2017 Volume 57 Issue 3 Pages 261-271
The purpose of this study is to clarify the effectiveness of teaching strategies and design elements derived from Chin and Osborne (2010a) to encourage elementary students to state justified claims in argumentation in Japanese science lessons. Design elements are guidelines that encourage reflecting on teaching strategies in science lessons. First, we discussed the teaching strategies and design elements derived from Chin and Osborne (2010a). Next, we conducted science lessons using the teaching strategies and design elements. We then demonstrated the effectiveness of the teaching strategies and design elements by evaluating the change in the number of students who stated justified claims from the records of argumentation. The results of the evaluation revealed that the number of students who were able to state a justified claim significantly increased toward the end of the lessons when compared to the beginning of the lessons. These results indicate that the teaching strategies and design elements derived from Chin and Osborne (2010a) were effective in encouraging elementary students to state justified claims in science lessons.
