@article{oai:niigata-u.repo.nii.ac.jp:02000165,
 author = {土佐, 幸子 and Tosa, Sachiko and 森, 悠人 and Mori, Yuto and 加藤, 聡 and Kato, Satoshi},
 issue = {1},
 journal = {新潟大学教育学部研究紀要 人文・社会科学編},
 month = {Oct},
 note = {This study explores the question of how modeling promotes student conceptual understanding in elementary science education. In the unit of "Exploring Light" for the 3rd grade science, lessons were developed to incorporate the ray model of light in order to help students generate hypotheses and predictions based on solid reasoning. The unit consists of 8 lessons, and was implemented in two classes (N=68), with one class as an experimental group while the other class as a control group. Studentsʼ drawings and verbal descriptions on their worksheets were collected as data and analyzed based on the set criteria from A (scientific explanation with reasons) to C (intuitive explanation or incorrect explanation). The results showed that the higher percentage of the A-level expressions were found in the experimental group than in the control group, indicating the effectiveness of the modeling approach in elementary science education. However, when the modeling approach was incorporated in the control group in the 6th lesson, students showed better understanding than the students in the experimental group. The results suggest the importance of the way to introduce a modeling approach to students.},
 pages = {115--127},
 title = {モデリングは児童の概念理解をどのように促すのか? : 小学校3年理科「光を調べよう」の単元を通して},
 volume = {14},
 year = {2021}
}