Research on science classes for developing higher-order thinking skills based on deep learning

2023 Fiscal Year Final Research Report

• Project/Area Number: 19H01736
• Research Category: Grant-in-Aid for Scientific Research (B)
• Allocation Type: Single-year Grants
• Section: 一般
• Review Section: Basic Section 09080:Science education-related
• Research Institution: Hiroshima University
• Principal Investigator: Matsuura Takuya 広島大学, 人間社会科学研究科(教), 准教授 (40379863)
• Co-Investigator(Kenkyū-buntansha): 雲財 寛 東海大学, 児童教育学部, 特任講師 (00806838) ; 木下 博義 広島大学, 人間社会科学研究科(教), 教授 (20556469) ; 三好 美織 広島大学, 人間社会科学研究科(教), 准教授 (80423482)
• Project Period (FY): 2019-04-01 – 2023-03-31
• Keywords: 高次思考スキル / メタ認知 / 科学的推論 / 批判的思考 / 理科学習

Outline of Final Research Achievements

Research was conducted on higher-order thinking skills (metacognition, critical thinking, etc.) as a fundamental skill in science learning from multiple perspectives. The results revealed that although the teaching of higher-order thinking skills is currently emphasized, their embodiment in the science curriculum is insufficient. In addition, the results of a survey of university science students indicated that students who scored high in scientific reasoning tended to use domain- specific metacognitive knowledge. On the other hand, Japanese junior high school science teachers tended to focus only on specific aspects of metacognitive instruction, such as having students reflect on the results. These results suggest that it is important to comprehensively organize and share higher-order thinking skills in the context of science in the future.

Free Research Field

理科教育

Academic Significance and Societal Importance of the Research Achievements

本研究成果の学術的意義は、学習科学や中央教育審議会答申などにおいてその重要性が指摘されるようになって久しいメタ認知や批判的思考が、理科のカリキュラムレベル、教師レベル、学習者レベルにおいてどのような状況にあるのか明らかにしている点である。これらの成果は、今後の理科における指導法の開発やカリキュラムの改訂において参考となる内容であることから、社会的にも意義のある内容であると考える。