カガクテキ チシキ ノ トクシツ ニ ツイテ ノ リカイ : チュウガクセイ コウコウセイ オ タイショウ ト シタ ジッタイ チョウサ

Understanding about the nature of scientific knowledge had been examined in this case study, where 146 students at the 9th grade of attached lower secondary school to faculty of education, national university and 38 students at the 10th grade of public super science high school, so called “SSH”, were involved. Similarities in understanding about the nature of scientifc knowledge were found between the 9th grade and 10th grade students. In both student groups, they could understand about the “developmental” and “teatable” nature of scientific knowledge, while they could not understand about the “creative” and “parsimonious” nature. The results might indicate that mis-understanding about the “creative”nature of scientific knowledge had been brought out through the science education with special emphasis on knowledge trasmission at lower secondary and upper secondary schools.本研究では、中学校と高校生を対象に、「科学的知識の特質についての理解」の実態を明らかにすることを目的とした