Research on Fostering the Will to Learn Science in Junior High School

本研究的目的是探讨初中科学学习意愿培养的教学方法。为达到这一目的，进行了两项调查。一是考察科学活动中的好恶与内在动机之间的关系(研究A)。二是考察科学教师的教学观对学生科学学习意愿的影响(研究B)。研究A对千叶县3所小学的176名学生(男92名，女84名)进行了调查。他们被问及在科学活动中的好恶，他们的内在动机是通过挑战、好奇心和幻想来衡量的。结果表明，小学生在学习过程中倾向于选择A组，而不是B组和C组，学生对科学的学习越愉快，他们越倾向于回答他们喜欢科学。在研究B中，243名初中科学教师参与了研究。他们对教学的看法通过关于教学的问卷器进行了检验。确定了四种类型的意见。研究表明，不坚持传授知识和支持教学的教师认为，如果学生努力学习，他们的学习成绩就会变得更好。此外，学生的学习意愿受到教师教学观的影响，坚持传授知识的教师授课的学生在学业测试中表现出较高的学习热情，说明科学内容和教师的教学观对培养学生的科学学习意愿具有重要意义。

The purpose of this study is to investigate the teaching methods fostering the will to learn science in the junior high school. To achieve this purpose, two investigations were carried out. One is to investigate the relationships between likes/dislikes in science activities and the intrinsic motivation (Research A). The other is to investigate the influences of science teacher's views of instruction on the student's will to learn science (Research B).In Research A, 176 students (92 boys and 84 girls), who enrolled in 3 primary schools at Chiba prefecture, participated in. They were asked likes/dislikes in science activity and their intrinsic motivations were measured in terms of the challenge, the curiosity, and the fantasy. In result, it was clarified that pupils tended to prefer A section to B and C one in the course of study and that the more students was pleasant to study science, the more they tended to reply that they like science.In Research B, 243 science teachers in junior high school participated in. Their views of instruction were examined through questioner about teaching. Four types of these views were identified. It was clarified that teachers who didn't insist on both transmission of Knowledge and supportive teaching didn't think if students study hard their academic records would get better. In addition, students' will to learn were influenced by teacher's view of instruction ; Students who took the lesson by teachers insisting on transmission of knowledge tended to become enthusiastic to get high score in the academic test.From these results, it was suggested that the content of science and teacher's view of instruction were important to foster student's will to learn science.