2022 Volume 63 Issue 2 Pages 445-453
Tenacity, one of several important attributes and abilities for successful science learning, is a fundamental aspect in assessing “the attitude to engage in independent learning”. It is imperative to foster perseverance during the learning process, which includes the problem-solving process and the inquiry process. In the field of mathematics, research exists that has detected the tenacity demonstrated in mathematical reasoning by visualizing the feelings along a continuum of curiosity, puzzlement, and bewilderment that interact with trial and error. On the other hand, the situations in which puzzlement is demonstrated in science have not been demonstrated concretely, and no previous research in this area has been found. The purpose of this study was to develop a method for generating puzzlement situations that are necessary for fostering persistence as an attribute and ability fundamental to science learning. The conditions for generating puzzlement situations in science were organized into two categories: “making things” and “naive concepts”. To confirm the effectiveness of these activities, we conducted a survey of 24 lower secondary school students. As a result of video analysis of the learners’ trial and error process, we were able to generate a puzzling situation for 15 learners who retained the naive concept through the trial activity. Furthermore, it was found that the learners who were placed in the puzzling situation were divided into two groups: those who were able to continue with the trial-and-error process, and those who avoided the task by moving into a state of bewilderment, stopping trial-and-error, or leaving the task because they felt stuck. The developed method was found to be effective, and being in a bewilderment state was found to be one of the situations in which persistence was demonstrated. In addition, it was suggested that it is necessary to consider the support for learners who shifted toward the bewilderment state in science.
