2020 Volume 60 Issue 3 Pages 663-673
In this study, based on the results of a questionnaire survey targeting university students in the elementary school teacher_training course, a causal model in which “interest in science” influences “proactive, interactive, deep learning” via “mediating factors” was assumed and its validity was examined. The results demonstrated that “interest in science” (“Factor 4: thinking activity type”, “Factor 5: surprise discovery type”), through the “mediated factor” (“Factor 7: critical thinking”, “Factor 8: learning behavior”), directly and indirectly influenced “proactive, interactive and deep learning” (“Factor 13: deep learning”, “Factor 14: interactive learning”, and “Factor 15: proactive learning”). The assumed causal model was thus confirmed to be valid. In science classes, when teachers devise the presentation of thought-provoking phenomena with surprises and discoveries, the learners’ interests, “critical thinking” skills, and “learning behaviors” are improved. As a result, “proactive, interactive and deep learning” is realized. The findings of this study are consistent with the current revised course of study which holds that it is necessary to improve teaching methods for the realization of “proactive, interactive and deep learning”. In order to establish “proactive, interactive and deep learning” in science classes, it is important to promote improvement that fosters students’ “interest in science”, “critical thinking” and “learning behavior”.
