Abstract
By analyzing mainly VTS materials for Grades 3-5 and various VTS related articles, this paper clarifies three important methods of VTS educational support which haven't been well known in Japan in relation to "facilitation". These are: 1) the introduction of carefully sequenced image selection catering for learners' developmental aesthetic stages and cognitive abilities, 2) the use of additional questions for learners in addition to the basic ones introduced in Grade 3 in order to promote learners' growth, and 3) meta-cognitive activities. It emphasizes well-structured VTS educational support as an important reference point to design constructivist learning, but on the other hand, it also proposes the necessity of setting another educational framework aiming for learners' discussion to be more connected to both learners' real life issues and contemporary culture.
