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探究の過程で仮説の設定場面は，その後の探究活動へとつながる重要な過程である。しかし，仮説は意味が多様であったり，生徒のもつ仮説と予想の区別があいまいであると指摘されたり，授業内で十分に指導されているわけではない。また，日本国内で行われている調査においては自然事象に含まれる変数を特定し，それらを関連づけて捉えることに生徒の課題が指摘されている。本研究では，科学的探究を進めるための前段階として，仮説設定を促す指導の手立てとその効果について検討することを目的とする。Learning and Assessing Science Process Skills の手法をもとに仮説設定のスキルトレーニングを行うとともに，観察実験の授業では，変数を特定し仮説を立てさせる。同一の評価課題を用いた調査では，指導前に比べ，変数を特定し仮説を立てることのできる生徒が増加した。しかしながら，探究課題によっては，仮説を立てやすいものと立てにくいものがあると見受けられる。また，独立変数に比べ，従属変数の特定に困難を感じている生徒もおり，引き続き練習が必要であると考える。 / The hypothesis-setting phase of the inquiry process is an important process that leads to subsequent inquiry activities. However, it has been pointed out that hypotheses are diverse in meaning, that the distinction between hypotheses and predictions held by students is ambiguous, and that they are not adequately taught in the classroom. It has also been pointed out that identifying variables in natural events and relating them to each other is a challenge. The purpose of this study is to examine the teaching methods and their effectiveness in promoting hypothesissetting as a preliminary step for advancing scientific inquiry, and to provide training in hypothesissetting skills based on the Learning and Assessing Science Process Skills methodology. In the observational experiment class, we ask students to identify variables and formulate hypotheses. In an investigation using the same tasks, more students were able to identify variables and formulate hypotheses than before the instruction. However, it appears that some exploratory tasks make it easier to formulate hypotheses while others make it more difficult. In addition, some students had more difficulty identifying the dependent variable than the independent variable, suggesting that continued practice is needed. |
