This study investigated cases of referencing to others in social studies tasks where the final answer is not fixed to one and in mathematical tasks where the final answer is fixed to one, in a classroom where students routinely make use of referencing to others for learning. The results showed that (1) more than 95% of the students had experienced referencing to others, (2) 93.2% of the students in social studies and 86.8% of the students in mathematics studies referenced others multiple times in a single task, and the most frequent frequency of referencing was two to five times, (3) less than 10% of the students had a negative attitude toward being referenced by others, (4) Referring to others is a one-way action, but it can affect the social presence, (5) The relationship between solving difficulties in proceeding with the task and imitating after referring to others was low. (6) 63.9% of the reasons for referring to others were to improve their own achievement and to deepen their understanding in social tasks, while in mathematics tasks, the reasons were to solve difficulties in proceeding with the task, to check their own answers, and to gain confidence.

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In this research, the author conducted media literacy education through photography analysis to understand the key concepts in informatics at a high school. As a result of qualitatively analyzing students’ reflection sheets, the author found that the students learned Key Concept (KC)1 “All media are constructions”, KC2 “Audiences negotiate meaning in media”, KC5 “Each medium has a unique aesthetic form.”, “critical thinking about media”, and “communication by media”. Also, the students learned the concept of representation, medium frame, and intention of sender. On the other hand, KC3 “Media messages have commercial, social and political implications” and KC4 “Media messages contain ideological and value messages.” were not as present in their reflection sheets, which implies that the class design should be improved by focusing on KC3 and KC4 and designing lessons around them.

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In this study, we conducted a class in which students in the lower elementary school grades were asked to write their reflections on their learning by presenting "Reflection Forms" on learning outcomes and issues. It was aimed at helping them become metacognition of their knowledge and self-regulate it. As a result, it was found that showing the "Reflection Forms" was influential in encouraging students to write about their learning outcomes. On the other hand, the number of students who wrote about learning issues was small in the first half of the class. However, students who wrote about learning issues increased as they accumulated the writing activities. In addition, we examined whether the "Reflection Forms" promoted children's metacognition. Consequently, we found that many of the students' reflections were based on their knowledge of the learning tasks presented by the teacher at the beginning of the unit and that they attributed these achievements to their efforts and abilities. These findings indicate that offering the "Reflection Forms" can promote metacognition of the learning tasks mainly and may lead to conducting self-regulation of learning.

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In recent years, a new teaching style has emerged in China, namely "Soushi Jyugyou". In the "Soushi Jyugyou", the main teacher in charge of the teaching and the support teacher in the remote classroom collaborate to prepare before class, teach, and evaluate after class, thus achieving high-quality teaching. So far, in primary and secondary education in China, "Soushi Jyugyou" is mainly carried out to improve local education quality. While in higher education, "Soushi Jyugyou" has not yet been carried out. However, academic suggestions have been made to apply the results of "Soushi Jyugyou" in primary and secondary education to "Soushi Jyugyou" in higher education. In this study, based on the design of the "International Soushi Jyugyou" proposed by Tian and Nonaka (2021b), an "International Soushi Jyugyou" of Japanese in higher education was tested. This study described the practice and focused on remote collaboration between Japanese and Chinese teachers, in an effort to clarify its effectiveness and problems from the perspectives of before-class, in-class, and after-class processes.

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While phenomena such as filter bubbles and echo chambers have been attracting attention as negative aspects of personalization, there have been few cases of incorporating them into Japanese elementary education. In this study, we developed lessons where elementary school students come up with mitigation measures for the problems of filter bubbles and echo chambers through discussion based on the benefits of personalization. The lessons were implemented within the unit on the information society in the social studies curriculum for fifth-grade elementary students. Thirty students participated in the first lesson and 29 in the second. Based on the 28 students' comments, worksheets, and reflections during the lessons, it was observed that they understood the benefits of personalization and the problems of filter bubbles and echo chambers, and came up with mitigation measures. Furthermore, the analysis of the questionnaire revealed that one week after the lessons, there was an improvement in the scores of the sub-scales related to objectivity and inquisitiveness in the students' critical thinking attitudes, compared to before the lessons.

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