Departmental Bulletin Paper 児童自らに変数の同定と仮説設定を行わせる指導が「てこの規則性」に関する科学的知識の理解に与える効果 : 算数の反比例の知識に基づいて
The effects of the teaching method of asking students to identify relevant variables and formulate hypotheses by themselves on their understanding of scientific knowledge of the “Regularity of a Lever” : based on the knowledge of inverse proportion in arithmetic

山田, 貴之  ,  小林, 辰至  ,  Takayuki, Yamada  ,  Tatsushi, Kobayashi


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