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Volume 37 (2014)
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Volume 37, Issue 2
Displaying 1-9 of 9 articles from this issue
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: Focusing on the PISA “Learning to Learn”Kazumasa IKEDA, Masahiro ARIMOTO2014 Volume 37 Issue 2 Pages 1-13
Published: 2014
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESS“Learning to learn” is regarded as the core of key competencies. The analysis report of PISA pointed out formative assessment as being effective mastering “learning to learn”. In this study, we focus on the teaching methods of Japanese high school teachers. The authors investigate the current teaching methods using a questionnaire survey based on the UK’s Teaching and Learning Research Programme (TLRP) which captures the features of the guidance on “learning to learn” of Japanese high school teachers. These results of the survey will help future education reform. Following is a list of the findings of the investigation of 401 high school teachers: (1) Teachers give the students advice on problem-solving. (2) They encourage students to consider mistakes as a learning opportunity. However, regardless of the difference of the subjects, there were great differences among individual teachers in the following items. (1) They encouraged students to explore proactively. (2) They encouraged students evaluate their own performance and learning context. From the findings above, it is concluded that to adopt methods of helping students with peer assessment is a challenge for the future.View full abstractDownload PDF (591K) -
Ichiro WADA, Shinnya MORIMOTO2014 Volume 37 Issue 2 Pages 15-27
Published: 2014
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSThe aim of this study is to further develop teaching strategies for promoting self-regulated learning and representational competencies in science classes. Students need to learn to autonomously integrate multiple representations of natural phenomena to form robust conceptual understanding, and inquiry-based learning is needed to promote self-regulated learning. In this study, we focused on the generate-evaluate-modify (GEM) cycle (Kahn, 2007) developed to encourage students’ engagement with scientific inquiry, model construction, and revision. Taking account of a cyclical pattern in which students generate, evaluate, and modify (GEM) throughout the classes, we developed instruction models to develop and guide their autonomous learning. Results indicate that (1) students can learn representational competencies such as depiction of representation, symbolic skills in an early stage and syntactic use of representations through the G level instruction, and simultaneously developed observational and emulative levels of self-regulatory competencies. (2) Students can also learn semantic use of representations through the E level instruction, and develop selfregulatory competencies or self-controlled level. (3) Finally, students learned reflective use of representations, an advanced feature of the representational competencies, through the M level instruction, and simultaneously reached self-regulatory competencies at a self-regulated level.View full abstractDownload PDF (1153K) -
: Developing a Health Information Assessment Sheet for Students and Analyzing the Effectiveness of Health Education ClassesKoji YAMAMOTO, Masaki WATANABE2014 Volume 37 Issue 2 Pages 29-38
Published: 2014
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSThe purpose of this study is to develop a health education program in order to foster health information literacy among junior high school students. Four first year classes of a junior high school attached to a national university were divided into two experimental groups (80 students in total) and two control groups (80 students in total). The two experimental groups received a lesson about selecting correct health information. An assessment sheet about health information was developed and used in the experimental groups. A scale to assess the students’ critical thinking ability about the health information was developed and employed to evaluate the lessons. The post-test score on average of the experimental groups was higher than the pre-test average. The post-test scores in experimental groups showed greater increace the control groups. Over 70% of students in the experimental group used the health information assessment sheet effectively. This result demonstrates the effectiveness of the lesson for fostering health information literacy in health education classes among first year junior high school students.View full abstractDownload PDF (424K) -
Hideto SAIKI, Kazuhiko UENO2014 Volume 37 Issue 2 Pages 39-49
Published: 2014
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSFirstly, we conducted basic research for vascular bundle observation in this study, and found eight new specie materials differentiated by staining the xylem and phloem parts with toluidine blue at the same level as asparagus. Also, two materials, leaf mustard and Hanakkori, were found to be appropriate for students to identify the xylem and phloem parts easily through observation. Secondly, lessons using leaf mustard, Hanakkori, and asparagus as teaching materials, and red ink and toluidine blue together were conducted in two different classes in a senior high school. One (Class A) was of the college-bound students and the other (Class B) was the job-bound students. Using a questionnaire, with five-point Likert scale to the items, such as (1) “I know the vessel location,” (2) “I know the vessel shape,” (3) “I know the sieve tube location (phloem location),” students’ responses were measured and analyzed, and the effectiveness of lesson was verified increases in understanding reported by their responses.View full abstractDownload PDF (516K) -
: A Case of Subjunctive MoodYukiharu NAKAZUMI2014 Volume 37 Issue 2 Pages 51-60
Published: 2014
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSThe main purposes of this study are to examine (1) whether grammar instruction with example sentences of better quality can lead to learners’ better understanding of the target grammatical item, (2) which types of example sentences in the instruction help learners gain deeper impression, and (3) what factor good example sentences should hold when used in grammar instruction. Various theories have been presented on the effect of the quality of example sentences in grammar instruction, but there have been few empirical studies focusing on this subject. Therefore, experimental lessons on the subjunctive mood were conducted on two groups of learners at an upper secondary school in Japan. The subjects were 20 tenth graders in an experimental group and 19 in a control group. In addition to the lessons, pretests, posttests, and questionnaire survey were also administered and data analyzed with the use of t-test, multiple comparison, and ANOVA. The results implied (1) that grammar instruction in which examples sentences of good quality are used could lead to better understanding of the subjunctive, (2) that the number of words or the addition of context in example sentences could affect the impression the learners have of them, and (3) that teachers should take account the content, the language simplicity focus on one target grammatical element in example sentences used in their grammar instruction.View full abstractDownload PDF (639K) -
: Focus on Table Style and Graph StyleHiroshi UNZAI, Takuya MATSUURA2014 Volume 37 Issue 2 Pages 61-70
Published: 2014
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSThe purpose of this study is to search for a relationship between scientific reasoning among lower secondary students and information representation in forms of tables and graphs. Kuhn (2002) assumed “the coordination of theory and evidence” to be the central role of scientific reasoning. Based on Kuhn’s framework, we divided scientific reasoning into the following three categories: “reasoning from theory to evidence,” “reasoning from evidence to theory,” and “reflective reasoning of thinking process”. In addition, we focused on the effects of two styles, i.e., tables and graphs, in the research booklet on the process and result of adjustment on theory and evidence. The result of this investigation on junior high school students shows differences between “reasoning from theory to evidence” and “reasoning from evidence to theory”. Therefore, the representation style appears to affect scientific reasoning between “reasoning from theory to evidence” and “reasoning from evidence to theory”. However, there appears to be no difference of reasoning in the “reflective reasoning of thinking process”.View full abstractDownload PDF (1049K) -
: A historical review on Self-Evaluation.Masako NAKAJIMA, Shinji MATSUMOTO2014 Volume 37 Issue 2 Pages 71-80
Published: 2014
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSThis study aims to identify essential elements of self-evaluation through a historical review. We focus on concept formation awareness in science education. We undertook this study for two main reasons. The first was to raise students’ awareness and develop skills for concept formation. The second was the need for teachers to understand students’ awareness to improve the lessons. We reviewed the historical changes in self-evaluation and identified some issues. Furthermore we tried to identify a crux in order to reconstruct a practical way of applying self-evaluation in science education. The cruxes were the perspective on learning based on constructivism, the importance of awareness in concept formation, the significance and necessity of learning, and the relationship between teachers’ evaluation of the lessons and students’ self-evaluation.View full abstractDownload PDF (509K) -
: The CURRV ModelYujin TAKASE2014 Volume 37 Issue 2 Pages 81-90
Published: 2014
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSIn this paper, I picked the CURRV model proposed by Peter Afflerback and discuss an effective assessment method. The CURRV model has five criteria (reliability, validity, roles and responsibilities, consequences, and usefulness) and it allows us to examine the assessment which teachers use in a particular situation. The examination of an assessment can help us determine whether or not it is suitable for a particular teacher, their students, and specific situation using the assessment. Through the consideration of the five CURRV model criteria, I suggest that it is very important to pay close attention to each the assessment situation with which particular teacher and their students engage.View full abstractDownload PDF (443K) -
Relationship Between the Stroke Forms and the Speed of Shuttlecocks.Masahiro HIDAKA, Miki SATO, Yukihiro GOTO2014 Volume 37 Issue 2 Pages 91-97
Published: 2014
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSIn this study, a single standard was created for evaluating overhead stroke skill in badminton. Based on video of overhead clears, each subject’s stroke was classified from the perspectives of “stepping/not stepping”, “turning hips/not turning hips”, “position and delay of upper arm” and “delay of forearm”. All subjects in this study were women. Based on the results of these classifications, the form of each subject’s clear was assigned a grade from 1 to 8. A significant correlation between these eight grades and shuttlecock speed was confirmed. It was concluded that the grading system for clear strokes created in this study was a useful means of grading clear strokes in badminton.View full abstractDownload PDF (484K)
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