conducted a comparative analysis of the students’ responses to argument tests administered before and after the science class (pre-test and post-test), as well as two delayed-tests (delayed-test1 and delayed-test2) administered in the year subsequent to the class, with each argument component scored. The results indicated no significant variance in the “sufficiency of evidence in argument” scores between the post-test and each delayed-test when all students were targeted. When only the students who had developed the argument skills were targeted, the results indicated no significant variance in the “appropriateness of evidence in argument” scores between the post-test and each delayed-test. However, the “sufficiency of evidence in argument” scores of the post-test were significantly higher than those of each delayed-test. These findings suggest that the argument skills of “sufficiency of evidence in argument” are less likely to be retained in elementary science class, while the skills of “appropriateness of evidence in argument” are more likely to be retained.