理科学習場面における高校生のメタ認知の実態に関する調査研究

This study examines the actual level of the high school students’ meta-cognition in science learning. First, we created items to measure meta-cognition in high school students in science. Further, through a confirmatory factor analysis, which was performed targeting high school students (N=918), three factors, including meta-cognition knowledge, monitoring, and control, were confirmed as components of meta-cognition. In addition, using these items to measure the meta-cognition of high school students(N=399) in three courses with different science curricula, it was revealed that there were differences among the courses with regard to each of these three components of meta-cognition.
本研究は，平成27～31年度科学研究費補助金（基盤研究C：研究代表者：草場実）（課題番号15K04448，研究課題「メタ認知能力を基盤とした科学的思考力育成のための理科学習指導法の開発」）により行った。
本稿は，日本理科教育学会第66 回全国大会論文集（足達・岡村・鈴木・青野・長尾・池・草場，2016）及び日本理科教育学会九州支部大会発表論文集（足達・岡村・鈴木・池・草場，2016）の発表内容に基づき，研究を発展させ，加筆・修正を加えたものである。