[G03-P07] The Logical Thinking Ability that High School Students want to acquire through Inquiry Learning
Keywords: Inquiry Learning, Statistics, Scientific Ethics, Logical Thinking
1. Introduction
In traditional high school education, training has focused on how to quickly and accurately answer a question for which the answer is known. There was an answer in the content of the learning, so there was a set procedure on the way to it, and it was possible to learn manually and it was easy to learn. However, like many phenomena around us, we do not have the experience of thinking about how to solve a question that has no answer or does not know whether there is an answer. There is an urgent need to foster the ability to survive in an AI society, such as the ability to think flexibly, discuss, and communicate to others.
Many teachers themselves have worked on tasks that have answers in their school days, so they don't know how to teach them about unanswered questions. Teachers don't know the answer, so there is no manual on how teachers teach it. Teachers' specialized approaches are often useless. Not sure how to teach, teachers are grappling, despite recognizing the need for inquiry education.
If there is a manual in the process of inquiry, it is as follows. (1) Be interested in familiar phenomena and question various phenomena. (2) Think about how to answer your questions. (3) From the obtained results, consider without prejudice such as guesswork or galling. (4) Write the paper in an objective way using mathematics instead of an impression sentence, and convey it to others.
2. What is required for inquiry learning
The power required for inquiry requires logical thinking ability based on hypothetical deduction. Here I will summarize two points that are not often mentioned. They are logical thinking and ethical thinking.
(1) Statistics
I give the following examples to students. I bought a pack of eggs from the same store on the same day. Eggs packed on the same day. After a while, I was worried that it was not damaged. No, so the rest of the eggs are not damaged? Student's answer is no. So, if you're OK with breaking the second, can you say that the rest is not damaged? Students also answer no. So how many pieces can we say are all eggs intact? The answer is all.
In an information program, an announcer said, iPS cells have been proven to differentiate into various tissues, which is scientifically strange. There is no proof because not all iPS cells can be confirmed to differentiate into tissue. However, the more surveys you make, the more certainty you can get. This is where students need to learn statistics, whether they are high school students.
(2) Scientific ethics
For scientists, what is technically possible and what can be done are not the same. It is understandable given the social impact of scientists. Even today, when high school students' scientific research has flourished, it is critical that science ethics is not properly learned in high school. In addition to providing guidance and advice on the contents of the research, it is necessary to learn about its ethical considerations.
3. Teachers' attitude toward exploration
Many teachers are new to teaching, have no instruction, and do not know how to work. The points are as follows. (1) If you have any doubts, work on your quest with your students without thinking that you have to achieve results. At this stage it is enough for the teacher to snuggle, interesting and strange, why. (2) Students will naturally bring out new ideas in the discussion. When the results are available, the teacher actively participates in student discussions and verifies the logical consistency of the discussion.
In traditional high school education, training has focused on how to quickly and accurately answer a question for which the answer is known. There was an answer in the content of the learning, so there was a set procedure on the way to it, and it was possible to learn manually and it was easy to learn. However, like many phenomena around us, we do not have the experience of thinking about how to solve a question that has no answer or does not know whether there is an answer. There is an urgent need to foster the ability to survive in an AI society, such as the ability to think flexibly, discuss, and communicate to others.
Many teachers themselves have worked on tasks that have answers in their school days, so they don't know how to teach them about unanswered questions. Teachers don't know the answer, so there is no manual on how teachers teach it. Teachers' specialized approaches are often useless. Not sure how to teach, teachers are grappling, despite recognizing the need for inquiry education.
If there is a manual in the process of inquiry, it is as follows. (1) Be interested in familiar phenomena and question various phenomena. (2) Think about how to answer your questions. (3) From the obtained results, consider without prejudice such as guesswork or galling. (4) Write the paper in an objective way using mathematics instead of an impression sentence, and convey it to others.
2. What is required for inquiry learning
The power required for inquiry requires logical thinking ability based on hypothetical deduction. Here I will summarize two points that are not often mentioned. They are logical thinking and ethical thinking.
(1) Statistics
I give the following examples to students. I bought a pack of eggs from the same store on the same day. Eggs packed on the same day. After a while, I was worried that it was not damaged. No, so the rest of the eggs are not damaged? Student's answer is no. So, if you're OK with breaking the second, can you say that the rest is not damaged? Students also answer no. So how many pieces can we say are all eggs intact? The answer is all.
In an information program, an announcer said, iPS cells have been proven to differentiate into various tissues, which is scientifically strange. There is no proof because not all iPS cells can be confirmed to differentiate into tissue. However, the more surveys you make, the more certainty you can get. This is where students need to learn statistics, whether they are high school students.
(2) Scientific ethics
For scientists, what is technically possible and what can be done are not the same. It is understandable given the social impact of scientists. Even today, when high school students' scientific research has flourished, it is critical that science ethics is not properly learned in high school. In addition to providing guidance and advice on the contents of the research, it is necessary to learn about its ethical considerations.
3. Teachers' attitude toward exploration
Many teachers are new to teaching, have no instruction, and do not know how to work. The points are as follows. (1) If you have any doubts, work on your quest with your students without thinking that you have to achieve results. At this stage it is enough for the teacher to snuggle, interesting and strange, why. (2) Students will naturally bring out new ideas in the discussion. When the results are available, the teacher actively participates in student discussions and verifies the logical consistency of the discussion.