Journal of Japanese Educatinal Research Associaon for the Social Studies

[title in Japanese]

Article type: Cover
2013 Volume 78 Pages Cover1-
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_Cover1

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[title in Japanese]

Article type: Cover
2013 Volume 78 Pages Cover2-
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_Cover2

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Teaching Historical Overviews at the Unit Organization Level : A Comparative Case Study of Japan and the UK

Tomohito HARADA

Article type: Article
2013 Volume 78 Pages 1-12
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_1

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This research addresses a long-standing challenge in history education-practical methods of teaching historical overviews. To research methods for teaching historical overviews, I conducted a case study of junior high school history in Japan and KS3 history in the UK. My purpose was to clarify the principles and methods for teaching historical overviews at the level of unit organization. The course of study in Japan and the national curriculum in the UK were analyzed for the positioning of the curriculum, and history textbooks of each country were analyzed to clarify the composition of their content. Additionally, the lesson plans based on the history textbooks were analyzed to clarify the development of actual learning. The analyses clearly indicate that in Japan, the summary of a particular era characterizes learning overviews. However, in the UK, the understanding of thematic stories or historical frameworks characterizes learning overviews. According to the analyses, a learning overview for unit organization should be characterized by the following statements: a) historical overview does not mean a summary of the era, but the historical frame of reference; b) the era of overview should not be bound by existing periodization or by a prescribed unit of a text or curriculum; c) a purpose of the overview is to pose a broad question leading to the historical overview; d) The basic learning plan for historical overview should contain the following: 1) initial overview activity and developing consciousness of the problem, 2) overarching questions and forming hypotheses; 3) enquiries combined with ongoing overview activities; 4) concluding task. Following this structure for the learning process, I developed a model unit entitled "Dawn of Medieval Times."

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Realizing a Theory of History Education based on Constructivism in Germany : A Case of the Type of Discussion of Social Problems by B. Volkel

Akiko UTSUNOMIYA

Article type: Article
2013 Volume 78 Pages 13-23
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_13

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This study elucidates the necessary conditions and the principle for constructing a theory of history education based on constructivism and it interrogates the reason for the acceptance of the theory as a new paradigm. The study adopts the method of analyzing a history lesson and the theory of history education based on constructivism. An analysis of the history lesson clarifies two points. :First the lesson is a type of discussion of social problems that is based on various theories of natural and social sciences. Second, the lesson suggests a new paradigm that changes traditional history lessons. An analysis of the theory clarifies that theoretically basing history education on constructism improves upon traditional theory through an original concept. Constructivism Through the analysis, the following three points become evident: First, basing the theory of history education on has two necessary conditions: a) The theoretical background should consist of various natural and social science theories, and b) it must be based on the traditional theory of history education. Second, the theory has to work on the principle of adjusting the levels of theory and practice that comprise a history lesson based on constructivism and a theory adopting one in order to justify the history lesson. Third, the necessary conditions and the principle guarantee the validity of the theoretical level and the practicability of the practice level. This guarantee is the reason for the acceptance of the theory as a new paradigm.

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A Lesson Plan in the Subject of "Ethics" for "Learning to Accept Values Critically" : A Case of a Unit "Is 'Human Rights Bestowed by Heaven' a Foreign Idea?"

Masao HIGUCHI

Article type: Article
2013 Volume 78 Pages 25-36
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_25

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This study proposes to develop a lesson plan in the subject of "Ethics" titled "Learning to Accept Values Critically." Students should develop the concept of a faculty cultivated for mediating confrontations due to differing value systems and values-based contemporary social problems. Therefore, they need to take "Learning to Accept Values Critically." When students have taken the subject of "Ethics," they will be able to objectively recognize critically and interrogate the connotations of their own values. Only then are students really prepared to understand and think critically about the subject of "Politics and Economy." A unit "Is 'Human Rights Bestowed by Heaven' a Foreign Idea?" aims to develop students' recognition of their values' connotations. For instance, values such as "liberty" and "equality," are captured as general values, which are recognized as inherent and inalienable rights within contemporary democratic society. However, the students perform a critical searching activity composed to address the following questions: Who translated these values into words that many Japanese of the Meiji Era could recognize, especially given that they were encountering the values themselves for the first time? What were the processes and means of translation? In conclusion, this study showed the significance of "Ethics," prescribed in tandem with "Politics and Economy," and the relationship these two subjects should have in the Course of Study in Japan's upper secondary schools. Before learning "Politics and Economy," students need to take "Learning to Accept Values Critically" in "Ethics." Consequently, they will have taken "Learning to mediate confrontations among pluralistic values," which teaches them to persist in proposing tentative mutual agreement plans among people whose values differ.

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[title in Japanese]

[in Japanese]

Article type: Article
2013 Volume 78 Pages 37-38
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_37

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[title in Japanese]

[in Japanese]

Article type: Article
2013 Volume 78 Pages 39-40
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_39

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[title in Japanese]

[in Japanese]

Article type: Article
2013 Volume 78 Pages 41-42
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_41

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[title in Japanese]

[in Japanese]

Article type: Article
2013 Volume 78 Pages 43-44
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_43

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[title in Japanese]

Article type: Appendix
2013 Volume 78 Pages App1-
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_App1

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[title in Japanese]

Article type: Appendix
2013 Volume 78 Pages App2-
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_App2

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[title in Japanese]

Article type: Appendix
2013 Volume 78 Pages App3-
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_App3

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[title in Japanese]

Article type: Appendix
2013 Volume 78 Pages App4-
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_App4

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[title in Japanese]

Article type: Cover
2013 Volume 78 Pages Cover3-
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_Cover3

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[title in Japanese]

Article type: Cover
2013 Volume 78 Pages Cover4-
Published: March 31, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.78.0_Cover4

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