中学校理科授業における生徒の主体的な学びを構成する諸要因の因果モデル

抄録

The purpose of this research is to clarify a causal model of factors constituting students’ proactive learning in science classes in lower secondary schools as well as to gain hints about the establishment of a new method for establishing proactive learning among them. A questionnaire survey comprising 65 items was administered to 503 lower secondary school students (165 first-year students, 160 second-year students, and 178 third-year students) in a public lower secondary school in Gifu Prefecture. Seven factors were extracted from the analysis: logical thinking necessary for problem solving, interactive learning for the refinement of thinking, relationships and classification of learning contents, summary of learning contents, recording and organizing learning contents, motivated research activities, and proactive learning attitude. A path diagram was then constructed on these seven variables, and a path analysis was conducted. As a result, it was shown that in lower secondary science classes, students’ acquisition of proper learning strategies contributes to stimulate their motivated research activities and proactive learning attitude as well as to improve logical thinking and interactive learning.