2020 Volume 61 Issue 2 Pages 263-275
The purpose of this study was to reveal the process of appropriation based on combining metacognition, cognition, and affection in science learning. Utilizing the perspective of the relationship among metacognition, cognition, and affection (McCombs, 1988), we attempted to examine appropriation in detail. Additionally, we focused on the expectancy-value theory (Wigfield & Eccles, 1992) to identify the important affective elements in appropriation. From these viewpoints, we analyzed the appropriation process in elementary school science classrooms. Results of our analysis of the practice indicated that: (1) Expectancy-value could be classified into four patterns: (a) expectancy caused by cognition of others - attainment value, (b) expectancy caused by cognition of others - intrinsic value, (c) expectancy caused by cognition of the self - attainment value, (d) expectancy caused by cognition of the self - intrinsic value. (2) Appropriation correlated with metacognition of expectancy, value, and cognitive state. In the process, expectancy and value produced motivation to appropriate the others’ idea, and indeed, the children did so. (3) If there was a lack of combining cognition, expectancy and value, children did not properly appropriate the others’ idea.
