2015 年 17 巻 1 号 p. 15-24
The purpose of this study is to assess the relevance of students’ experiences, consciousness and emotions during technological activities in learning of “Technology of materials and their processing” within technology education. We focused on the emotions of “healing effects”, “process-derived stress” and “apathy-derived stress” during technological activities. The survey included 464 junior high school students (8th-9th grade) in Japan. Results showed that experiences of success, creative solutions, making an effort and the feeling of making useful things for daily life produced a “healing effects” in students during technological activities. However, experiences of difficulty, failure, helping others and being helped by others brought “process-derived stress”. Moreover, a lack of ‘successful experiences’ and insufficient ‘feeling of usefulness’ caused “apathy-derived stress”. These results suggest that positive experiences such as ‘successful experience’, ‘creative experience’, ‘making an effort’ and ‘feelings of usefulness’ were important for maintaining students’ motivation during technological activities. Based on this finding，it is necessary for technology teachers to use instructional strategies selectively and suitably for management of students’ emotions with considering students’ consciousness in technology classroom.
