Permalink : http://hdl.handle.net/2115/81050

JaLCDOI : 10.14943/J.HighEdu.28.35

In science. questions arc more important than answers, but the scientific questions has not yet been clearly defined, taught, or evaluated in school systems. Here. I present the "K5 theory" to classify all conceivable knowledge. and to demonstrate that fields of potential scientific study can be described by proposition and logic, that is "logical space." We classified scientific questions into three categories based on each question's target in logical space: (1) Questions to Close, for asking about the reliability of the proposition: (2) Questions to Extend. for asking what can possibly be deduced from the proposition: and (3) Questions to Open. for asking about what new proposition could be made from the proposition. Hereafter, I examine the expansion of K5 theory in science education, and discuss methods that can be used lo evaluate scientific questions. based on these three classifications.