Developing Effective Instructional Methods for Control Variable Strategies According to the Individual Characteristics of Science Learners

2023 Fiscal Year Final Research Report

• Project/Area Number: 22K20215
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund
• Review Section: :Education and related fields
• Research Institution: University of Miyazaki (2023); Hiroshima University (2022)
• Principal Investigator: Nakamura Daiki 宮崎大学, 教育学部, 講師 (90839094)
• Project Period (FY): 2022-08-31 – 2024-03-31
• Keywords: 科学的リテラシー / 条件制御 / 科学的推論

Outline of Final Research Achievements

In this study, we developed a method for measuring variable control skills that can be compared across research, and conducted guidance interventions and efficacy testing for variable control. To develop the measurement method, we created a survey booklet to measure variable control skills using 21 items developed by the American Association for the Advancement of Science (AAAS) and one newly developed item. Based on the survey results of 416 middle school students, we developed a computer-adaptive test. Regarding the development of teaching methods, results from an intervention study with middle school students showed that demonstrating controlled experiments, as opposed to uncontrolled ones, was effective in fostering variable control skills. It was also suggested that appropriate instruction differs depending on the individual characteristics of the students.

Free Research Field

科学教育

Academic Significance and Societal Importance of the Research Achievements

本研究の意義は主に次の２点である。第１に、項目反応理論に基づくコンピューター適応型テストを開発したことである。これまでの条件制御に関する介入研究の効果指標が研究間で比較できなかったのに対して、本研究では項目反応理論に基づき研究間で比較可能な条件制御能力の測定方法を提案している。第２に、学習者の特性に応じた指導法を提案したことである。このような交互作用効果を検討することは先行研究にはない学術的独自性・創造性を持つだけでなく、個別最適な学びの実現を志向する近年の我が国の教育改革の方向性とも一致するものである。