著者

高橋 康文 佐藤 公法 内山 英史 金沢 育三 田村 隆治 木村 薫 小森 文夫 竹内 伸

出版者

一般社団法人 日本物理学会

雑誌

日本物理学会講演概要集

巻号頁・発行日

vol.53, 1998

著者

原田 和雄 松川 正樹 吉野 正巳 犀川 政稔 佐藤 公法 林 慶一 長谷川 正

出版者

一般社団法人 日本科学教育学会

雑誌

科学教育研究 (ISSN:03864553)

巻号頁・発行日

vol.45, no.3, pp.316-330, 2021 (Released:2021-10-05)

参考文献数

24

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The research activities that scientists perform routinely were analyzed and divided into stages. The research process of inquiry-based science in school was developed on the basis of the results of the analysis of scientists’ research activities. Two possible approaches were considered in the research process of inquiry-based science. Pathway 1 starts from the first stage of the inquiry-based science, which is the stage of having interest, curiosity or questioning. Pathway 2 starts just from the stage of defining the problem after presentation of a problem to students from a teacher or an advisor. Pathways 1 and 2 are the same after the problem defining stage, because a concrete inquiry activity starts after defining the problem. The main stages after defining the problem are developing a strategy for problem solving, observations or experiments, summarization of results, discussion and reaching conclusion. The scientific ability to be developed at each stage of the inquiry-based science was defined on the basis of the activities of researchers at the corresponding stage of scientific research. The activity at each stage was analyzed and defined as “Science Activity” and “Remarks on the Activity” and the results were summarized.