This article investigated a method encouraging leaners to apply the rule that if a plant has flowers then it has seeds(called“p]an-reproduction rule”). Concretely, We proposed teaching a rule that if a plant-A resembles a plant-B in shapes of flowers, they would also resemble each other with respect to the shape of fruits and seeds (called “plant-shape rule”) in rule is considered an attribution rule. University students participated in the experiment. The main results were as follows. (1) The experimental group judged whether the pants having flowers have seeds and whether the pants having seeds have flowers more correctly than the control group. (2) In the experimental group many of those who couldn’t accept the converse of the plant-reproduction rule even succeeded in the latter judgment. The obtained results were discussed from the view-point of the abductive reasoning and availability of the rule.

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This research tested the effect of a teaching strategy designed to encourage the development of student’s interest, focusing on two components of interest: positive emotion and the cognition of value. With respect to value, the study emphasizes cognition of value of relevance to daily life. Through a “Catch” intervention, experiments with results that are surprising at the time of introduction are presented and positive emotion is caused. After that, through a “Hold” intervention, the teacher pointed out that understanding the current learning contents makes it possible for students to explain how the results in question are produced and define the goals of the lesson clearly. Experiment 2 indicated that intervention on cognition value is moderated by the student’s Knowledge elaborative orientation. For students with low knowledge elaborative orientation, it is not enough to introduce everyday examples and to emphasize that there are more. By adding a problem-solving task from daily life, all students’ cognition of the relevance to daily life value was increased.

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Characteristics of teachers’ approaches in sharing ground rules(GR) for discussion were examined from the perspective of relationships in a homeroom activity out of class contexts. First graders’ interactions in a homeroom activity were interrelated by coding and interpretive analysis. The results were as follows. In the homeroom activity, the teacher encouraged the children to use gr through ideas and norms discussed in the homeroom activity as the 3 frameworks of GR (Self control of behavior, Active engagement with others, Understanding self and others through interaction) to review the conversation and behavior. The teacher created the opportunities to learn the 3 frameworks of GR, in a reciprocal relationship with the children, changing the topics flexibly, according to the conditions and the responses of the children. Through these processes, the teacher also compared and labeled present and past general school life behaviors of the children. These approaches were categorized 7 categories (Association with daily life, Fluidity of topics, Description of the past. Visualization of a sense of change (positive/negative), Self disclosure/emotional expression, Labeling of behavioral patterns, Encouraging thinking) and aimed at helping the first graders to learn GR, a part of the define and empirical knowledge shared by the class.

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[in Japanese]

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