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

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  • 学級内の社会的地位と実験グループに対する心理的安全性が理科授業における批判的議論とストレス反応に及ぼす影響

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<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>

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