The relationship between experiences on Jiyu-Kenkyu (independent inquiry assignments) in childhood on scientific reasoning ability and perceived task values of learning science in adulthood

ジドウ　セイトキ　ノ　リカ　ノ　ジユウ　ケンキュウ　ケイケン　ト　セイジンキ　ノ　カガクテキ　スイロン　ノウリョク　カガク　ガクシュウ　ノ　カダイ　カチ　トノ　カンレン

ゴトウ, タカユキ

Goto, Takayuki

高津, 遥

タカツ, ヨウ

Takatsu, You

西森, 年寿

ニシモリ, トシヒサ

Nishimori, Toshihisa

Department of Education, Graduate School of Human Sciences, Osaka University

This study explores how engaging in Jiyu-Kenkyu (independent inquiry assignments) focused on scientific themes during elementary and junior high school impacts adults’ scientific reasoning ability and their perception of the value of science learning. We collected 646 valid responses via an online survey. The findings indicated that individuals who participated in Jiyu-Kenkyu tended to view science learning as more valuable in adulthood than those who did not. Moreover, those who undertook Jiyu-Kenkyu projects aligned with their practical interests demonstrated higher scientific reasoning abilities. Furthermore, individuals who emphasized “finding relationships” and “control-of-variables” in their Jiyu-Kenkyu projects were more likely to appreciate the value of science learning in adulthood. Those who engaged in meaningful educational experiences typically received relevance-oriented instruction in science classes, had mentorship support during their projects, and aimed to present their findings in relevant contexts. We explored the educational implications of Jiyu-Kenkyu on the development of both ability and motivation in science learning and the necessary educational support for meaningful experiences in Jiyu-Kenkyu.

高津, 遥

西森, 年寿