@article{oai:repository.lib.tottori-u.ac.jp:00004195,
 author = {服部, 和晃 and 泉, 直志 and Izumi, Naoshi and Hattori, Kazuaki},
 journal = {鳥取大学附属中学校研究紀要, Bulletin of the Tottori University Junior High School},
 month = {Mar},
 note = {日本の理科授業では，議論を行う機会を与えられていると感じている生徒は少ない。そこで，年間を通して議論を行う授業を単元のまとめ，または導入の場面で行った。本実践を2 年間続けて行ってきた生徒にアンケート調査を行い，議論の授業に参加してきた生徒の「子ども（生徒）のとらえ」を表出させた。「子どものとらえ」を表出させることで，議論の授業の進め方の参考にしたい。|Most of the students feel they have no opportunities for discussion in science classes in Japan. To improve this situation, we held science classes including discussion throughout a year, utilizing an introductory part and a review part of the unit. We conducted a questionnaire survey for the students who had practiced the classes for two years to know their progress and perceptions for the classes. We would like to use it as a reference for how to proceed with the discussion class by expressing the "children's perception ".},
 pages = {69--73},
 title = {中学校理科における議論の授業（アーギュメント）についての意識調査から見える子どものとらえ},
 volume = {53},
 year = {2022},
 yomi = {イズミ, ナオシ}
}