Journal of Japanese Educatinal Research Associaon for the Social Studies

[title in Japanese]

Article type: Cover
2014 Volume 80 Pages Cover1-
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_Cover1

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[title in Japanese]

Article type: Cover
2014 Volume 80 Pages Cover2-
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_Cover2

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Researchs on Social Studies Class in the Contemporary School Context Report of the Symposium on the 62nd Annual Conference of JERASS, Yamaguchi University

Yukio YOSHIKAWA

Article type: Article
2014 Volume 80 Pages 1-8
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_1

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An Approach of Social Studies Curriculum Design by Teachers : The Case Study of a Japanese History Teacher in High School

Hiromi KAWAGUCHI

Article type: Article
2014 Volume 80 Pages 9-20
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_9

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This case study examines a Japanese history teacher in high school and proposes a social studies curriculum design approach by teachers themselves. In the past decade, Japanese educational policy for curriculum development has radically changed by having less dominance of the national curriculum to allow more flexibility for teachers. However, a number of Japanese teachers seemed to be confused about the situation because they have little experience in designing long-term school curricula. This case study's purpose was to design a Japanese History curriculum in a high school through collaboration between a researcher and a practioner. The three main stages of curriculum design were as follows. First, the teacher analyzed the data and identified factors that would affect his practice. These factors included both external factors, such as the national curriculum and many internal factors, such as school ethos, materials, and student backgrounds. This information formed the foundation of the curriculum we developed. Second, the teachers outlined the curriculum by examining factors and curriculum models developed in previous studies. Third, we developed the learning objectives and contents. Having started with the analysis of current practice, this curriculum development process employed both bottom-up and top-down methods. This approach may expand the role of teachers because they become "curriculum designers" or "curriculum developers" who exercise discretion in curriculum design, and not merely "curriculum users" who follow the national curriculum.

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Developing Social Studies Lessons by the Method of Critical Textbook Usage : The Necessary Condition for Handling the Unit Development Study

Taiji FUJISE

Article type: Article
2014 Volume 80 Pages 21-32
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_21

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The purpose of this study is to propose a critical textbook usage method so that social studies teachers can conduct unit development study. Critical textbook usage is the method by which we teach students the relative and political nature of social studies textbooks, enabling them to understand that textbooks do not represent the neutral and absolute truth. The author, on the basis of this method, develops a lesson plan for teaching junior high school students that the textbook's explanations contain only some of the truth about why the Sino-Japanese War was prolonged. The results demonstrate a strategy for disseminating unit development study among social studies teachers under the situation where they are legally required to use authorized textbooks. Unit development study is the most effective methodology to develop students into democratic citizens who do not blindly obey authorities and superstitions. However, it is difficult to widely disseminate this methodology among teachers because it requires them to develop lessons without a textbook. Social studies teachers therefore must realize that developing lessons by using only a textbook instills in students the belief that it contains the neutral and absolute truth, thus failing to develop them into democratic citizens. The method proposed in this study makes social studies teachers aware of the importance of conducting unit development study by changing their method of using a textbook in lessons.

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The Lesson Improvement Study Based on the Fact of Learning

Akihide MINE

Article type: Article
2014 Volume 80 Pages 33-44
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_33

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Studies on the effectiveness of evaluation systems on Social Studies have been carried out in various domains and levels; a survey on actual academic achievement, methods, processes and activities for evaluation, and development of exam papers to list a few. However, no evaluation methodology that effectively put theory into practice has yet been established so far. Why? One cause may lie in difference between educational evaluation methods in schools and outcomes of the examinations that focuses on more practical knowledge and understandings. The latter appeals more in the wider society. Could the scoring system that considers various viewpoints benefit students acquiring knowledge in social studies? Given the situations where schools and teachers are currently in, how can we evaluate educational outcomes in more practical manner? Every research reflects in method various unique aspects and agenda that focus on practicality of the evaluation systems. Also, it is necessary to recognize the importance of developing an evaluation practice unique to social studies. The research in social studies lessons improvement is also much called upon considering that the evidences for evaluation derived from differing viewpoints of academic achievement depending on the social studies theory.

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Development of Dialogue-Style Lessons in "Ethics" through "Learning of a Sense of Values Formation" : A Case of a Unit "The Challenge by Jobs and Gates regarding Ethical Problems in Capitalism"

Hironobu TANEMORI

Article type: Article
2014 Volume 80 Pages 45-56
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_45

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At the core of citizenship fostered in "civics", students develop their individual sense of values regarding civic and ethical problems in modern society. Based on this hypothesis, this study examines what types of lesson plans stimulate students' formation of civic and ethical values. First, we re-evaluated the learning theory utilized thus far, as it was proven to be inadequate for nurturing citizenship. As a result of the study, we explained the theoretical hypothesis regarding "learning values formation" with an emphasis on dialogues with others, which are required to enable the students to form values independently. Specifically, through dialogues with other students and role models, the students modified and formulated their personal values concerning the ethical problems in modern society observed by them. Second, based on the hypothesis and methods utilized to develop these lessons, we identified the most effective teaching materials and lesson processes. Finally, based on the hypothesis and the methods identified, in "Ethics" curriculum, the author developed a unit called "The Challenge Posed by Jobs and Gates regarding Ethical Problems in Capitalism," which used the examples of Steve Jobs and Bill Gates and focused on teaching materials related to ethical problems in capitalism and the process of manufacturing products.

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The Attempt to Constitute "Concept-Categorization Teaching/Learning" in Elementary Social Studies : Focusing on Children's Ability to Categorize and Explain Concepts

Kazuyuki NIIYA

Article type: Article
2014 Volume 80 Pages 57-68
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_57

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This paper is intended to improve the current "Concept-inquiry teaching/learning" practice in elementary school through close examination of concept-labeling activities. Children benefit from learning by inquiring into various issues and categorizing them into respective scientific and conventional concepts. This process of labeling requires training of certain cognitive functions. However, the traditional method of concept-inquiry learning/teaching has simply instructed pupils to pursue specific themes among issues. It often lacked consideration for students' developmental stages or the original aims of social studies. The author proposes to utilize: (1) Inference and identification, (2) general categorization and understanding its multilayered structure, and (3) critical thinking with some counter-evidence. These activities will scientifically guide children to acquire the skills for conceptualization and categorization. This method will also accomplish the aims of elementary social studies and equip pupils with the basic skills required in the inquiry-based learning expected from them in high school.

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Reevaluation of Civic Educational Theory Proposed by Thomas J. Jones and "Hampton Social Studies"

Junichiro SAITO

Article type: Article
2014 Volume 80 Pages 69-80
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_69

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Social studies was created as a school subject in the early 20th century in the US. During that era, immigrants increased dramatically, thus increasing racial diversity. Therefore, educators had to consider a new type of civic education to unite the various cultures. Thomas Jesse Jones, on whom this study focuses, became famous for considering the relationship between social education and race. When discussing Jones's ideas, most previous researchers have criticized Jones for encouraging minority people to accept their present struggle. However, those studies did not focus sufficiently on Jones's encouraging students to seek upward mobility. The present study reviews his educational theory from the perspective of the relationship between education and ethnicity, and it explains that Jones thought that the minority could adapt to American society by improving their standard of living and communication among the diverse races. Given the background of his beliefs, he thought that the environment affected the daily life of racial minorities, and he intended each racial minority to pursue upward mobility. In conclusion, this study suggests that although Jones acknowledged the different features of each race, he created his educational theory to promote the assimilation of minorities and their upward mobility. Expanding up that conclusion, this study suggests that, when we discuss social studies as Citizenship education, we should focus upon and reconsider the relationships between each era's diversity and the social studies curriculum.

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Deliberative Turn in Issues-Centered Decision Making Curriculum : An Analysis on the Lesson Framework of "National Issues Forums"

Kenichi NAGATA

Article type: Article
2014 Volume 80 Pages 81-92
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_81

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This study theoretically proves that deliberative learning on social issues provides methods for resolving problems embedded in major issues-centered decision making curricula in Japan, and identifies the turns in curriculum principles from the former decision making curriculum to the deliberative learning curriculum. In recent years, leading theories in sociology and political science have indicated that modern society is characterized by uncertainty, which makes it difficult for individuals to make rational decisions and judgments from a universal perspective. Therefore, the theories of issues-centered decision making curricula aimed at individual decision making that rely on rationality and universality are being disputed in our uncertain modern society. Meanwhile, issues-centered decision making curriculum theories that focus on collective decision making also face problems in reconciling socially conflicting benefits and values, because they begin with individual decision making based on personal interests and values. These problems lead to the following question: "What principles should we design issues-centered decision making curricula on to develop people's abilities to reconcile conflicting benefits and values as well as to maintain public order in our uncertain modern society?" To address this question, this study analyzes a lesson plan of the National Issues Forums, which is based on deliberative democratic theory. The analysis clarifies the principle that a class is structured for the creation of common good, so that each individual transforms his/her preferences by examining the validity of reasons and developing agreements or disagreements regarding the dimensions of conflict. According to this principle, this study concludes that "the turn in the basis of collective decisions," "the turn in the process of collective decision making," and "the turn in the dimensions of agreement" are deliberative turns in issues-centered decision making curricula.

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[title in Japanese]

[in Japanese]

Article type: Article
2014 Volume 80 Pages 93-94
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_93

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[title in Japanese]

[in Japanese]

Article type: Article
2014 Volume 80 Pages 95-96
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_95

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[title in Japanese]

[in Japanese]

Article type: Article
2014 Volume 80 Pages 97-98
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_97

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[title in Japanese]

[in Japanese]

Article type: Article
2014 Volume 80 Pages 99-100
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_99

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[title in Japanese]

Article type: Appendix
2014 Volume 80 Pages App1-
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_App1

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[title in Japanese]

Article type: Appendix
2014 Volume 80 Pages App2-
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_App2

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[title in Japanese]

Article type: Appendix
2014 Volume 80 Pages App3-
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_App3

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[title in Japanese]

Article type: Appendix
2014 Volume 80 Pages App4-
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_App4

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[title in Japanese]

Article type: Cover
2014 Volume 80 Pages Cover3-
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_Cover3

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[title in Japanese]

Article type: Cover
2014 Volume 80 Pages Cover4-
Published: March 31, 2014
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.80.0_Cover4

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