児童・生徒期の理科の自由研究経験と成人期の科学的推論能力・科学学習の課題価値との関連

後藤, 崇志; 高津, 遥; 西森, 年寿

大阪大学教育学年報, 2025, 30, 51-62

Number of Access:711（2025-08-15 11:00 Counts）

Identifier to cite or link to this item: https://doi.org/10.18910/100466

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Title
児童・生徒期の理科の自由研究経験と成人期の科学的推論能力・科学学習の課題価値との関連
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
Creator
NRID
1000070758424 1000070758424
ORCID
0000-0002-6068-2897 0000-0002-6068-2897
researchmap permalink
g_ikuyakat g_ikuyakat
Scopus Author ID
55636760300 55636760300
CreatorName
後藤, 崇志 ; ゴトウ, タカユキ ; Goto, Takayuki
CreatorName
高津, 遥 ; タカツ, ヨウ ; Takatsu, You
NRID
1000090353416 1000090353416
researchmap permalink
read0054850 read0054850
Scopus Author ID
23490041700 23490041700
CreatorName
西森, 年寿 ; ニシモリ, トシヒサ ; Nishimori, Toshihisa
Abstract
本研究では，小・中学生の頃の理科の自由研究の経験と，成人になってからの科学的推論能力や科学学習の課題価値との関わりについて調査を行った．インターネット調査会社の登録モニタより，646名の有効回答が得られた．小・中学生の頃に自由研究を行った経験があるものは，成人になってからの科学学習の課題価値が高い傾向が示された．小・中学生の頃に実践的利用価値を見出すテーマで自由研究に取り組んだものは成人になってからの科学的推論能力が高かった．さらに，自由研究において「関係付ける」「条件を制御する」といった理科の考え方を発揮していたものは，成人になってからの科学学習の価値づけが高い傾向にあった．こうした教育効果の高い自由研究に取り組んでいたものは，理科の授業においてレリバンス焦点指導の経験が高く，自由研究を実施する際に指導者がおり，コンテストへの出展を志向していた．小・中学生の頃に理科の自由研究に取り組むことの発達への影響や，その影響を有効に引き出すために必要な教育支援について議論する．
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.
Publisher
大阪大学大学院人間科学研究科教育学系
Department of Education, Graduate School of Human Sciences, Osaka University
Source Title
大阪大学教育学年報
Annals of educational studies, Osaka University
Volume (Issue)
30
Page
51-62
Date of Issued
2025-03-31
Language
Japanese
Handle URL
https://hdl.handle.net/11094/100466
DOI
https://doi.org/10.18910/100466
PISSN
13419595
NCID
AN1055404X
Access Rights
open access
oaire:version
Version of Record
Category
紀要論文 Departmental Bulletin Paper
Annals of Educational Studies, Osaka University / Vol.30