Students' attitudes toward learning were compared between a class with an emphasis on the introduction part and one without this emphasis. Furthermore, the formation of the sense of purpose and expectations of the students during one lesson unit were studied through qualitative analysis of students' utterances. In this study, a class with a demonstration experiment for the introduction providing an examination field for the entire classroom was called a "well thought introduction type class" and a class with just a simple orientation was called a "shortened introduction type class". After a...