心的イメージ処理特性が中学校理科の期待信念に及ぼす影響  [in Japanese] Effect of Mental Imagery Processing Characteristics on the Junior High School Students' Expectancy Belief for Science Learning  [in Japanese]

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Author(s)

    • 原田 勇希 HARADA Yuuki
    • 北海道大学大学院理学院|日本学術振興会特別研究員 Graduate School of Science, Hokkaido University|Research Fellow of the Japan Society for the Promotion of Science

Abstract

<p>本研究の目的は,中学校理科に苦手意識を持ち,動機づけ,とりわけ期待信念が低下しやすい個人特性を明らかにすることである.先行研究の知見を受け,理科学習でのつまずき経験と関連する個人差変数として心的イメージ処理特性に,つまずきが期待信念に与える影響を調整する変数として能力観に着目して理科4分野の期待信念に及ぼす影響を検討した.その結果,空間イメージ処理に苦手さのある生徒は理科に苦手意識を持ちやすいことが明らかとなり,特に物理分野でこの傾向が顕著であった.また物理と化学分野では能力観によってその影響は緩衝され,拡大的能力観を保有していれば,空間イメージ処理に苦手さがあっても統制感が比較的維持される傾向にあった.さらに生物分野の統制感には物体イメージ処理の影響が強く,分野によって要求されるイメージ処理の特徴が異なることが示唆された.</p>

<p>The aim of this research is to clarify students' personal characteristics that relate with a tendency to reduce motivation for science learning at junior high school. Received the findings of the previous research, we focused on mental imagery processing characteristics as individual difference variables related to stumbling experiences in science learning. We focused on theories of intelligence as a variable to moderate the impact of stumbling on expectancy beliefs and examined the effect on beliefs. As results, it became clear that students who are not good at spatial imagery processing are apt to have difficulty in science learning, and this tendency was remarkable especially in the physics field. Furthermore, in physics and chemistry fields, its influence was buffered by the theories of intelligence and if they have incremental theory, there was a tendency for the control belief to be relatively maintained even if they were not good at spatial imagery processing. In addition, control belief for biology field was strongly affected by object imagery processing. These results suggest that mental imagery processing required depends on the fields of science learning.</p>

Journal

  • Japan Journal of Educational Technology

    Japan Journal of Educational Technology 41(4), 315-327, 2018

    Japan Society for Educational Technology

Codes

  • NII Article ID (NAID)
    130006513976
  • NII NACSIS-CAT ID (NCID)
    AA11964147
  • Text Lang
    JPN
  • ISSN
    1349-8290
  • NDL Article ID
    028901685
  • NDL Call No.
    Z7-904
  • Data Source
    NDL  J-STAGE 
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