Journal of Japanese Educatinal Research Associaon for the Social Studies

[title in Japanese]

Article type: Cover
2015 Volume 82 Pages Cover1-
Published: March 31, 2015
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.82.0_Cover1

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[title in Japanese]

Article type: Cover
2015 Volume 82 Pages Cover2-
Published: March 31, 2015
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.82.0_Cover2

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Developing a Social Studies Textbook Using Media Symphony : International Social Studies Unit "The Countries of the World" for Upper Elementary/Junior High School Levels

Kunihide KANEKO

Article type: Article
2015 Volume 82 Pages 1-12
Published: March 31, 2015
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.82.0_1

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This research aimed to develop an international social studies unit and the relevant software for the upper elementary/junior high school levels. Media symphony is an original concept representing the teaching materials that comprise hyperlinked sentences and images. These materials can be easily enlarged with merely one click and be read aloud by an artificial voice. The combination of these functions provides a new method of realizing such concepts as a universal design in the form of hyperlinked textbooks. In my opinion, students studying social studies must acquire a viewpoint that comprises four elements: space (geography), time (history), universe (civics), and me (self). These elements lose power if treated separately or as having no relation with each other. This research created a media-symphonic international social studies unit "The Countries of the World," which encompasses the above mentioned elements through the development of operating system-free, universal unit materials and teaching plans. The content is aimed at developing an international understanding through a comparison of four countries-New Zealand, France, Germany, and Korea. In each unit, the first lesson, titled "The Environment and People of 〜" treats the geography of that country. The second lesson, titled "School and the Children of 〜," examines the unique school systems and the children's life in their home and in each community. The third lesson, titled "History and the Industries of 〜," focuses on topical incidents and typical industries in each country. The fourth lesson, titled "The Interrelationships between 〜 and Japan/the World," explores the interrelationship between that country and Japan through persons, materials, money, and culture which connected both countries.

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Teachers' Practical Strategies Involving Why-Questions in Social Studies Lessons : Based on the Target and Viewpoint of Questioning

Saizou MORI

Article type: Article
2015 Volume 82 Pages 13-24
Published: March 31, 2015
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.82.0_13

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This study aimed to identify teachers' why-question strategies employed in teaching social studies. First, it examined the practical problems related to why-questions, which interfere with interrogative utterances. Second, to find a solution, it determined the structures and components of why-questions and analyzed them by examining their several elements. The results revealed that (a) a "viewpoint of questioning" is key in using why-questions and connects the target of a question with its answer and (b) the four elements of background, requirement, intention, and criterion constitute the "viewpoint of questioning," which promotes the development of children's social recognition. Based on these results, three strategies for asking why-questions were ascertained: (1) recognizing that why-questions nurture students' social recognition based on "a viewpoint of questioning" comprising background, requirement, intention, and criterion; (2) changing the question by paraphrasing it as a what- or how-question to understand students' viewpoints; and (3) instructing students to reconsider the question by asking them to contemplate it from a different angle to understand their viewpoints. The study's results revealed that the knowledge gained by analyzing the structures and components of why-questions could be useful in developing, analyzing, and discussing social studies lessons and theories.

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Constitutional Principles of Curriculum Standards to Support Social Studies Teachers in Their Gatekeeping Roles : Theoretical Conversion of the NCSS Standards in the U.S.

Satoru HORITA

Article type: Article
2015 Volume 82 Pages 25-36
Published: March 31, 2015
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.82.0_25

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This paper aims to clarify the constitutional principles of the social studies curriculum standards and the characteristics of curriculum development based on these standards by comparing the original and revised editions of the NCSS standards. Based on the ideas of Wiggins & McTighe (2005), we classified views on curriculum design into two perspectives: macro design and micro design. Specifically, we focused on the micro designs that teachers use to design units or lessons and reconsidered the functions of the NCSS standards using the thematic strands. This paper derived two conclusions. First, the NCSS standards support social studies teachers in their role as gatekeepers. The original edition, in particular, supports teachers in integrating the perspectives that learners should be encouraged to explore. The revised edition supports teachers' decision making at every stage of curriculum development, for example, following the theory of backward design. Second, the function of the NCSS curriculum standards is to translate goals of any content standards into broader purposes in social studies to promote civic competence. The results indicate that developing curriculum standards to support social studies teachers in their gatekeeping roles is an important function of professional associations.

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[title in Japanese]

[in Japanese]

Article type: Article
2015 Volume 82 Pages 37-38
Published: March 31, 2015
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.82.0_37

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[title in Japanese]

[in Japanese]

Article type: Article
2015 Volume 82 Pages 39-40
Published: March 31, 2015
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.82.0_39

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[title in Japanese]

[in Japanese]

Article type: Article
2015 Volume 82 Pages 41-42
Published: March 31, 2015
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.82.0_41

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[title in Japanese]

Article type: Appendix
2015 Volume 82 Pages App1-
Published: March 31, 2015
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.82.0_App1

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[title in Japanese]

Article type: Appendix
2015 Volume 82 Pages App2-
Published: March 31, 2015
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.82.0_App2

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[title in Japanese]

Article type: Appendix
2015 Volume 82 Pages App3-
Published: March 31, 2015
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.82.0_App3

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[title in Japanese]

Article type: Appendix
2015 Volume 82 Pages App4-
Published: March 31, 2015
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.82.0_App4

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[title in Japanese]

Article type: Cover
2015 Volume 82 Pages Cover3-
Published: March 31, 2015
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.82.0_Cover3

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[title in Japanese]

Article type: Cover
2015 Volume 82 Pages Cover4-
Published: March 31, 2015
Released on J-STAGE: July 01, 2017

DOIhttps://doi.org/10.20799/jerasskenkyu.82.0_Cover4

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