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Volume 43 (2020)
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Volume 43, Issue 1
Displaying 1-7 of 7 articles from this issue
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Focusing on the National Curriculum of Primary and Secondary Physical EducationAlexander KUGA, Shinji MARUYAMA2020 Volume 43 Issue 1 Pages 1-11
Published: 2020
Released on J-STAGE: July 11, 2021
JOURNAL FREE ACCESSThe purpose of this research is to identify the characteristics and issues of the composition of the subject’s contents of physical education for primary and secondary schools in the Peruvian National Curriculum. The analysis target of this study is the Peruvian curriculum guidelines, which are equivalent to the “National Curriculum Design.” The result shows that the subject’s contents of physical education were mainly based on “competences theory.” It is composed of three areas: ① physical/ health area ② motor skill area and ③ understanding of others/ socialization area, as specific context (learning area) of physical education, according to the perspective of context-dependent academic ability (capacity). On the other hand, the theory of the composition of the contents has not been clarified. It also includes issues such as theoretical contradictions like the reverse of goals and contents, and the unilateral developability (sequence).View full abstractDownload PDF (1070K) -
Hidenori SAKAMOTO, Masayuki ISHII, Hiroshi UNZAI, Yumi INADA, Shigeki ...2020 Volume 43 Issue 1 Pages 13-19
Published: 2020
Released on J-STAGE: July 11, 2021
JOURNAL FREE ACCESSIn science education, it is required to nurture the ability of problem-solving. It is pointed out that the guarantee of guidance that has the relation between processes of problem-solving is indispensable for fostering the children’s ability of problem-solving. In order to clarify whether guidance with relations is being conducted in science lessens by in-service teachers, we developed questionnaires that asked the guidance frequencies of related guidance and non-related guidance. The result showed that guidance relation each process of problem solving is not done compared with guidance that is not related to each other completed within each process of problem-solving. It became clear that the teacher frequently conducted guidance concerning concrete child activities such as writing notes, teaching observation and experiment skills, and making presentations, which are not related.View full abstractDownload PDF (688K) -
Focuses on the Teaching of Life Environment StudiesTetsuya ANDOH2020 Volume 43 Issue 1 Pages 21-30
Published: 2020
Released on J-STAGE: July 11, 2021
JOURNAL FREE ACCESSThis paper aims to clarify the consciousness of elementary school teachers trying to connect early childhood education and elementary school education. As a method, based on the observation of the lesson and the review by the teacher, I analyzed the consciousness of the teacher. As a result of analysis and consideration, focusing on the continuity of early childhood education and elementary school education, the teacher of the first-graders in elementary school has noticed the following two things. The first is about the understanding and support of children. The teacher was trying to understand what the child had learned at kindergarten in the background of the behavior of the first-grader child. Furthermore, the teacher understood the learning that the child has involuntarily, and tried to make the child aware of the learning. The second is about cooperation with the nursery teacher. The teacher thought that the nursery teachers should see how the child learns at the elementary school, and should talk with the nursery teachers about how each child uses what they learned in the kindergarten.View full abstractDownload PDF (684K) -
Through attending to problem solving skills using INS modelShintaro MURATA, Tomoko NAGATA, Yuko KOBAYASHI2020 Volume 43 Issue 1 Pages 31-41
Published: 2020
Released on J-STAGE: July 11, 2021
JOURNAL FREE ACCESSThe purpose of this research is (1) to grasp skills of junior high school students to solve problems in interpersonal conflict situations with guardians using INS (Interpersonal Negotiation Strategy) model prepared, (2) based on the findings, to make instructional guidelines for problem-solving learning of home economics “family relationship” in junior school. As a result, we clarified the following three points. (1) The evaluation result in the step of “(a) definition of the problem” is lower than other steps. (2) Level 3 could not be confirmed at any step. (3) As an interpersonal orientation, there is a tendency to take one of the following styles: “obey,” “ask for reasons” and “persuade,” and “collaborative style” could not be confirmed. Furthermore, the following guidelines were clarified: Letting people understand the method and significance for defining the problem; Understanding the style of your problem-solving and understanding that there are various styles. In future research, based on this guideline, we will develop the practice and verify the effect.View full abstractDownload PDF (841K) -
Yusuke TSUJI2020 Volume 43 Issue 1 Pages 43-56
Published: 2020
Released on J-STAGE: July 11, 2021
JOURNAL FREE ACCESSThis research considers the concept of “knowing” as it relates to the acquisition of knowledge in music education. Though music is invisible, students can say that they “know” it; however, “knowing” appears to have a unique meaning in this context. This study examined “knowing” from aesthetic and empirical perspectives. As a result, “knowing” in music education was found to differ from general knowledge acquisition in the following ways: 1) it is possible to “know,” through insight, the essence of feelings expressed by music; 2) it is possible to “know” even when a musical work’s components are vaguely grasped; 3) to “know” is to gain insight into reactions via component perception.View full abstractDownload PDF (613K) -
The Relationship between Students’ Attitudes and their AchievementYukinori UTSUMI2020 Volume 43 Issue 1 Pages 57-70
Published: 2020
Released on J-STAGE: July 11, 2021
JOURNAL FREE ACCESSThis study explores teaching chemistry relevant to real society and life in upper secondary school and examines its effects on students’ attitudes toward the subject. I found that teaching chemistry relevant to real society and life is effective in reversing the decline in attitudes of academically challenged students in two categories, “enjoyment of science” and “confidence in the subject matter” and in improving their attitudes of “learning strategies in chemistry” and “future-oriented motivation to learn science.” Introducing the relevance at the start of the lesson, and engaging in a wide range of interactive activities, had a positive effect on students in both categories. The findings indicated that relatively long-term teaching of chemistry relevant to real society and life showed an effect on academically challenged students’ attitude towards the subject and the way they learn it. Therefore, if implemented over the long-term, this could prove to be an effective teaching method.View full abstractDownload PDF (826K) -
Kazuki IKENAGA, Kosaku KAWASAKI, Daiki NAKAMURA2020 Volume 43 Issue 1 Pages 71-81
Published: 2020
Released on J-STAGE: July 11, 2021
JOURNAL FREE ACCESSIn this research, we aimed to reveal the fact about the students’ ability of hypothesis-formulating in earth science in elementary school. In order to achieve the purpose, first, we studied the characteristics of the hypothesis formulating about earth science in the context of science education and philosophy of science. Second, we defined the domain-specific hypothesis-formulating process in earth science, on the basis of the existing model of domain-general hypothesis formulating process. Next, we made the survey question on the thinking process based on the existing domain-general survey question. Furthermore, we measured both domain-specific and the domain-general abilities, and compared the hypothesis formulating abilities. As a result, we found that the students had difficulty inferring as the domain-specific ability in earth science. Specifically speaking, they had difficulty supposing the events in the past or the wide range and selecting one of the multiple suggestive hypotheses which they thought. Thus, we made it clear that the students were less likely to get the ability of hypothesis formulating in earth science.View full abstractDownload PDF (664K)
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