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Shotaro Naganuma Last modified date：2023.11.28

Lecturer / Promoting Organization for Future Creators




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Homepage
https://kyushu-u.elsevierpure.com/en/persons/shotaro-naganuma
　Reseacher Profiling Tool　Kyushu University Pure
Phone
092-802-6079
Academic Degree
Ph.D. (Graduate School of Advanced Integrated Studies in Human Survivability, Kyoto University)
Country of degree conferring institution (Overseas)
Yes　Bachelor　Doctor
Field of Specialization
Science Education, STEM education, Learning Science
Total Priod of education and research career in the foreign country
00years00months
Research
Research Interests
  • Development of a Multidisciplinary-adopted Learning Theory Guidemap
    keyword : Learning theory
    2023.04～2026.03.
  • Evaluation of the effectiveness of pre-FD (or PFFP)
    keyword : pre-FD, PFFP, evaluation
    2020.04～2024.03.
  • Understanding the mechanisms of interest development
    keyword : development of interest, swing away from science, educational psychology, environmental psychology, evolutionary psychology
    2019.04～2023.03.
Academic Activities
Papers
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1. Shotaro Naganuma, Attitudinal decline toward school science: a focus group approach with Japanese undergraduate students, INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, https://doi.org/10.1080/09500693.2023.2183099, 2023.02.
2. Shotaro Naganuma, Development of A Science Teaching and Learning Aversion Scale (STLAS) and Classification of Undergraduate Students, 2021.12.
3. Shotaro NAGANUMA, Why Students’ Interest in Science Declined? On Focus Group of Japanese Undergraduate Students, 2021.04.
4. Shotaro Naganuma, An assessment of civic scientific literacy in Japan: development of a more authentic assessment task and scoring rubric, 2017.05.
Presentations
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1. Shotaro NAGANUMA, Relationship among STEM measurements, ASERA, 2021.08.
2. Naganuma Shotaro, Japanese Undergraduate Students’ Attitudes toward School Science: A Typology with Latent Profiles, ESERA, 2021.09, It is widely recognized that students’ attitudes toward school science begin to decline in early adolescence. Despite efforts to make science appealing, this problem persists. Seven perspectives were used to categorize undergraduate students’ attitudes toward school science: performing calculations, applying abstract concepts, failure in experiments, grades and understanding, subjects for study, life relevance, and teachers’ characteristics. Associations among the resulting profiles and needs for cognition in general as well as in science and students’ interest in studying science-related topics were then examined. We identified the following profiles using latent profile analysis to characterize the attitudes of 1,075 participants toward school science based on model fit and interpretability: extreme anti (16.6%), mild anti (37.5%), mixed attitude possessor (12.3%), anti-poor grades and teachers (16.5%), science supporter (14.9%), and science lover (2.3%). Two striking findings emerged from the analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA). (1) Extreme antis and mild antis demonstrated low needs for cognition in general as well as in science. (2) Participants with the above two profiles lacked interest in science-related topics (environmental protection, the universe, Nature of Science (NOS) & Science, Technology, and Society (STS), technology, health, and mysteries). These findings indicate a need to develop interventions targeting students with these specific profiles to foster favorable attitudes toward school science..
3. Shotaro Naganuma, The Examination of Impact of Interest in Science of School Stage on Adults’ Scientific Literacy - Focusing on Decision-Making and Relevant Components-, 2016.08.
4. Shotaro Naganuma, Development and Assessment of Science Learning Aids for Students in Humanities course (SLASH), 2017.10.


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