A scientific perspective based on scientific creativity was introduced in elementary school science after the Ministry of Education, Culture, Sports, Science and Technology (MEXT) Course of Study implemented in 1998. With regard to the Tentativeness of Scientific Knowledge of the junior high school students who learned the science curriculum in the elementary school, I carried out the research to clarify the reality of miscomprehension in every grade. To investigate the Tentativeness of Scientific Knowledge, this study conducted three questionnaire surveys of 158 junior high school 1st year, 158 second year, and 124 3rd year. For questionnaire items, junior high school version of the transformable NSKS test was employed. A junior high school went on a junior high school targeted for the 1st and 2nd year, 158 people and junior high schools for 3rd year for an actual condition survey of understanding 158 people a year. The NSKS test consists of 4 scales- Scientific creativity, development, testability, and parsimonious (simplicity) -with 3 sub-scales respectively. The results are as follows. 1) A junior high school students couldn’t judge the understanding and non-understanding of scientific creativity. 2) About scientific development and testability, all junior high school students could understand. 3) As for the numerical minimum nature of the scientific theory of concise nature, all junior high school students could not understand.
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