This study examines the effects of using a worksheet during a pre-class time on the quality of discussions and the deep approach to learning during a face-to-face class time in a flipped classroom. In our experiment, 18 undergraduate students, who were divided into control and experiment groups, participated. Whereas the nine students in the control group were given a free hand in taking notes while watching the same video, the nine students in the experiment group were also given a free hand in taking notes and asked to organize their prior knowledge and the learning contents of a lecture video using a worksheet. An analysis of their responses to the pre and post questionnaire surveys revealed that the experiment group scored higher than the control group in the deep approach to learning. Furthermore, results revealed that the students in the experiment group used more keywords, which they had learned from the video, in the subsequent classroom discussion. And they used their knowledge in more various ways than the students in the control group. Therefore, the authors conclude that the use of worksheets to organize and relate the prior knowledge of students and the learning contents of lectures can promote the students’ application of their acquired knowledge in different ways during classroom discussions. This, in turn, might result in the improvement of the deep approach to learning.

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This study aims to consider Points of Teaching Instruction Method of Information Ethics for Students in School Teachers Training Course. Survey respondents were freshmen and sophomores in school teachers training course in 2016. The results showed that necessary contents of information ethics education for elementary and junior high school students, which students think it can be needed are related to their life experiences and learning experiences on information ethics, and concrete concepts and behavior were not indicated. In addition, it was showed that it is difficult to take“Building a public network society”as their own problems. Therefore, the following points were suggested. 1)To understand about student’s life experiences and learning experiences on information ethics, 2)To teach“Building a public network society”which is part of“information ethics teaching model curriculum” intentionally, 3)To make them realize that necessary contents of information ethics education for elementary and middle school students are subdividable, by showing subdivided curriculum.

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