The purpose of this study is to analyze the descriptions of safety education in junior high school technology textbooks, to clarify when to use safety knowledge of technology education, and to examine the safety competence that should be fostered by learning in technology education. We analyzed the descriptions, figures, and tables in the 2015 editions of technology textbooks published by three companies. As a result, it was found that safety education in technology education was instructed on the safety of school life, family life, and social life. In addition, the safety competence taught in the technology education were“ collecting danger information,”“ understanding danger information,”“ using danger information,”“ eliminating potential danger,”“ check own safety,”“ safety check of facilities and equipment,”“ prevent of action mistakes,” and “self-control of dangerous behavior.” Safety competence not covered by technology education were “perceived danger based on experience,”“ appropriate reporting to stakeholders,”“ cause analysis and dissemination of results,” and “executed preventive measures.” These are safety competence that can be trained in technology education.

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This research aims to investigate the current status of career education in special needs schools from the perspective of life career and to study the current status and discussion of career education in the development of advanced programs in the United States. As a result of the questionnaire survey for high school home economics teachers in the whole country, in schools for special needs education, the current emphasis is on developing ability of concerning human relations, self-understanding, and basic life skills. It became clear that the competencies required for work and life after graduation were not always emphasized.

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The purpose of this research is to illustrate the learning significance of “Musik-Erlebnis.” The structure of this research is an examination of “Musik-Erlebnis” as a musical activity based on Mori Arimasa’s concept of “experience (=Erfahrung)” and Susanne K. Langer’s symbolic philosophy, followed by a consideration of the learning significance of the musical activity. The results are as follows. 1) “Erfahrung” is distinct from “Erlebnis” and is important in defining humans. 2) “Musik-Erlebnis” is established empirically according to the appearance of the music and its form of feeling. 3) When those qualities are conveyed, “Musik-Erlebnis” is expressed as a unique “knowing how,” and the learning significance is presented therein.

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Motivational research has been unable to keep up with the rapid progress of the mobile age. To explore their self-reflections of the experience of learning English through ICT, the author conducted interviews with four fourth-year students that attended a university that actively employed ICT in English classes. The interviews were analyzed qualitatively. According to self-determination theory (Ryan & Deci, 2002), intrinsic motivation can be generated when ICT tools are used autonomously. For the four interviewed students, the use of ICT tools was obligatory; however, the findings revealed that the participants conducted e-learning autonomously by taking full advantage of ICT tools, including hand-held devices. Their positive approach to ICT-based English education led to their good grades and improved motivation.

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Based on the need for creative and collaborative problem solving through dialogue in modern society, school education aims to establish autonomous discussion among students without teachers’ intervention. Although research in discussion in Japanese language education has so far proposed instructional methods that emphasize metacognition, the guidance for incorporating the methodological knowledge into daily classes is yet to be covered. Therefore, this study developed a class for fifth-grade students to learn about topics and issues by comparing divergent and convergent discussions and analyzing their responses. The result showed that students in the upper grades of elementary school could detect differences in topics from the written material of the discussion. It was also suggested that they might be able to reconfigure their discussion points in response to the development of the discussion and that the awareness of topics and issues may lead to the unconscious use of methodological knowledge.

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In this study, we focused on the “symbols” in picture books and animations of “Tsumiki no Ie” and incorporated a comparison of multimodal texts into practice. As a result, we observed learners who evaluate and ponder their work, focusing on multimodal texts’ properties and objects. To achieve this learning, it is necessary to set a learning process that examines the “creator’s intention” through comparison of multimodal texts that have similar macrostructures but differ only in a part of the microstructure. We propose the significance of creating “a live circuit” between the creator and the learner through a comparison of multimodal texts from this learner.

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This study aims to utilize “dynamic equilibrium” as a cross-cutting concept in the science curriculum. The first step in its demonstration is the attempt to find a phenomenon in natural science that can be interpreted by “dynamic equilibrium.” To demonstrate this, we set out to find these phenomena. The keywords for searching these papers were determined by reviewing papers in science education from Japan and other countries. The keywords “balance,” “stability,” “system,” and “dynamic equilibrium” were used to search for full-text articles in the field of science. Next, the phenomena dealt with the retrieved science articles; additionally, the study results of the 2016 revision in the Guidelines for the Course of Study in Japan were reviewed. The results were compared with the learning content. As a result, the selected contents were plural and covered multiple domains. Based on these results, a case study involving multiple learning contents was discussed. To summarize, we can establish that the applicability of “dynamic equilibrium” as a cross-cutting concept in science curriculums was examined in this case study.

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