メタ認知的活動を促すことが科学概念形成に及ぼす効果 : 中学校第1学年「物質の状態変化」の学習を事例にして<教育科学>

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Effects of utilizing a work sheet to facilitate metacognitive activities on the formation of scientific concepts related to state changes were investigated. The worksheet was designed to make students repeatedly describe metacognitive monitoring and metacognitive control when developing hypotheses and in discussions. The experimental group of participants used the work sheet and the control group did not. The results of investigating concepts indicated that a larger number of students in the experimental group acquired the concept of state changes compared to the control group. Their descriptions confirmed that metacognitive activities increased in the experimental group after using the work sheet, compared to before using it. Furthermore, descriptions in a stimulated-recall questionnaire suggested that students showing significant changes in concepts had often conducted metacognitive activities. Based on the above results, it is suggested that the utilization of the work sheet for facilitating metacognitive activities is effective for forming scientific concepts related to state changes by increasing the metacognitive activities of students.

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