From Cognition to Evaluation: Enhancing Critical Thinking and Self-Regulation in Science Education Through Makiguchian Pedagogy

Enhancing Critical Thinking and Self-Regulation in Science Education

Abstract

The emphasis on multiculturalism and innovation in science education has intensified scholarly interest in diverse pedagogical frameworks. Tsunesaburo Makiguchi (1871-1944) anticipated key social constructivist principles prior to their systematic articulation in Western theory. Central to his educational philosophy is the relationship between the individual and society, conceptualized through cognition (the pursuit of truth), evaluation (subjective meaning-making), and value creation (the foundation for socially mediated learning). This study aims to extend constructivist learning-teaching approaches in science education and bring the value creation (Soka) pedagogy of Makiguchi to the middle school level. Within this framework, the present study examines the effects of the Makiguchian approach on students’ critical thinking and self-regulation within a “Classification of Living Things” unit. Classroom observations indicated that the approach effectively integrated personal values and episodic knowledge into scientific inquiry. Furthermore, analysis of student-generated artifacts revealed deep symbolic meanings alongside accurate representations of scientific knowledge. The findings demonstrate that the Makiguchian approach substantially enhanced students’ academic achievement while fostering critical thinking—specifically the ability to question classification criteria—and self-regulation through value-oriented learning processes. Overall, the results suggest that the Makiguchian teaching approach offers a theoretically grounded framework for promoting socially situated learning in science education.