The purpose of this study was to investigate the characteristics of the differences between a teacher’s and his classroom students’ recognition of “classroom rules” from the viewpoints of “importance”, “priority”, and “purpose”. We surveyed a teacher and the students of his fifth grade classroom with following tasks: for “importance”, a scale to measure the recognition of the classroom rules’ importance; for “priority”, a hypothetical scenarios task showing some situations of classroom rules’ conflict; and for “purpose”, an open ended question asking the purpose of the classroom rules. The results indicated that both the teacher and students scored high on the “importance” of classroom rules. However, for “priority” and “purpose”, there were differences between the teacher’s and students’ recognition of “rules to respect their friends” and “rules to keep their class in order”. These findings suggest that the differences between a teacher’s and students’ recognition of classroom rules may be explained not by the unawareness of the importance of the rules, but by the differences in the rules that they prioritize and the understanding of the purpose of the classroom rules.
The purpose of this research is to elucidate implementation processes of Japanese Language teachers’ views on school subject content. The research focused on student-centered classes of high schools in remote areas. This study analyzed teachers’ narratives through interviews using narrative approach. It was found that teachers in remote areas possess knowledge of reading techniques to remedy parochial view of society. The Japanese Language teaching processes combine language learning with expanding view of society. However, their views on school subject content is subtle different due to their estimation of students. This research embodies the tracks of Japanese Language teachers’practical thinking.
Based on our previously created version of an objective structured clinical examination (OSCE) for nurturing physical therapists, we developed a revised method called OSCE-Reflection method (OSCE-R) by integrating visual group reflection into the above OSCE, which has been implemented since FY2007． The purpose of this study was to investigate the effects of OSCE-R ver. 2 , i．e．an OSCE-R version with revised OSCE tasks, on the learning of students． In this study, seventy seven third-grade students of the physical therapy department were subjected to OSCE-R with the revised tasks in order to compare their OSCE scores obtained before and after their group reflection and analyze the reflection sheets, questionnaires and interview surveys that were conducted with them． The results demonstrated that the newly adopted “OSCE-R ver. 2” allowed for simulating the settings as close as possible to those in clinical practice thanks to the revision of tasks． We also found that OSCE-R allows students to think deeply and makes them follow a course of physical therapy assessment which includes clinical reasoning that is compatible with clinical practice.
To enhance practical science teaching skills in teacher training courses, it is necessary to provide instruction on teaching methods for science, scientific knowledge, and experimental skill. Lectures for second-year students, who are learning the materials for the first time, are insufficient, as they simply describe relevant skill and knowledge. University professors must conduct demonstration lessons in addition to lectures explaining relevant theory. Science teaching methods can be learned empirically through demonstration lessons by university professors. It is also possible for university professors to prepare experiments in demonstration lessons, thus increasing students’ experimental skill. Additionally, students’ scientific expertise can be increased through lectures in which university professors share scientific knowledge.
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