Recently Junior high school students like active learning activities such as observation and experiments. These activities are a good for them because they are very effective and attractive. They also help to create an interest and motivation in science. However, I think these activities are difficult for the students to think deeply about, and understand the topics for themselves. Therefore, through the activities it's necessary to have the will to search and also to know the principles and theories. The students will use the activities to learn the goals through an inquiry approach. The students have to research the experiments learned scientifically. Consequently students have to do investigation activity learnings. Most of active learnings are related to observations of science and analysis. Students can experience the situation which they can use their own knowledge and skills. The result is that students find problems in the process by themselves. So, they will be happy to work on the problem. Somethin in detail is made them to realize that there are actually much more the will for which they should search. These activities are important for science, but they also give the students the motivation to seek out answers. I did inducing inquiry learning and deductive inquiry learning for students. I checked the motivation of the students. I am sure the students will certainly be able to become interested in science and seek out answers.

今日，中学生は，観察・実験やものづくり等の活動的な学習を好む反面，実験結果の考察やまとめを苦手としているため，ものづくりは科学への興味付けや動機付けとしては効果があるが，理解や思考の深まりにつながりにくかったと考えられる。 そこで，ものづくりを通して，原理や法則の理解を深め，科学への探究意欲を育てていくためには，生徒が学習した科学的な原理や法則を活用し，考察を行いながら原理や法則の理解を深めていくような探究的学習を行うことが必要である。それゆえ，ものづくりによって，知識・技能の活用場面を作り出すことで，科学的な原理や法則を具体物を通して体験させた。そして，その過程で生じる課題を主体的に解決していくことで探究意欲を育成することができると考え，帰納的探究学習や演繹的探究学習を行った。その結果から動機付けが効果的に行われ，探究意欲が育成できたかを検証した。