open access

https://doi.org/10.14943/doctoral.k13573

https://hdl.handle.net/2115/77137

視空間認知能力による中学校理科の学業達成と動機づけへの影響 : 心的イメージ処理の２側面に着目した実証的研究

日本語

2019-03-25

Hokkaido University

174p

In recent years, researches have verified that individual difference of visuospatial ability makes a part in academic achievement and motivation of STEM (Science, Mathematics, Engineering, and Technology) (e.g., Shea, Lubinski, & Benbow, 2001; Wai, Lubinski, & Benbow, 2009). Relating researches have been conducted in many fields such as Chemistry (Rhodes et al., 2016), Earth Science (Black, 2005), Astronomy (Rudmann, 2002), Physics (Kozhevnikov et al., 2002; Kozhevnikov et al., 2007) and so on. However, the following issues are remaining to apply findings of the fundamental research to educational support in the field of subject pedagogy. Firstly, it is hard to assume that visuospatial ability only affects the academic achievement of science and mathematics. Since there is a strong correlation among the academic performance of different subjects, students with good(poor) mathematics are good (poor) at national languages, too. Therefore, to apply the knowledge mentioned above to support measures, further studies comparing subjects are necessary. Secondly, when trying to apply knowledge as mentioned above to science education, it is unknown that which domain of Science (Physics, Chemistry, Biology, Earth Science) will be affected by visuospatial ability. Especially in junior high school, the curriculum structure of science education based on the consciousness of 4 domains constitute. Therefore, it is necessary to investigate which area of science subject need to utilize the results mentioned above for academic guidance. Thirdly, it is unknown that from when the visuospatial ability affects science learning in Japan. If we can identify the time point where visuospatial ability starts influencing in Japanese science education curriculum, it will be easier to consider specific countermeasures. This paper aimed to clarify these unresolved problems. According to Study1&2, we knew that ① spatial imagery ability did influence academic achievement of Science and Mathematics, but the influence was also verified in all subjects besides science and mathematics; ② academic self-concept only affected science and mathematics, which showed subject specificity clearly. These results implied that the influence of spatial imagery ability on the learning of science and mathematics might mediate motivation. The results of Study 3 made it clear that even in the science subject, spatial imagery ability especially affects the domain of physics strongly. Additionally, object imagery ability affected the control belief of biology domain. The results of Sesearch4&5 made it clear that the influence of spatial imagery ability on motivation appeared from the 1st year of junior high school. Additionally, the correlation between achievement of physics in middle school and motivation was strong. These results suggest that it is necessary to support students with low spatial imagery ability in the physics classes in the 1st year of junior high school. In Study 6, it was shown that the spatial imagery ability influenced the drawing skill in the physics domain. This result clarified the point which should be especially intervened in the physics domain.

2019-03-25

甲第13573号

博士(理学)

(主査) 教授 鈴木 誠, 教授 細川 敏幸, 教授 川端 康弘（文学研究科）

理学院（自然史科学専攻）

博士論文

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