The present study investigated junior high school students' cognitions and emotional / behavioral responses to teachers' scolding which had been insufficiently examined although it is highly important in educational fields. Based on the results of a preliminary survey, we created four types of virtual scenes of being scolded by a teacher. Junior high school students (N=784) completed a questionnaire about cognitions and responses for each scene. Results revealed the following: (1) different styles of scolding evoked different responses, (2) "explanations" evoked positive cognition about teacher's intention of scolding, but "prohibitions" evoked negative emotional / behavioral responses, (3) scolding in a highly threatening way evoked anger, (4) junior high school students recognize the teacher's intention of scolding positively.

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The purpose of this study was to examine university students' learning from the two viewpoints of attitude toward learning and time spent learning, focusing on active class attitude, validity of Active Class Attitude(ACA) Scale. This study also examine strategies to support students' learning from quantity and quality by student' type. A questionnaire was completed by 204 university freshmen. The results of factor analysis was shown that active class attitude and learning commitment was different factor structure as each items loaded different factor. Correlations were examined between active class attitude and in-class learning time, out-of class learning time, and independent learning time. The result was shown that active class attitude was strongly correlated with independent learning time rather than with out-of class learning. And the results of cluster analysis was completed, the average mean of student's type of low- active class attitude and high-learning time was low. The results showed that 5cluster was best suited. We discussed about validity of ACA scale, and the strategies to support based on student's type.

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This study reports design experiments of a university undergraduate course to help students learn formative assessment with a systemic view of their learning community. The assessment indices based on learning goals were introduced to students as scaffolding through CSCL system to reflect on their activities after class. Two-year comparative analyze of descriptive contents of assessment, deliverables of collaborative learning task, final report, attendance of class and obsevation report by teachers and mentors demonstrated: 1) understanding learning goals and using of assessment indices in the second year was significantly improved, 2) students more intentionally engaged in group work in the second year, and 3) no significant correlation between the quality of deliverables of collaborative learning task and the understanding of assessment indices was found in the second year. The results indicate the needs to optimize the difficulty of learning task, articulate the relationship between process of learning activity and understanding of assessment indices, and improvement of evaluation rubric.

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Learners of computer programming learn fundamental programming concept insistences on experiential learning using some example programs. However some learners fail to understand the concepts or functions. One reason for such fail is lack of comprehension of relationship between program code and its behavior. This paper develops learning material focusing on "visual manifestation". It was used in the undergraduate program of a university for evaluation. As a result, it was found that the learning material is to enhance learning effectiveness.

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The Kyoto-city Board of Education provides training courses for novice teachers to enhance their pedagogical competencies. After conducting case study research on the learning processes employed by a participating group, we found that the effectiveness of the training course can be explained by Senge's model of "learning organization." Specifically, motivation for mutual collaboration increased with growing awareness of changing cognitive models, which allowed them to create shared visions and to clarify their individual skills. We concluded that autonomous training courses of novice teachers can be implemented successfully by including experienced teachers with knowledge of the training objectives and methods.

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This study aimed to reveal the actual condition of students' problem solving activities through observations and experiments and outline the implications for instruction in these activities. In study 1, problem solving activities came under 4 categories: formation and evaluation of hypotheses, record of outcomes, interpretation of outcomes, and design of observations and experiments. In study 2, the frequency of elementary school and junior high school students' engagement increased in the following order: interpretation of outcomes, formation and evaluation of hypotheses, record of outcomes, and design of observations and experiments. The results also suggested a positive correlation between the relationships between students' engagement in and perception of efficacy of these activities, and their engagement in and perception of teachers' encouragement. In study 3, elementary and junior high school teachers perceived problem solving activities categorized under the interpretation of outcomes and formation and evaluation of hypotheses as a low priority given limited teaching time. The results also suggested the importance of attempts to support teachers with more effective encouragement.

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A framework for systematic evaluation that included all the essential activities for logical communication was developed on the basis of a literature review and interviews with five university teachers. This framework consisted of six categories: explicit expression, persuasive expression, critical understanding, collaborative discussion, tool application, and basic attitudes. Based on this framework, we developed an evaluation support system that was designed to provide explicit feedback. To test the reliability and the validity of the system, we compared evaluations made by two raters with and without the system. Results indicated mid to high level of correlation between the raters. Also, we found mid-level of interclass correlation except the evaluation made on persuasive expression category items. Moreover, there was a correlation between evaluations conducted with and without the system.

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This study examined the effects of metacognitive and motivational regulation strategies on the use of cognitive strategies and persistence in learning. For this purpose, a self-report questionnaire survey was administered to 197 undergraduates. This study examined three types of motivational regulation strategies -autonomy regulation, performance, and cooperative strategies- and three types of cognitive strategies-writing-repetition, deep-processing, and writing-organizational strategies. The results of multiple regression analysis were as follows: (1) autonomy regulation strategies promoted the use of all cognitive strategies; (2) metacognitive strategies promoted the use of deep-processing strategies and persistence in learning; (3) performance strategies promoted the use of writing-repetition strategies and inhibited persistence in learning. The implications of metacognitive and motivational regulation strategies on the learning process in the light of the present findings were discussed.

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[in Japanese]

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