The Problem-Solving Process in Junior High School Science Experiments

Abstract

Introduction to science instruction stripped of "the form of research" causes a "loss of interest in science" and a "dislike of science." The students we examined in this research project studied in a curriculum which does not require "the process of research." In addition, the problem-solving process of students was examined. We examined especially the standard method of anticipation. (1) When it seems that anticipation is not important, the teaching method should progress to the next activity. (2) Students should consider how the existing verifying method is applied. (3) Students do not have the prospect of problem solving in many cases. However, there was a local prospect and the problem was solved. (4) There is also some learning effect in lessons which do not show the "process of research." From the above results, it seems necessary to apply the accepted "process of research" to lessons in all the sciences. Unnecessary scenes of anticipation should be found and eliminated. The time saved by this should be allotted to substantial research activities.