Abstract
Japanese science education has failed to have students value learning science. Science learning assisted by science communication is expected to improve students' valueing science learning. This study aimed to find effects of science communicationassisted learning on students' valueing science learning by conducting a correlational study. Over twenty thousand students from grade 5 to grade 12 in a total of 240 schools randomly selected in Japan participated in a questionnaire survey. Findings showed that students who have had opportunities of the following activities that can be characterized as a science communication assisted-learning tend to value learning science more than students who have not: (1) learning science from visiting scientists, (2) learning science by visiting science museums, (3) conducting a scientific research project. The author further discusses how to promote science communication-assisted learning.
