この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/42641
学習開発学研究 Issue 10
published_at 2017-03-16
アクティブラーニング型理科授業が中学生の実験に対する動機づけと方略に及ぼす効果 : 性別差に着目して
Effects of Science Classes Promoting Active Learning on Junior High School Students’ Motivation for Experimentation and their Experimental Strategies : Focusing on Gender Differences
Kusaba Minoru
Okamura Hanae
Suzuki Tatsuya
Suzino Kenzi
Abstract
This study practically examined, with a focus on gender differences, the effects of science classes promoting active learning on junior high school students’ motivation for experimentation and experimental strategies. First, we designed a science lesson that incorporates active learning by using the “Force and Effect” unit of junior high school science as a case study. We then conducted the lesson with 57 first-year students at a public junior high school. The results suggested that among boys, the use of the understanding-oriented strategy and the repeat strategy was encouraged. Furthermore, the understanding-oriented strategy was encouraged more among boys when there was increased utility value.
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本研究は，平成27～31年度科学研究費補助金（基盤研究C：研究代表者：草場実）（課題番号15K04448，研究課題「メタ認知能力を基盤とした科学的思考力育成のための理科学習指導法の開発」）により行った。
Keywords
science classes promoting active learning
motivation for experimentation
experimental strategies
gender differences
アクティブラーニング型理科授業
実験動機づけ
実験方略
性別差
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Copyright (c) 2017 広島大学大学院教育学研究科学習開発学講座
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