In senior high school mathematics, the Monty Hall problem is sometimes used as teaching material for introducing probability and conditional probability. However, if the Monty Hall problem is handled without a sufficient understanding of conditional probability, students will focus on the solution method that focuses on the complementary event, and they may not recognize that the Monty Hall problem is a problem of conditional probability. In this study, we surveyed university students who had finished the survey of conditional probability to clarify the significance of the Monty Hall problem as teaching material for introducing probability and conditional probability. As a result, it was pointed out that focusing on the solution of the Monty Hall problem by focusing on the complementary event may not lead to the development of problem-solving skills using conditional probability. We then proposed the Falk phenomenon problem as new teaching material for probability and conditional probability.

　　We have developed a home economics program in junior high school to learn about family by role-playing based on “five ways of relating to each other” (Matsumura & Saito, 1991), a theory of human relations. The program was practiced for junior high school students, and we clarified the effects of our program on their relationship skills with their families and parents. It has been widely accepted that students’ interest in learning about family in home economics classes is low. Therefore, we analyzed the effects of role-playing on the relationship skills of acceptance, emotion recognition, action recognition, and action based on a quantitative survey by classifying students into two groups: those with high interest in family learning and those with low interest. Family learning includes role-playing, 1. It attracts students’ interest in learning. 2. Regarding acceptance, it was shown that junior high school students with less interest significantly increased their acceptance. 3. Regardless of learning interest, they significantly increase emotion recognition, behavior recognition, and behavior after learning.

　　Since learning about the family with role-playing based on a theory of human relations has good influences on students’ family and parent relationship skills, it is essential to examine further interest in learning about family and relationship skills with families and parents in the future.

　　In this study, we used a cognitive expression tool that considers the learning process in the third-grade science class (“the nature of magnets”) that aims for self-adjustment learning. This study aimed to conduct a conceptual transformation, descriptive analysis of maps, and an awareness survey on metacognition.

　　As a result, the transformation of the concept was grasped, and the effect of establishing the idea was also seen. On the tool, various expressions in linguistic and non-verbal, which are the results of metacognition, were seen. It was found that many children expressed their recognition by devising a method that used both languages and drawing for the technique and results of the experiment. In addition to various sentence formats such as onomatopoeia and metaphor, question-and-answer formats, emphasis, and comparison, features such as numbers and arrows indicating the order and procedure, framework settings, and coloring were observed. In addition, the number of items and various combinations of these characteristics showed the diversity of children’s understanding. From the awareness survey results, it was found that the behavior and knowledge of the child himself were richly expressed by monitoring various expressions and comprehension expressions that depended on the map.

　　The purpose of this paper is to realize a classical learning practice to create a discourse for dissemination in contemporary society and critique the narrative act and examine the significance of this learning.

　　We designed a unit that deals with two types of “Ubasuteyama” teaching materials. Students compare them, read the narrator’s intentions, and create a story that reflects ways of confronting modern problems using the framework of the teaching materials.

　　We conducted an experimental class for second-year high school students based on these ideas. As a result, although the narrative creation could not be considered satisfactory, the learners managed a successful critique of the narrative act because they could put themselves in the position of the narrator of the teaching material.

　　This paper aims to clarify the position of “cultural participation” that forms a basis of social participation in German citizenship education, by focusing on the development of cultural education (Kulturelle Bildung) at the federal and state levels. I will consider the position of “cultural participation” at the federal, state, and practical levels. As a result, it was revealed: (1) an Individual self-formative approach through the formation of various competencies and identities, (2) An approach for expanding participation opportunities and comprehensive social cohesion through art and culture, (3) a Problem-based approach that form the basis of social participation.

　　This study aimed to clarify the naive concept of forward rolls of preservice teachers of elementary school, carry out intentional learning to try to correct it, and explain whether or not the native idea can be corrected. Preservice teachers were examined for the degree of importance they placed on these issues to reveal their naive concept of forward rolls. In addition, they were asked to engage in a task to modify the naive idea. As a result, the following next points were clarified.

　　Preservice teachers have a naive concept of forward rolls, which reflected their understanding that rotation acceleration and conduction skills were unimportant. We found that the naive idea of forward roll held by preservice teachers of elementary school was changed by collaborative group learning while being aware of what kind of kinesthesia is essential.