The Bulletin of Japanese Curriculum Research and Development

Effects of Learning Injury Prevention in Judo Classes of Junior High School: Focus on Learning the Front-rolling Ukemi Performed by Female Junior High School Students of First Grade

Takayuki Fujisawa, Yusuke Igarashi, Masaki Watanabe

Article type: Research Article
2022 Volume 44 Issue 4 Pages 1-11
Published: March 25, 2022
Released on J-STAGE: April 12, 2023

DOIhttps://doi.org/10.18993/jcrdajp.44.4_1

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This study aims to verify the effects of learning injury prevention in junior high school judo classes. The education group that learned about injury prevention was compared with the non-education group. The following measures were used: (1) a questionnaire survey（with items on safe behavior, the responsiveness of accident, escape feeling from judo, the skill of the ukemi); (2) evaluation of the front-rolling ukemi; and (3) learning reports of the danger prediction and avoidance in the education group. The main results were as follows: (1) A two-way analysis of variance indicated that there were main effects on every subject in both groups. Furthermore, safe behavior interactions were observed in the education group (p < .05). (2) According to quantitative text analysis, regarding the difficult points of the front-rolling ukemi, “head” and “shoulder” were reported in the non-education group but not in the education group. (3) A quantitative text analysis indicated that when students did the front-rolling ukemi, they predicted situations in which their shoulder and head were likely to touch the tatami mat. Therefore, they answered “shoulder” and “head” regarding danger avoidance. In conclusion, this study suggests that learning injury prevention improves students’ ability, leading to injury prevention in judo classes.

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A Study of Acquisition of Manipulative Skill for Tennis-like Net-Type Games in Physical Education Lessons of Elementary School: Comparisons of “Teni-ping” Experience

Shigeki Imai, Yoshihito Sato

Article type: Research Article
2022 Volume 44 Issue 4 Pages 13-25
Published: March 25, 2022
Released on J-STAGE: April 12, 2023

DOIhttps://doi.org/10.18993/jcrdajp.44.4_13

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This study aims to consider the effect of the “Teni-ping” experience on the acquisition of manipulative skills. In this study, two groups were compared; the one was the students had experienced “Teni-ping,” the other was the students did not have. “Teni-ping” is the special game sport that Imai (2013) developed. Therefore, we experimented with those two groups, which was the success rate of “4-time return” in a “Racket Teni-ping” game based on the rules of “Teni-ping.” The result showed that: (a) “Teni-ping” experience had an effective effect on the acquisition of manipulative skill due to the transfer of learning; (b) the group who experienced “Teni-ping” showed high motivation for learning and positive impression for the lesson; (c) the group who have not experienced “Teniping” showed negative impression for that. These results show that it is challenging to acquire manipulative skills from the beginning of the lessons. On the other hand, if students experience a game like “Teni-ping,” we will be able to carry out dual - net type games like tennis with manipulative skills in elementary school physical education lessons.

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Education Theory for Children with Intellectual Disabilities by Mathematician Hiraku Toyama: From the Practice of Subject Teaching at the Tokyo Metropolitan Hachioji Special-Needs Education School

Nanami Kagawa

Article type: Research Article
2022 Volume 44 Issue 4 Pages 27-41
Published: March 25, 2022
Released on J-STAGE: April 12, 2023

DOIhttps://doi.org/10.18993/jcrdajp.44.4_27

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The purpose of this paper is to clarify the substance of the theory of education for children with intellectual disabilities by mathematician Tooyama Hiraku, in line with the practice of subject teaching at the Tokyo Metropolitan Hachioji Special-Needs Education School. Tooyama played an active part in the postwar education world, mainly in subject teaching, and his achievements are evaluated to have a great influence on the education world. In previous studies, Tooyama’s achievements in the educational world are often considered specifically from mathematics education. However, since the end of the 1960s, he has been involved in subject teaching at Tokyo Metropolitan Hachioji Special-Needs Education School and has contributed to creating a subject system for children with disabilities. This paper examined Tooyama’s theory of education for children with disabilities. (1) The concept of Ur-mathematics was formed between 1968 and 1972 for children with intellectual disabilities, using the content of subjects in the field of mathematics and mathematics as a foothold. (2) Since the early 1970s, criticism of meritocracy has been being discussed as a problem for young people in general, rather than building a logic peculiar to children with disabilities. (3) The knowledge of education for children with disabilities was aimed at integrated education. We clarified the above three issues.

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Examination of the process of students caring in Home Economics of Junior High Schools through exchanges with the elderly

Shiho Fujii, Keiko Ito

Article type: Research Article
2022 Volume 44 Issue 4 Pages 43-53
Published: March 25, 2022
Released on J-STAGE: April 12, 2023

DOIhttps://doi.org/10.18993/jcrdajp.44.4_43

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This study aims to examine the process of students caring through exchanges with the elderly in-home economics of Junior High Schools. This was done by applying the model in the caring education of junior high school home economics and analyzing it from the interaction between the caregiver and the receiver of care. An innovative research method was developed in which the relationship between the student and the elderly was taken into account by invoking four methods proposed by Noddings: modeling, dialogue, practice, and confirmation. Then, a questionnaire survey was carried out on the students who participated in the home economics class and on the elderly. Consequently, the care generation process of the students was clarified through an exchange meeting with the elderly in home economics class. In this way, the students became aware of the care process for the elderly, making them capable of introspection and identifying pertinent future problems. Alternatively, it became clear that care is not noticed by students alone. The following were proposed as future focus areas: a review of the role played by teachers; examination of the care cycle for the self; and examination of the scene in which care in life can be experienced.

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Teachers' Attitudes toward the Current Status and Issues of Physical Education Lessons in Technical Colleges

Kei Shibayama, Takeshi Sagano, Kazuhiko Saito

Article type: Research Article
2022 Volume 44 Issue 4 Pages 55-68
Published: March 25, 2022
Released on J-STAGE: April 12, 2023

DOIhttps://doi.org/10.18993/jcrdajp.44.4_55

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This study aims to clarify the current situations and issues of physical education lessons in technical college (KOSEN). The method of this study is to conduct a questionnaire survey to physical education teachers in KOSEN all over Japan. Our study yielded the following 2 points: ① Physical education lessons in KOSEN are structured based on the institutional characteristics that they are neither high school nor university and the current situation of schools and students and the influence from the model core curriculum, and the course of study is limited. ② Physical education teachers who have completed graduate school mainly devise lessons based on novelty, originality, and research elements. Furthermore, they teach the lessons to foster students' preference and motivation for sports and the development of social skills, and lessons that utilize teachers' specialized knowledge. In addition, the small proportion of female teachers is an ongoing issue. In the future, if the model core curriculum will be spread into the KOSEN, physical education classes may be conducted to foster students' creativity.

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Symposium

Overview of Subject Pedagogy Research: Interaction of Theory and Practice

Kazuya Kageyama

Article type: Symposium
2022 Volume 44 Issue 4 Pages 69-73
Published: March 25, 2022
Released on J-STAGE: April 12, 2023

DOIhttps://doi.org/10.18993/jcrdajp.44.4_69

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This paper provides an overview of the fluctuations of the views of subjects linked to the institutional and conceptual establishment and the research on subject pedagogy as “traditional” curriculum development. In addition, I would like to show that although subject pedagogical research seems to be changing due to factors such as “society,” “children,” and “media,” it continues to be “a place to receive narratives about subjects” and to function as a way to provide learning opportunities.

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Research Approach to Achieve an Interaction in a Subject Pedagogy and Multiplication of Systems: Toward a “subject pedagogy of diversity” Based on School Settings

Ryosuke Minamiura

Article type: Symposium
2022 Volume 44 Issue 4 Pages 75-79
Published: March 25, 2022
Released on J-STAGE: April 12, 2023

DOIhttps://doi.org/10.18993/jcrdajp.44.4_75

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In order to achieve a “back-and-forth between theory and practice,” which means interaction of theory and practice, in the context of the diversification of school settings, subject education research requires the conception of an alternative approach (sociocultural approach) that differs from the conventional logical empirical approach. In addition, the outcomes and systems that make this possible must be multilinear, and I would like to seek to create a “subject pedagogy of diversity” from this.

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Does linking theory and practice work well?: From a model of “interaction of theory and practice” to “individually developing theory and practice”

Yusuke Uegatani

Article type: Symposium
2022 Volume 44 Issue 4 Pages 81-85
Published: March 25, 2022
Released on J-STAGE: April 12, 2023

DOIhttps://doi.org/10.18993/jcrdajp.44.4_81

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This paper raises an issue on modeling a good relationship between theory and practice in educational research as their interaction. This model for describing the development of theory and practice implicitly assumes enthusiastic cooperation between them. Based on Ryle's famous distinction between knowledge-that and knowledge-how, we point out that the interaction of theory and practice does not proceed as expected. In this paper, we propose a new model of individually developing theory and practice: Theorizing practice contributes to the development of practice itself, and practicing theory contributes to the development of the theory itself.

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Rethinking on “interaction of theory and practice”: From the viewpoint of the discussant of the symposium

Takahiro Watanabe

Article type: Symposium
2022 Volume 44 Issue 4 Pages 87-91
Published: March 25, 2022
Released on J-STAGE: April 12, 2023

DOIhttps://doi.org/10.18993/jcrdajp.44.4_87

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This paper explores several issues around theory and practice in education. In Japan, the phrase “interaction of theory and practice” has become popular. However, what problem to tackle through this phrase is often overlooked. We need to be conscious of this and examine the validity of framing the problem. Ryle's “knowing that” and “knowing how” have been sometimes misunderstood. His intention does not lie in treating the two separately. The idea of allocating the former to researchers, the latter to teachers is not correct. To avoid the separation of theory and practice, such concepts as “theory in practice” have been developed in the educational field. A new type of research approach, which values the situation-dependency and subjectivity, has been advocated. However, there are still some challenges, such as the role of academic-oriented knowledge and the relationship between the socio-cultural approach and practice reports. We need to overcome the idea that the theory is the realm of researchers and the practice the realm of teachers.

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Symposiasts' Responses

Yusuke Uegatani, Ryosuke Minamiura

Article type: Symposium
2022 Volume 44 Issue 4 Pages 93-99
Published: March 25, 2022
Released on J-STAGE: April 12, 2023

DOIhttps://doi.org/10.18993/jcrdajp.44.4_93

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This paper consists of the two symposiasts' responses to the discussant. First, Uegatani argued that his proposal, a model of “individually developing theory and practice,” was valid, though the discussant Watanabe criticized his interpretation of Ryle's theory. Nevertheless, he concluded again that researchers should elaborate their theories based on practical knowledge, and practitioners should elaborate their practices based on theoretical knowledge. This is a significant way of keeping their critical attitude toward themselves and developing a good relationship between theory and practice. Section 2 is a response from Minamiura. In particular, in response to Watanabe's question about the “cultural commonalities and differences between the practice research of the ‘socio-cultural approach’ and the practice record,” he pointed out the structure of the socio-cultural approach that has not penetrated the subject pedagogy. Also, he discussed the prospects of the approach while grasping the viewpoint that the socio-cultural approach has value as research.

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Contribution of Curriculum Research and Development in Teacher Education

Tomomi Usui

Article type: Symposium
2022 Volume 44 Issue 4 Pages 101-107
Published: March 25, 2022
Released on J-STAGE: April 12, 2023

DOIhttps://doi.org/10.18993/jcrdajp.44.4_101

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The strong stipulation of teachers' teaching profession identities in specialized subjects makes it difficult for teachers in schools to learn beyond subjects and improve their students' academic ability. Since the significance and usefulness of research knowledge in subject pedagogy depend on the teacher who connects “subject” and “students,” it is necessary to reconstruct it in relation to teacher education. As a contribution to practices, we have to turn our attention to the development of academic language abilities that are the basis of subject learning for students. Teachers can break away from the teaching profession identity that relies on the “school subject” that hinders communication between teachers' colleagues by providing research knowledge about academic language for teachers. It can also contribute to the construction of a professional learning community that supports to collaborate teachers to develop their students' academic abilities through lessons.

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Usefulness of Curriculum and Pedagogy Research

Kazuya Kageyama

Article type: Symposium
2022 Volume 44 Issue 4 Pages 109-114
Published: March 25, 2022
Released on J-STAGE: April 12, 2023

DOIhttps://doi.org/10.18993/jcrdajp.44.4_109

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After characterizing the researchers' activities in the field of mathematics education in order to discuss the usefulness of curriculum and pedagogy research, this paper points out that the meaning of a theory is diverse depending on who uses it. Then, the author argued that collaboration among different disciplines could clarify the terms for research and discussions, make a multifaceted approach to diverse and complex questions possible, and demonstrate the results in a way that contributes to practice through both re-contextualization and re-humanization of research.

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The Possibility of Mathematics Education both within and outside Japan and The Practice of Teaching by the New Curriculum Guideline

Takahito Nakanishi

Article type: Symposium
2022 Volume 44 Issue 4 Pages 115-120
Published: March 25, 2022
Released on J-STAGE: April 12, 2023

DOIhttps://doi.org/10.18993/jcrdajp.44.4_115

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At first, in this report, I look back toward the contents which were active as Japan Overseas Cooperation Volunteers (mathematics education) in the Lao People's Democratic Republic. In dispatch ahead, I introduced, spread, and promoted the instructional activity of Japan. After returning to Japan, I came back and worked in education. At the same instant, the new curriculum guideline was revised. It is carried out by 3 points: (1) Knowledge and Skills, (2) Ability to think, to judge, to express themselves, (3) Ability to learn and the humanity. Because it was now when I experienced fields of education in 2 countries, I explain the significance and necessity to learn mathematics on a multilateral point. In addition, the coronavirus pandemic revealed problems in the field of education. Therefore, I hope to cooperate with an elementary school, junior high school, and a university.

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