Research Achievements - Original paper -

Correlation of Reaction Time Differences in Naïve vs. Scientific Concept Conflict Task with the Stroop Interference Effect: Exploring the Concepts that “Moving Things are Alive” or “Stationary Things are Not”

Harada, Y., Hino, S.

Mind, Brain, and Education ( Mind, Brain, and Education )  18 ( 4 ) 417 - 426   2024.11  [Refereed]

Research paper (journal)   Domestic Co-author

DOI

Is School Absenteeism a Spectrum? Development and Validation of Japanese Futoko Spectrum Quotient (FSQ)

Yuejiang Hou, Yuki Harada, Masayoshi Ota, Hiromichi Kato

Japanese Psychological Research ( Japanese Psychological Association )  (in press, Advance Publication)   2023.09  [Refereed]

Research paper (journal)   Domestic Co-author

Abstract

This study aimed to develop and validate a scale called the Futoko Spectrum Quotient (FSQ), which measures school absenteeism (futoko), as a method to achieve the early identification of at‐risk students. We recruited 673 students and 119 futoko students from secondary schools and educational support centers. The results showed that the bifactor model had better fit, proposing a general (G) factor representing avoidance motivation and an orthogonal specific (S) factor representing psychological distress. We then examined the measurement invariance and continuity of the latent bifactor construct of the FSQ, correlations of the FSQ with external variables, and measurement reliability to validate the FSQ. Our findings highlight the need to focus on students’ mental state prior to the emergence of absence behaviors and the significance of the present scale in theory and practice.

DOI

A Case Study of the Effect of the Scientific Inquiry Process after “Observations and Experiments Implementation" at a Designated Super Science High School on Students' Interest in Observations and Experiments

SAITO Keisuke, HARADA Yuki, KUSABA Minoru

Journal of Research in Science Education ( Society of Japan Science Teaching )  62 ( 3 ) 655 - 666   2022.03  [Refereed]

Research paper (journal)   Domestic Co-author

<p>The Ministry of Education, Culture, Sports, Science and Technology has implemented and continues to work on the SSH (Super Science High school) project for the purpose of “cultivating human resources for science and technology". At SSH designated schools, students cultivate interest in observations and experiments through scientific inquiry activities. In this study, we will target both the SSH main target classes, which have many scientific exploration activities at SSH designated schools, and the students who are not in the SSH main target classes, which have fewer such exploratory activities in science. The effect of the exploration process on students' interest in scientific observations and experiments was examined in a case study. The results revealed that in the scientific inquiry process after “Implementation of observations and experiments", students' interest in observation and experimentation may be transformed into a deeper interest regardless of the inquiry elements of the course and students' effort. These results suggest that it is possible to foster a deep interest in observation and experimentation among students even if the learning process has few exploratory elements after “implementation of observations and experiments".</p>

DOI CiNii Research

Synergistic Effects of Interest and Self-Efficacy for Learning Strategies in Observations and Experiments: Focusing on Interaction Effects Based on "Expectancy × Value Theory"

HARADA Yuki, KUSABA Minoru

Journal of Research in Science Education ( Society of Japan Science Teaching )  62 ( 1 ) 309 - 321   2021  [Refereed]

Research paper (journal)  

<p>The classic Expectancy × Value Theory of motivation assumed the synergistic effect of "expectancy" and "value". However, modern theory has mainly focused on the additive effects. Recently, the synergistic effects have been rediscovered (Nagengast et al., 2011). Previous studies have only examined models that assumed additive effects, leaving it unclear as to whether there are synergistic effects or not. This study focused on observations and experiments in science classes and examined the effects of self- efficacy (expectancy) and interest (value) on the students' tendencies to use different learning strategies. The results showed that there was an interaction pattern for the problem-solving strategy, which is a deep learning strategy, consistent with the expectancy×value theory, and a second-order interaction between the intensity of interest (positive affect), depth of interest (proactive thinking orientation) and self-efficacy. Based on these results, we interpreted the science educational meaning of "×" and emphasized the importance of self-efficacy among learners.</p>

DOI

The Effects of Social Status in the Classroom on Psychological Safety and Stress Response in Experimental Groups and Critical Discussion in Science Classes

KAMEYAMA Hirokazu, HARADA Yuki, KUSABA Minoru

Journal of Research in Science Education ( Society of Japan Science Teaching )  62 ( 1 ) 229 - 245   2021  [Refereed]

Research paper (journal)  

<p>In the Course of Study, it was suggested that we should improve our classes based on the viewpoint of active learning. In order to realize truly interactive learning within science classes, it is important to recognize the meaning of learning through interaction and to improve upon the atmosphere in which science discussion takes place. In addition, the atmosphere of science classes is influenced by human relations among the students in the classroom. However, prior research on interactive learning in science education has not focused on individual differences in interpersonal relationships in the classroom. The aim of this research is to examine the influence of school social life on discussion and learning within science classes. Analysis of the results suggested that school social standing has an influence on critical discussion and psychological safety of science groups in science class. In addition, it was revealed that the students with low or moderate social standing among their peers experienced higher stress responses in observation and experiment situations that required "interactive learning" than the students with higher relative social status.</p>

DOI

Current Issues in Measurement of Metacognition in Science Education: With a Focus on Previous Studies Using Psychological Scales

HATAKENAKA Toshiki, HARADA Yuki, KUSABA Minoru

Journal of Research in Science Education ( Society of Japan Science Teaching )  62 ( 1 ) 173 - 185   2021  [Refereed]

Research paper (journal)  

<p>Developing students' metacognitive ability is particularly important in science education and has been studied by many researchers and teachers. However, it is difficult to assess (measure) students' metacognitive ability correctly. The off-line method, which measures students' metacognitive ability using questionnaires employing psychological scales, can provide information in a short period of time, but the method's validity was considered to be low (e.g., Harada, Hisasaka, Kusaba & Suzuki, 2020). The purpose of this study was to collect studies that measured students' metacognitive ability in science using such scaled questionnaires, in order to review the statistics and researchers' interpretations. The results indicate that we should strive for the following two outcomes, (1) To conduct a conceptual replication of previous studies,. and (2) To develop upon basic research to refine the measurement of metacognition.</p>

DOI

The Reproducibility Crisis in Science Education Studies: Causes and Solutions

NAKAMURA Daiki, HARADA Yuki, HISASAKA Tetsuya, UNZAI Hiroshi, MATSUURA Takuya

Journal of Research in Science Education ( Society of Japan Science Teaching )  62 ( 1 ) 3 - 22   2021  [Refereed]

Research paper (journal)  

<p>In recent years, the reproducibility crisis has become a problem in many disciplines, including education, in which the results of past research have not been reproduced. This crisis is caused by questionable research practices (QRPs). The purpose of this study is to clarify the existence of QRPs in the field of science education in Japan and to propose a countermeasure to the reproducibility problem. We analyzed the QRPs in articles published in the <i>Journal of Research in Science Education</i> in the past 4 years. As a result, eight types of QRPs (lack of validation, biased sampling, publication bias, false multiple comparisons, low statistical power, HARKing, over-generalization, and insufficient information) were found to have been used in the articles. Finally, we proposed four ideas for actions that researchers, practitioners, and editorial boards should take to prevent QRPs and solve the reproducibility problem: conducting replication studies, disseminating appropriate research methods, introducing a pre-registration system, and promoting open science.</p>

DOI

The relationship between the cognitive style of empathizing-systemizing and learning behavior in science learning

SUGAWARA Mizuki, HARADA Yuki

JSSE Research Report ( Japan Society for Science Education )  37 ( 4 ) 65 - 70   2022.12

Research paper (journal)   Domestic Co-author

DOI CiNii Research

Can we understand elementary school students' interest in observation and experimentation in terms of “strength" and “depth"?

TAKAHASHI Kaito, HARADA Yuki

JSSE Research Report ( Japan Society for Science Education )  36 ( 2 ) 35 - 40   2021.12  [Refereed]

Research paper (journal)  

DOI CiNii Research

When Should We Intervene in “Depth of Interest" in Observations and Experiments?: Promoting Positive Emotion in Science Learning

SAITO Keisuke, HARADA Yuki, KUSABA Minoru

Journal of Research in Science Education ( Society of Japan Science Teaching )  61 ( 1 ) 107 - 117   2020.07  [Refereed]

Research paper (journal)  

<p>In recent studies, theoretical frameworks of interest that grasp positive emotion (strength) and cognition of value (depth) has been proposed, so it is important for science education to foster positive emotion and cognition of value toward a desirable state. Previous international surveys have shown that Japanese students have weak positive emotion, yet they have strong skills in observations and experiments. Generally, it is thought to be important to promote interest in science learning through observations and experiments. However, previous studies have not yet determined the optimal conditions for intervention in “depth of interest". Therefore, in this study, we focused on strength and depth of interest in observations and experiments and aimed to consider the relationship of those factors with positive emotion in science learning. Our results show that “positive emotion in science learning" and “positive emotion in observations and experiments" could be extracted and examined as different factors, so it is considered that both interests are coexisting yet independent constructions. In addition, it was suggested that intervening in deep cognition of value for students with low positive emotion in observations and experiments can actually decrease their positive feelings toward science learning. Due to the interplay of these factors, teachers need to take care to intervene in depth of interest depending on the student's strength of positive emotion in observations and experiments.</p>

DOI CiNii Research