The purpose of this study is to examine the possibility of teaching and evaluating students' metacognition in a type of remote math classes. Each class was conducted in two-way simultaneous form and an opportunity to use metacognitive strategies was embedded in every classes. Students were expected to solve math problems using the strategies. All of students' contents produced by the strategies were recorded and analyzed. In various kinds of metacognitive strategies, "checking" and "noticing" were focused, because these were used to understand the meaning of math problems. The results showed that there were significant relationships between these strategies and the achievement. Pre-post survey using Shimizu's (1995) questionnaire to capture the gain of the ability of metacognition revealed that there was a significant increase in "problem understanding" during the series of classes. In addition, the impressions written by students support these results. Therefore, it is suggested that the metacognitive strategies can be used to record and evaluate students' metacognition and to teach metacognition to solve math problem even in the remote classes.

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The aim of the present study is to review mentoring competence through the course of a three-day intensive workshop, six consecutive meetings were conducted. With regard to the previous researches (Kato, Higashida, & Kaneda et al. 2018; Kato 2019), the author analyzed the same discussions at the final meeting at the same college of technology. She conducted the quantitative content analysis using Tiny Text-Mining tool (TTM), and found co-occurrence relation among the words based on a cluster analysis to elucidate the major different images of good mentorship between novice and experienced mentors. To elucidate different images of good mentorship between novice and experienced mentors, cluster analysis can be roughly classified into five clusters (mentoring process, reflection, comparison with others, mentor merits, value of TP) typically associated with the mentor–mentee relationship during the workshop. The statistical analysis revealed the following three points: (1) novice mentors confessed more their worries and difficulties about their mentoring and the value of creating teaching portfolios; (2) the experienced mentors explicitly reflected on and explained their difficulties and satisfaction in comparison with other mentors and mentees; and (3) both novice and experienced identified the merits for working as mentors.

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The purpose of this study is to examine the applicability of the eight forces for culture of thinking (Ritchhart 2015) in Japanese school. We analyzed strategies a classroom in Japan that engage in practices aimed at developing thinking skills and examined their correspondence with the eight forces. As a result of the analysis, it was suggested that the eight forces for culture of thinking can be applied to Japanese schools. In addition, it was confirmed that Japanese schools have some strategies that does not correspond to eight forces. As a result, it was clarified that it is necessary to add a new force such as promoting student metacognition in order to incorporate them into Japanese schools.

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In the field of practice research of visual media education in Japan, many attempts have been made historically to trace the practice of primary education from prewar period to war period and postwar period. However, there are few attempts to trace the practice of visual media education in university education historically. Moreover, there is no historical study of educational practice that focuses not only on viewing and listening but also on Film & Video production and moving image expression as a research target in the field of practice research. Why hasn't the historical research of educational practice centered on Film & Video production and moving image expression been the subject of research in the practical research field of visual media education in Japan? In the postwar research fields of audiovisual education, broadcasting education, media education, media literacy education, This paper reconsiders and connects rare research studies with a view to educational practice with Film & Video production and moving image expression at Japanese universities in the prewar period. Then, this paper examines the possibility of viewing visual media education from a single perspective passes through the prewar and postwar eras. It also explores the possibility of establishing a new perspective of practice history in Japanese visual media education.

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The purpose of this study is to extract the components of TV documentary literacy that are useful for developing curricula and programs. This should improve understanding of the actual circumstances of Japanese program production as well as how directors think. To that end, we analyzed the description of books written by Japanese program directors. The findings are as follows. Production elements included the power of sponsors, the hierarchical relationship between television stations and production companies, the fact that directors are at the mercy of the Ministry of Internal Affairs and Communications, the constitutional “right to know,” and the political neutrality of the Broadcasting Law. Language elements included that, after editing, the combination could be different from the shooting order, the image should be shown as much as possible, and the voice-over should complement elements like the image. Representation elements included the fact people being filmed do not behave normally because they are concern about the camera and the crew, there is a method of telling the truth by intervening in the lives of people who are being filmed, documentaries reconstruct and represent the world of the program director，and directors think that accurate information should be conveyed. Audience elements included directors’ targeting of the majority of Japanese people and the elderly as well as various kinds of ingenuity.

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This study aimed to grasp the achievements and the future issues of practical study on media literacy for school education. In order to do that, we organized the practical studies on media literacy for school education in Japan Association for Education Media Study into “practical study categories” and “elements of media literacy”. The result of the analysis showed that the ratio of “study on development of teaching materials”, “study on evaluation and achievement of goals” and “study aimed at fostering the ability to propose what media should be” were low and it suggests that we need to study about that. In addition, it was suggested that elements that are easy to nurture together．

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This study introduces the design and practice of a workshop that aims to develop media literacy for search engines, an everyday media infrastructure. Participants of this online workshop were shown data of their own pre-voting results and then worked in groups and developed algorithms for calculating rankings from the same data set. Quantitative analysis of the questionnaire revealed that through the workshop, the participants 1) became aware of the mediation of algorithms and 2) developed critical attitudes toward reliability and accuracy of search engine rankings. Furthermore, the qualitative analysis suggested that the workshop design, which allowed the participants to experience the sender’s role as well as recognize various alternatives through the group work, contributed to the development of infrastructure literacy.

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In this study, a learning process model, which promotes mastering historical knowledge and cultivating the ability to utilize information, was developed. For the purpose, the model was implemented through a year in six historical units in grade six. Students were engaged in producing a series of leaflets at the end of each unit. Three kinds of surveys were conducted to examine the effect of the model. The first was the comparison of standardized unit tests between experimental group and control group. The second was about the change in the appearance rate of important words and phrases posed at the beginning of each unit in the leaflets. The last was about the change in the rubric assessment of children explanations in each unit. The results indicates that the implementation of the model seemed to be able to enhance children understanding of the subject matters and the ability to collect, organize, analyze, express, and create information.

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