Journal of Japanese Educatinal Research Associaon for the Social Studies

[title in Japanese]

Article type: Cover
2013 Volume 79 Pages Cover1-
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_Cover1

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[title in Japanese]

Article type: Cover
2013 Volume 79 Pages Cover2-
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_Cover2

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The Features of Movie as Teaching Material in the Early Social Studies : Focusing on the Film Series for Social Studies

Mari KOKUBU

Article type: Article
2013 Volume 79 Pages 1-12
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_1

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The purpose of this paper is to explain the features of the Film Series for Social Studies as teaching materials in the Early Social Studies. The teaching materials in the Early Social Studies include data and problems for the unit of study, and instructions on how to learn. The New Education suggests that film is one such material. The argument for using film as teaching materials for social studies gained popularity in 1949. Thirty nine movies as teaching materials for social studies were manufactured under the name Film Series for Social Studies in four years. Three main features characterize the Film Series for Social Studies; (1) The themes are selected by the social function based on the work unit of Hosetu in 1948. (2) To facilitate teaching and learning in class, each movie contains a teaching plan that includes "the movie's purpose", "examples of the study", "scenario", and other items. (3) There are two types of movies. One describes the student's learning activities and the other provides the information to be learned. As teaching materials in the Early Social Studies, the Film Series for Social Studies serves to teach democratic activity through movies.

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Creation of an Elementary School Social Studies Lesson by Hideo Aikawa Based on Local History : Experience and Meaning of Being a Young Teacher in a Rural Village Through the Creation of the "New Geography and History Education" Practice

Katsuhisa SHIRAI

Article type: Article
2013 Volume 79 Pages 13-24
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_13

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This study clarifies the experience and meaning of Hideo Aikawa as a "young teacher in the rural village" by focusing on the creation of the "New Geography and History Education" practice. Aikawa's experiences that stimulated theoretical change in teaching social studies are interpreted through a literature review of his work. The characteristics of his experiences as a "young teacher in the rural village" are as follows. First, through the study of local history, Aikawa attempted to solve the poverty-related problems in the Tomisato village during the first half of the 1950s. Second, Aikawa designed elementary social studies based on his study of local history by focusing on the lives of the village children. Third, Aikawa regarded the children living in the local region as subjects while he paid attention to their lives in the village. These characteristics showed Aikawa's growth in the first half of the 1950s based on local history. Moreover, this study clarifies the meaning of his experience as a "young teacher in a rural village" that led him to develop local history-centered lessons, and it expands on the previous research on Aikawa's work.

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What is the Role of Teacher Fostering Learners' Beliefs on the Learning Social Studies? : The Case Study of a Teacher and the Former Students at a Junior High School

Ryosuke MINAMIURA, Yasuhiro SHIBATA

Article type: Article
2013 Volume 79 Pages 25-36
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_25

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This case study focuses on "Learners' Beliefs" when students learn social studies. Few researchers have examined the "meaning of learning" including beliefs (Evans, 1989, 1990; Murai, 1996; Sanaga, 2012). Thus, we have no clear picture of the relationship between teaching and the process of building learners' beliefs. This article, therefore, addresses three questions: (1) What beliefs about social studies did students develops during a school year? (2) How did teaching affect the students' beliefs? (3) How should teachers implement lessons and curriculum to effectively foster learners' beliefs? Authors analyzed data from the following sources: (a) quantitative analysis of questionnaires administered to students in a class from April to March of the following year (c.f. Minamiura, et al., 2011), (b) qualitative analysis of interviews with the teacher about his teaching, and (c) a group interview with five students after graduation. Findings from the group interview suggest that one element of students' belief formation is the routine activities during which the teacher expressed the meaning of his beliefs on social studies education. A second element is the teacher's restating the purposes of learning social studies. The third is changing school circumstances. From this case, we can infer that to build learners' beliefs effectively, teachers must provide certain elements in the class. First, the teacher focused on his beliefs on the purpose of social studies at not only the unit or lesson level but also the overall importance of social studies' to routine activities or interactions. The teacher structured such lessons at the curriculum level both inductively and deductively. Further, the teacher related social studies to the school reformation as a central concept. It is important to relate the learning of meaning from the subject level to the school level. Results of this case study suggest that social studies research must focus not only on the unit level but also on related curriculum level and practical level issues.

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A Class for Critical Perspectives toward the Social Participation in Social Studies : In the Case of the Lesson Plan "the People of Defending a Safety Lives" for 4^<th> Grade in Elementary School

Yusuke MATSUURA

Article type: Article
2013 Volume 79 Pages 37-48
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_37

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This study examines a direction of changing the new learning for social participation in social studies. At present, many citizens solve problem such as the revival of communities and the improvement of lives through "social participation." This "social participation" trend has been observed in school education. In social studies, the learning of social participation begins with action as children are concerned in their community and solving a problem requires practice. However, a problem exists in asking children to connect with society and uniting in a participative action. Therefore, this study examines the new learning for social participation by exploring participative action critically and suggesting a variety of approaches to overcome the problem. To achieve this purpose, the author performed the following procedures. i) Analyzing learning for social participation proved that two approaches existed, with differences in their learning objectives. One is "practical perspectives on social participation," achieving a learning objective of action related to society. The other is "critical perspectives on social participation," achieving a learning objective of understanding a concept but separated from a practical application to society. ii) The theory of the class based on critical perspectives toward social participation comprises three factors: "analysis of a participative action," "multipolarization of a participating subject," and "decision-making about a means of participation." iii) The lesson plan "protecting people's lives" for the fourth grade in elementary school was developed and implemented in a social studies class based on the critical perspectives on social participation approach.

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A Study of History Learning Theory as Doing History : Focusing on the Approach of Reading Like a Historian

Hiroki NAKAMURA

Article type: Article
2013 Volume 79 Pages 49-60
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_49

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This article investigates the logic and significance of history learning theory as "doing history." This article focuses on Wineburg's approach of "reading like a historian." This approach applies the historian's reading strategies to learning history. First, this study focuses on the concept of "disciplinary literacy" suggested by Shanahan and Shanahan. The concept focuses on history, science, mathematics, literature, or other subject matter. Second, this study analyzes the approach of reading like a historian. This approach consists of the strategies of sourcing, contextualizing, close reading, and corroborating. Related teaching strategies focus on the concept of "scaffolding" in the study of learning science. Third, this study analyzes two lesson plans based on this approach. The first lesson plan is "What happened at Lexington Green?" and the second lesson plan is "Electricity and women's work." Of these lesson plans, the former intends to develop sourcing skills and the latter intends to develop corroborating skills. Results produced two point of significance. First, this approach focuses primarily on reading for author's intent and assumptions, for which the strategies of sourcing and corroborating are particularly important. Second, this approach focuses on investigating differences and contradictions among resources. Thus, this approach organizes a dialogue process as a historian would.

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[title in Japanese]

[in Japanese]

Article type: Article
2013 Volume 79 Pages 61-
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_61

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[title in Japanese]

[in Japanese]

Article type: Article
2013 Volume 79 Pages 62-63
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_62

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[title in Japanese]

[in Japanese]

Article type: Article
2013 Volume 79 Pages 64-65
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_64

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[title in Japanese]

[in Japanese]

Article type: Article
2013 Volume 79 Pages 66-67
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_66

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[title in Japanese]

[in Japanese]

Article type: Article
2013 Volume 79 Pages 68-69
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_68

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[title in Japanese]

Article type: Appendix
2013 Volume 79 Pages App1-
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_App1

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[title in Japanese]

Article type: Appendix
2013 Volume 79 Pages App2-
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_App2

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[title in Japanese]

Article type: Appendix
2013 Volume 79 Pages App3-
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_App3

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[title in Japanese]

Article type: Appendix
2013 Volume 79 Pages App4-
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_App4

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[title in Japanese]

Article type: Cover
2013 Volume 79 Pages Cover3-
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_Cover3

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[title in Japanese]

Article type: Cover
2013 Volume 79 Pages Cover4-
Published: November 30, 2013
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.79.0_Cover4

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