Abstract
This study aimed to explore the relationship between the thinking process in scientific reasoning and contexts among Japanese lower secondary students. As a result, it was found that the process of scientific thinking varied according to contexts.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Kadoya, S. (2011). Atarashii-Manabi-wo-Hiraku-Rikajyugyou-no-Riron-to-Jissen Syougakkouhen (in Japanese). Kyoto: Minerva Publishing.
MEXT. (2008). The course of study for junior high school (in Japanese). Kyoto: Higashiyama Publishing.
Zeineddin, A., & Abd-el-khalick, F. (2010). Scientific reasoning and epistemological commitments: Coordination of theory and evidence among college science students. Journal of Research in Science Teaching, 47(9), 1064–1093.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer-Verlag Berlin Heidelberg
About this chapter
Cite this chapter
Unzai, H. (2014). Effects of Different Contexts on Lower Secondary School Students’ Scientific Reasoning. In: Zhang, B., Fulmer, G., Liu, X., Hu, W., Peng, S., Wei, B. (eds) International Conference on Science Education 2012 Proceedings. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-54365-4_18
Download citation
DOI: https://doi.org/10.1007/978-3-642-54365-4_18
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-54364-7
Online ISBN: 978-3-642-54365-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)