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Volume 39 (2016)
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Volume 39, Issue 3
Displaying 1-13 of 13 articles from this issue
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from Practical Cases with Use of Features of Folk Song on Jeju IslandGyudo KIM2016 Volume 39 Issue 3 Pages 1-12
Published: 2016
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSThis study aimed to examine a way of dealing with regional culture in music education in terms of how practitioners reorganize music culture on Jeju Island, how regional culture as a material in education is perceived, and how it is taught in class. From the result of lesson practice on Jeju Island, this study makes the following three conclusions regarding educational significances: first, the introduction of spatial elements in learning of shamanistic practices and work songs related with agriculture and the fish industry is meaningful to help students get closer to the tradition. Second, students can understand traditional culture and realize that traditional culture is closely linked to actual living through the use of traditional clothing, farming and fishing tools. Third, students can understand the relationship between music and language as the rhythm and intonation of language are reflected in music through the introduction of the Jeju dialect in song learning. Findings of this study highlights the significance of lessons focusing on regional characteristics to help students become aware of traditional sounds and the importance of helping students become aware of music closely related to their daily lives through music lessons based on regional characteristics.View full abstractDownload PDF (854K) -
–A Case Study of Course Construction for Concepts in the Electrical Field–Mitsuno TOYODA, Rinnya ONOSE, Hiroyuki SATO2016 Volume 39 Issue 3 Pages 13-25
Published: 2016
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSIn a unit of the electrical field in high school basic physics, for the electricity flowing through the parallel circuit, it is sometimes difficult for students to explain a phenomenon from the idea of the distribution of electricity, and an understanding of the combined resistance to capture the entire circuit. In order to improve the present situation, this study developed a lesson employing teaching schemes in science learning to promote students’ self-regulated learning, and implemented the lessons. In addition, this study analyzed the class from points of views of four scenes: “Extending the idea of pre-learning”, “sharing and examining, borrowing ideas”, “expansion and modification of the concepts of the electrical field I”, “expansion and modification of the concepts of the electrical field II”, and “elaboration of the concept of combined resistance”, and examined the usefulness of the teaching design developed in this study by assessing students’ selfregulated learning in the process of instructional learning. Results showed that students perceived electricity flowing in parallel circuits from the perspective of the “voltage” and “synthetic resistance”, organized existing concepts, rebuilt the process of development of the concept of combined resistance by self-regulated learning using models themselves made. Therefore, the study shows that students have learned conceptions of combined resistance by self-regulated learning.View full abstractDownload PDF (801K) -
Through Lesson Analysis Using M-GTATaro KAWAHARA2016 Volume 39 Issue 3 Pages 27-37
Published: 2016
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSThe purpose of this study was to describe the aspects of elementary level science lessons in Bangladesh. The video data collected in the field research were analyzed qualitatively by using Modified Grounded Theory Approach (M-GTA) focusing on inquiry-based lessons. The result showed the lessons consisting of six corecategories: “Knowledge Development”, “Knowledge Confirmation”, “Knowledge Fixation”, and “Support for Learning”, “Cramming”, and “External Factors”. In terms of practical contribution, teachers used some critical thinking questions and exploratory style introduction in the first half of the lesson. However, most of the students’ answers for teachers’ questions were simple short sentences. In the latter part of the lesson, teachers conducted the main teaching activities with memorization of content and concepts. In terms of theoretical contribution, this study reveals that M-GTA is a useful method in analyzing lessons in Bangladesh and includes the categories of three research studies widely cited. Not only that but also this method could pick up sudden occasion, “External Factor”View full abstractDownload PDF (574K) -
－ Focusing on Pestalozzi’s Life Education Theory －Hiroshi OSAWA2016 Volume 39 Issue 3 Pages 39-50
Published: 2016
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSJ. H. Pestalozzi is a“ Klassiker” who saw what kind of curriculum can foster humanity, while he thought about children’s overall developmental stages. His view of curriculum contributes to modern education seeking humanity. The purpose of this paper, about the life education theory of Pestalozzi, is to examine what kind of curriculum nurtures the humanity of children. Pestalozzi hoped to raise humanity by incorporating elements of life and difficulties in each subject. Thus, each subject aims to foster each individual human force. However, it may by called into question whether we can foster humanity in children by gathering each element of humanity without attention to relations between subjects. Therefore, Pestalozzi focused on mutual relations between subjects and uniqueness and commonalities between them. Additionally, he practiced and tried to foster humanity while he helped children become aware of it as“ a theme in our life”. This study concludes that Pestalozzi’s view and theory on curriculum for the education of humanity provides important suggestions to us today.View full abstractDownload PDF (373K) -
Through the Reaction Analysis for Ryuunosuke Akutagawa “Kumo no Ito” in Elementary School and Junior High School StudentsYuji TAKEDA2016 Volume 39 Issue 3 Pages 51-62
Published: 2016
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSIn reading, experiencing the world of a story and focusing on the structure of it are important factors for readers to acquire them. Therefore, this paper examines the significance of reading focusing on the “narrator”. Focusing on the narrator in reading make the readers the structure of literary texts. Thus, this study looks at actual responses by elementary and junior high school students in reading. A finding reveals that students tend to have many different variations of explications when reading. Based on this finding, this study discussed that students have different levels of reading when they focus on narrator in reading. This leads us to examine the effectiveness of reading focusing on the narrator and provide us telling cues to develop the reading curriculum.View full abstractDownload PDF (310K) -
Jun YATSU, Takahiro YAMANOI2016 Volume 39 Issue 3 Pages 63-68
Published: 2016
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSIn recent years, the use of tablets has been recommended in biology education. The tablets, which can be used as a simple microscope by attaching an adapter, have been marketed and used for observation practice. However, student evaluation and educational effects of observation practice have not been reported yet. Therefore, this study aimed to obtain guidance for observation training utilizing a tablet microscope and carried out lessons and a questionnaire. In lessons, each student made a tablet microscope and observed prepared slides of organisms using it. The finding reveals that student evaluations for observation training tend to be higher when students share the results of observation with other students, compared with only observations by the tablet.View full abstractDownload PDF (523K) -
Tetsuo GODA2016 Volume 39 Issue 3 Pages 69-72
Published: 2016
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESS -
In the Case of the New Subject “Integrated History (Tentative)” of Japanese High Schools.Tomohito HARADA2016 Volume 39 Issue 3 Pages 73-78
Published: 2016
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSI think it is important to adopt the logic of education to realize history curriculum that improve students’ qualities and abilities, in place of the logic of contents that traditional history education tended to rely on. In other words, rather than teaching “what”, I emphasize “what for” and “how” to teach. In that respect, the new subject “Integrated History (tentative name)” of Japanese high schools deserves attention. Because the purpose of the new subject is to consider the history of modern times related to the formation of contemporary issues in order to improve historical thinking, judgment, and expression required of citizens of the 21st century. However, in order to make full use of this purpose, it is necessary to construct the content of modern history based on the logic of education. Therefore, I suggest the curriculum plan of “Integrated History” based on the following principles. 1) Set contemporary issues to the scope of the curriculum, 2) Focus on the transition of history, modernization, popularization, globalization, and explore modern history while linking past and present. Verification of the effectiveness of this plan is a future task.View full abstractDownload PDF (306K) -
- The‘ Viewpoint and Way of Thinking’ in Science and Point of View of Active-Learning -KATSUHIRO Katahira2016 Volume 39 Issue 3 Pages 79-83
Published: 2016
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSIn this paper, we describe the features of the revision of the next course of study’s guidelines aiming at open curriculum into society, which is shown in the introduction of the ‘viewpoint and way of thinking’ rooted in the essence of each subject and the introduction of active-learning perspective it was. The ‘viewpoint and way of thinking’ of the whole subject of science is to grasp the things and phenomena of nature from a scientific point of view such as ‘qualitative/quantitative’ relationships, ‘temporal/spatial’ relationships, compare and correlate. To explore by scientifically exploring methods such as doing things or expressing as expressions such as. Regarding the introduction of active-learning perspective, it is important that teachers always pay attention to children’s ‘subjective learning’, ‘interactive learning’ and ‘deep learning’ without being bound by merely active-learning style. It is necessary to clearly show the methods to approach the essence of science.View full abstractDownload PDF (356K) -
How Students Acquire Competencies while Learning Home EconomicsNoriko ARAI2016 Volume 39 Issue 3 Pages 85-90
Published: 2016
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSThe Special Curriculum Committee organized by the Ministry of Education, Culture, Sports, Science and Technology to create basic guidelines for the new Course of Study in Japan, required working groups to elucidate the competencies that various subjects could afford to students. In Home Economics, the following four new perspectives were indicated across the entire learning contents: 1) Collaborate and live together, 2) Make lives healthy and safe, 3) Succeed and create culture of daily lives, 4) Form a sustainable society. In addition, the chart of the learning structure of problem solving were concretely displayed and the implementation of active deep learning methodologies in the lesson were encouraged. Innovative changes in the lesson structure of Home Economics are required wherein students may employ cognitive and practical literacy to improve the quality of their daily lives.View full abstractDownload PDF (559K) -
Mariko MURAI2016 Volume 39 Issue 3 Pages 91-96
Published: 2016
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESS -
Takahiro HAYASHI2016 Volume 39 Issue 3 Pages 97-101
Published: 2016
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSThe school must contribute to the growth of the child. But it is the child to bring oneself up when it thought about the growth of the child. I want to speak the main subject in point of view called the subject pedagogy in the school education a child thinks of oneself and others carefully, and how the subject education is concerned with logic to bring oneself up better while regarding a quality of oneself as important. By the school education, all children create “new value” in a group and learning about individually. In other words, the learning that the child creates “new value” in daily school education grows up better by repeating self-learning updating. The leader does not put the principal objective only in letting you understand subject contents and letting you learn it in subject education, and it is demanded that I practice the subject education that assumed the growth of the child the principal objectiveView full abstractDownload PDF (390K) -
Examination of the Methodology of Educational PracticeAkihide MINE2016 Volume 39 Issue 3 Pages 103-108
Published: 2016
Released on J-STAGE: January 26, 2020
JOURNAL FREE ACCESSOne report summarizes the contents of considerations made in Japan Curriculum Research and Development Association’s 42nd convention forum in Narto University of Education (October 23, 2016) as a specification debater. The question of this forum “how does Curriculum Research and Development contribute to the practice in a school?” It focused on the way that curriculum research and development should be and the direction in which it should go research, and the scientification of educational practice, which aimed at “the contribution of the study to school education practice.” There are collaboration a researcher and a practitioner, research organizations, and between their roles to be reviened. Curriculum Research and Development is advanced through the proposal of educational practice, and an improvement and reform. How to develop learning from the experiences of one another among studens on the actual situation of schools, the state of the research which secures authentic learning was discussed. When one pursues “Practice of Theory”, and “Theorization of Practice”, it was presupposed that all of following issues; ①Research not only including the purpose rationality of theory and a model but situation compatibility and concrete feasibility ②The view whether what we have to do with a subject in the form in which growth and development of a child are a foregone conclusionView full abstractDownload PDF (334K)
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