Factors Affecting Children’s Variable Control Ability in Science Education

Abstract

The purpose of this study is to clarify factors that affect variable control ability in science education. From the results of quantitative and qualitative analyses, “scientific thinking” and “meta-cognition by teacher involvement” were clarified as variables which directly affect the students’ variable control ability. The results also revealed that “need for cognition” has an indirect effect on variable control ability by mediating metacognition. In conclusion, it became clear that it is important to increase students’ motivation for critical thinking and to reflect on the thought process in and of itself to promote nurturing the variable control ability.