理科授業における動機づけ機能を組み込んだ教授方略の効果:—小学理科「水溶液の性質」の事例を通して—  [in Japanese] Motivation-Enhancing Environments in Science Education ::A Case Study of Teaching the Properties of Solutions to Sixth Graders  [in Japanese]

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Abstract

本研究では, Maehr & Midgley(1991)によって提案された動機づけ構造の各下位次元を, わが国の小学6年理科「水溶液の性質」の授業に適用した教授方略を考案した。授業実践を通して, 導入した教授方略が, 学習者の科学的概念の変化, 及び学習観・動機づけ・学習方略の変化に, どのような効果をもたらすのかを探索的に検討することを目的とした。単元前後における動機づけの質問紙調査に基づく数量的分析, 水溶液の性質の保持概念に基づく記述分析, 毎時間の授業過程における発話と行為に基づく解釈的分析の結果, 以下の3点が示唆された。1)本授業で考案した教授方略は, 水溶液の性質についての科学的な概念の獲得を促す。2)既有知識・日常経験と関連づける「課題」, 最適な選択・決定を自らが行う「権限」の教授方略の働きかけは, 学習観における「科学的手続きの重視」の上昇を導く。3)グループにおいて問題解決・意志決定を行う「グルーピング」, 自らが目標を設定し評価する「評価」の教授方略の働きかけは, メタ認知的方略における「プランニング」の上昇をもたらす。

  A strategy for teaching the properties of solutions to sixth graders was developed for each sub-category of motivation-enhancing structures suggested by Maehr & Midgley (1991).  The participants were the 40 students in 1 sixth-grade class (20 boys, 20 girls ; average age 11 years 10 months).  Effects of the teaching strategy on changes in the pupils’ scientific concepts, learning beliefs, motivation, and learning strategies were investigated in their practical lessons.  The analyses of the data included quantitative analyses based on questionnaire surveys conducted before and after the course, descriptive analyses based on the concept of retaining properties of solutions, and interpretive analyses based on the students’ utterances and acts during each class process.  The results were as follows : (a) the teaching strategy developed for this class promoted the acquisition of scientific concepts regarding the properties of solutions, (b) the analysis of the data on learning beliefs indicated that the teaching strategy of introducing tasks related to knowledge that the students already had, as well as to their everyday experiences with the content of the lesson, and authority (making choices and decisions by oneself) improved the students’ respect for scientific procedures, and (c) the teaching strategy of introducing grouping (solving problems and making decisions as a group) and evaluation (setting a goal and making an evaluation by oneself) improved planning in the pupils’ meta-cognitive strategies.

Journal

  • The Japanese Journal of Educational Psychology

    The Japanese Journal of Educational Psychology 57(2), 223-236, 2009

    The Japanese Association of Educational Psychology

Codes

  • NII Article ID (NAID)
    110007339256
  • NII NACSIS-CAT ID (NCID)
    AN00345837
  • Text Lang
    JPN
  • ISSN
    0021-5015
  • NDL Article ID
    10266977
  • NDL Source Classification
    ZF1(教育)
  • NDL Call No.
    Z7-182
  • Data Source
    NDL  NII-ELS  J-STAGE  NDL-Digital 
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