A Study of Lesson Design Strategies to Promote Regulated Learning in Science Considering the Social Context

2023 Fiscal Year Final Research Report

• Project/Area Number: 21K02571
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: Yokohama National University
• Principal Investigator: WADA ICHIRO 横浜国立大学, 教育学部, 教授 (70584217)
• Project Period (FY): 2021-04-01 – 2024-03-31
• Keywords: 自己調整 / 共調整 / 社会的に共有された調整 / メタ認知 / 理科

Outline of Final Research Achievements

The purpose of this study was to develop a science lesson design strategy that integrates instruction and evaluation to foster children's ability to independently and collaboratively solve problems. Specifically, we focused on self-regulation, co-regulation, and socially shared regulation learning as pointed out by Hadwin et al. (2011), and analyzed the behavior of cognitive, metacognitive, and motivational variables involved in the internal structure of each regulation process from the perspective of science learning.
As a result, the cognitive, metacognitive, and motivational components were interconnected with metacognition as a hub function, and their functions were enhanced through interaction with others.In this case, it was found that the teacher's feedback function was promoted by the children's use of "evaluative judgment".

Free Research Field

理科教育学

Academic Significance and Societal Importance of the Research Achievements

理科の問題解決活動において，これまでその調整過程は，主に個人内における認知，メタ認知および動機づけの各変数の関連によって捉えられてきた。本研究では，理科の問題解決過程における社会的文脈を考慮し，これらの変数の相互連関過程を構造化し，モデル化することに成功した点が重要な学術的意義となる。また，本研究成果は，現行の学習指導要領において目指される学びの姿としての主体的・対話的な学びを生み出すと同時に，特に資質・能力として「主体的に学習に取り組む態度」を涵養する理科授業デザイン方略の創出に繋がる社会的意義を有するといえる。