Establishing the Model in Teaching and Learning founded on a Contrary Case

2023 Fiscal Year Final Research Report

• Project/Area Number: 21K20263
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund
• Review Section: :Education and related fields
• Research Institution: Shinshu University
• Principal Investigator: UEHARA Toshiharu 信州大学, 学術研究院教育学系, 助教 (30887279)
• Project Period (FY): 2021-08-30 – 2024-03-31
• Keywords: 反対事例 / 批判的思考態度 / 知識理解の水準 / 探究 / 小学校 / 中学校 / 理科

Outline of Final Research Achievements

We conducted a study on elementary and junior high school science classes where examples were presented in which principles and laws did not appear to apply. The study aimed to examine the effects on learners' critical thinking attitudes and their level of knowledge understanding. In a study involving eighth graders, we observed improvements in "awareness of logical thinking" and "emphasis on evidence" as aspects of critical thinking; however, "objectivity" decreased and the "spirit of inquiry" remained unchanged. In the study with sixth-grade students, the level of knowledge understanding improved, and there was a notable effect in controlling the incorrect application of knowledge, but no significant change in critical thinking attitudes was observed. These findings suggest that while the lessons enhanced knowledge comprehension, their impact on critical thinking attitudes was limited.

Free Research Field

理科教育学

Academic Significance and Societal Importance of the Research Achievements

本研究では，反対事例を導入した科学的追究を核とする探究のプロセスを提案し，このプロセスが学習者の批判的思考態度や知識理解の水準に与える影響を調査した。
前者については，文部科学省が探究の過程のイメージを例示しているが，そのアプローチとは異なる探究のプロセスを示したことは，小・中学校理科における教育実践の幅を広げると期待される。
また，後者については，批判的思考態度の育成に課題が残っているものの，反対事例を導入した探究活動により知識の理解を向上させることが示された。この知見は，理科の教育実践において，より効果的な探究活動を模索するための指針になると考えられる。