2022 Volume 63 Issue 2 Pages 345-355
This study clarifies how the recognition of the usefulness of utilizing ICT by students in lower secondary school science classes affects the evaluation and awareness of online classes in the future. The purpose of the study is to obtain suggestions for the effective implementation of online lessons. After measuring the recognition of the usefulness of ICT utilization by the target students in the first grade of lower secondary school, we practiced online lessons on “properties of aqueous solutions” and examined the students’ evaluation and awareness of the online lessons using a questionnaire survey. After categorizing the target students by hierarchical cluster analysis using recognition of the usefulness of ICT utilization, the answers to the questionnaire survey were analyzed, and the students’ degree of recognition of the usefulness of ICT utilization in the evaluation items were related to many online lessons they had taken. Students with a high scores tended to have a higher evaluation of online lessons, and among the recognition of the usefulness of ICT utilization, “aggressiveness in learning” and “comparison/sharing with others” promoted positive evaluation of online lessons. Furthermore, when we analyzed the impressions of students’ free writing by text mining, we recognized the usefulness of ICT utilization in “sustaining learning/understanding of contents”, “sense of security in class”, and “interaction with teachers and others”. The differences in consciousness was thus demonstrated, and from these results, it was suggested that it would be effective to incorporate online learning into lesson design in daily lesson practice, rather than considering online lessons as an alternative only for use in emergencies.
