In this study, we propose a teaching method that promotes self-regulated learning that incorporates multiple goal setting from a “knowledge-process” in science classes and verify the effect through teaching practice. To this end, to set goals in the process of acquiring knowledge and goals related to knowledge in science classes, we have devised a method to encourage goal setting based on children’s self-evaluation. In addition, we have devised a questionnaire to measure the “motivational beliefs” that affect Self-Regulated learning to verify the effectiveness of the proposed teaching method. Then, we taught respectively for the fourth grade of the elementary school in September and November 2019 to verify the effect of the devised teaching method. As a result, this study revealed that the teaching method devised in this research could be one of the effective factors in arousing emotions related to Self-Regulated learning. However, the findings did not show any contributions to the promotion of Self-Regulated Learning.

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Along with the rapid changes in society, it is required to develop communication skills in school education. In this study, we made a rubric for learners to develop communication skills and used it to practice the lessons in social studies at elementary schools. The learners continued to use the rubric for communication throughout the unit, and as a result of self-evaluation, the evaluation value increased. Learners were able to use the rubric consciously and proceed with discussion activities smoothly. It also had the effect of recognizing communication items that they were not good at. In addition, the learners carried out activities while being aware of the ideal way of communication. Therefore, it was suggested that the continuous use of the rubric improved the learner's communication skills.

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Models of mathematical thinking in constructivist theories of mathematics lessons are often based on conceptual analysis of mathematical contents and analysis of problem-solving processes in small groups rather than on analysis of communication in lessons with many students. Keeping in mind the existence of possible subjects emerging only from interactions between many students, such theories need a methodology for analysis of ontological statuses of subjects in mathematics lessons, especially with many students. In this paper, we propose a methodology for analysis through the complimentary use of constructivism and semiotics. We mainly propose the following two points: 1) a methodology for building a model of ontological statuses of subjects based on perceptible Representamen in semiotics; 2) multicycle analysis of the same phenomenon from multiple perspectives, affirmatively assuming that models built in this way are not unique. Multiple models built in this way will be available in a comparative approach. In addition, we indicate that there are some implications from our proposal to constructivism and semiotics.

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The purpose of this study is to investigate whether sixth-grade elementary school students’ understanding of the natural phenomenon of the “daily phases of the moon” in the unit of “the phases of the moon” is improved by the introduction of the perspective of understanding “the daily phases of the moon” through connective knowledge. In order to achieve this purpose, we conducted surveys in two different classroom sessions, in one of which students were taught the perspective of regularity through connective knowledge, but not in the other, and then compared the classes. As a result, the number of correct answers in the former class was significantly higher than that in the latter class, with respect to questions of ‘low’ and ‘moderate’ levels of difficulty. In addition, although we observed no differences between the two classes with regard to questions of ‘high’ difficulty, there were many children in the former class who utilized connective knowledge in answering the questions. The above findings clarify that introducing the perspective of understanding natural phenomena through connective knowledge improves sixth-grade elementary school students’ understanding of “phases of the moon.”

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In the 2017 and 2018 editions of the curriculum guidelines, to acquire the qualities and abilities that can respond to social changes, we will grasp the connections of each subject from the viewpoint of children. And it was clarified that need to apply them to the teaching of major subjects and curriculum management. Previous studies have revealed that the interaction between students majoring in other subjects deepens their understanding of other subjects and majors. Therefore, in this study, students enrolled in home economics teacher training were asked to participate in a simulated lesson of home economics, social sciences, and science with a common theme of “energy problem” and mapping that compares the three subjects. The purpose of this study was to clarify the changes in the students' views of home economics. As a result, the students noticed the following through providing an opportunity to compare home economics with other subjects. Home economics is a subject that allows students to grasp what they have leaned in other subjects in their daily lives, and it is necessary to have a basis. It was seen that the student's view of subjects was changing.

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This study investigates the utility value of subjects, such as math, Japanese, science, social studies, and foreign language in a sample of elementary school students. A total of two hundred and fifty-nine elementary school students (grades 5 and 6) answered a questionnaire that assesses the utility value of each subject. The results showed that students feel more utility value for math, Japanese, and English than science and social studies. In addition, the utility value of each subject was positively correlated to efficacy, except math. Moreover, the co-occurrence network analysis results showed the utility value for each subject in more detail. Students are supposed to partly feel the utility value of subjects; however, the descriptive contents did not mention sufficient specific contents.

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The purpose of this study was to clear the teaching method about “Physical Education in Winter” (PE-W) in Japan after World War Ⅱ by focusing on “Gate Keeping.” Then, this study picked up the case reports about HPE-W, which had been published in the magazine “Taiikuka-kyoiku” in the 1950th -1960th. The problem of PE-W included two specific issues: facilities were restricted by snow and rain, and declining children's motivation to exercise due to coldness. The teaching methods for overcoming these problems were as follows. For the problem of facility restriction, two methods could be confirmed according to each case using schoolyard, gymnasium, and classroom. In the case of using the schoolyard, two strategies of using the schoolyard on the snow and improving the drainage of the schoolyard were confirmed. In the case of using the gymnasium, three methods of selecting exercises, using limited space efficiently, and arranging the learning form were confirmed. In the case of using the classroom, two methods of using limited space efficiently and selecting exercises were confirmed. For overcoming the problem of declining children's motivation, three methods of attaching and detaching warm clothes, arranging lessons to increase the amount of physical activity, and creating lessons aimed at mastering basic skills were confirmed. Moreover, it was also confirmed the three methods that tried to find meaning positively for PE-W as follows, fostering selfmanagement ability through attaching and detaching warm clothes, creating a positive atmosphere of the class, and promoting intellectual understanding of exercise. These were the methods to realize PE-W by making a positive sense in the dimension of goal and method. Since these methods were attempts to realize PE in any environment, it can be interpreted as a concrete effort to realize the ideal of “equality of educational opportunities” through study guidance. Moreover, the necessity of a lesson study based on environmental factors was suggested.

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