2020 Volume 61 Issue 2 Pages 241-249
In this study, we aimed to clarify whether utilizing teaching methods based on the theory building process is effective in fostering “need for cognition”, increasing curiosity and motivation in elementary school science students. We practiced teaching in the fifth grade of elementary school using such a teaching method. The following data was obtained from the results of our in-class practice. First, many students described how they enjoyed the activities of explaining, predicting, and testing hypotheses during learning. Second, the questionnaire survey revealed that the average need for cognition score improved among the participating students.. From these facts, it was concluded that utilizing a teaching method based on the theory building process was indeed effective in fostering a need for cognition, increasing student curiosity and motivation.
