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April 1, 2026Journal of Research in Science Education0 citationsOpen Access

A Case Study on Leadership-Oriented Actions of Elementary Students in Science Classes: The Impact of Supportive Interactions on Learning Progress and Deepening of Thinking

TNTakeshi Naganuma

Key Points

  • The study aims to clarify the specific leadership actions exhibited by elementary students during problem-solving in science classes and their effects on learning and thinking.
  • Conducted qualitative and quantitative analyses based on classroom discourse protocols, student reflections, and survey results.
  • Analyzed leadership actions that facilitated problem-solving and supported interaction among students.
  • Examined changes in students' perceptions of leadership through their experiences.
  • Identified that leadership actions included proposing ideas and engaging with others' contributions.
  • Found that these actions promoted collaborative problem-solving among students.
  • Showed that students deepened their understanding of content through these supportive interactions.

Abstract

本研究は，小学校理科における問題解決型の学習過程において，児童が発揮するリーダーシップ的行動の具体と，その行動が学習の進行や思考の深まりに及ぼす影響，さらにその経験を通して生じるリーダーシップに対する認識の変容を明らかにすることを目的とした。授業中の発話プロトコル，児童の振り返り記述，および質問紙調査の結果をもとに，質的・量的な分析を行った。分析の結果，児童が発揮したリーダーシップ的行動は，他者の発言や状況を踏まえ，自ら提案や働きかけを行うものであり，学習の見通しをもって課題解決を方向づける「課題行動」と，他者の意見を尊重しながら対話をつなぐ「関係行動」として支援的に機能していた。これらの行動は，特定の児童に限定されず，学習の進行に伴って他の児童にも波及し，学習集団における協働的な問題解決を促進していた。また，児童はこうした行動を通して学習の方向性を見いだし，学習内容の理解を深めていた。さらに，リーダーシップに対する認識の変容として，リーダーシップを個人の能力ではなく，他者と相互に発揮し合う支援的関わりとして捉えるようになったことが示唆された。

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Cite This Study

Takeshi Naganuma (2026) studied this question.

synapsesocial.com/papers/69cd79915652765b073a67fbhttps://doi.org/10.11639/sjst.25064
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