The Development of Learning in Junior High School History Education: The Acquisition of Causality and Interconnectedness Cognition: The case study of “A small unit - the change from the Jomon to the Yayoi Period”

Abstract

The purpose of this study was to propose the construction and development of a model in which students in junior high school social studies history lessons would be able to acquire causality and interconnectedness cognition, and also to demonstrate a method to improve the learning of history, in which students were likely to acquire conclusive cognition based on knowledge in segments. Through the practice and analysis of “A small unit-the change from the Jomon to the Yayoi Period”, students recognize the interconnectedness cognition of “Rice cultivation began with the start of Yayoi Period, and as a result the population increased.” The results of the analysis revealed two important points were made clear: 1. The proposing of a new viewpoint, stating that re-examining the knowledge students already possess is effective in interpreting, explaining and monitoring this knowledge. 2. That by using several examples of material and data, examining their reasoning, and applying additional examples, causality and interconnectedness cognition can be acquired.