高い制度的利用価値の認知は理科における「主体的・対話的で深い学び」に貢献しうるか

抄録

The aim of this research was to examine the influence of perception of utility value for entrance examination on “proactive, interactive and deep learning”. The results show that the teacher evaluated children with high perception of utility value for entrance examination as “proactive, interactive and deep” learners even if adjusted for the effect of interest value and utility value for practice. As indicated by the result of research 2, critical thinking mediated the effect of utility value perception for entrance examination on “proactive, interactive and deep learning” as evaluated by teachers. On the other hand, it was shown that high perception of utility value for entrance examination also promotes class participation behaviors due to a concern about being evaluated by teachers. Based on the above results, it was concluded that high perception of utility value for entrance examination can promote “proactive, interactive and deep learning” in science classes, and the large size of this variable should not be denied as a motivating factor for science learning.