Preparing future faculty program for graduate students who aim at being faculty in the future enables them to obtain mainly teaching knowledge and skills. In this research, to offer an opportunity to overview and organize their activity of education and research and draw their career paths, Graduate Student Academic Portfolio(GSAP) was developed. GSAP is a document consisted of body text in which they write the activity and academic goals in plain words and evidences which support the body text. And GSAP workshop for helping to create GSAP was developed and conducted. Seven graduate students participated in the workshop and, according to their responses to the questionnaire, they found diverse positive effects of creating GSAP and joining in the workshop and were fully satisfied with GSAP. The results indicate that GSAP could be one of the standard tools for reflection in preparing future faculty program.

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In this study, we propose an instructional method to develop “the critical thinking attitude in science” for high school students. In the method, students analyze the argumentation of other person written on a card, and estimate its structure through some manipulation. In order to investigate effectiveness of the method, we conducted a class in basic chemistry for 40 students at a high school. Based on the analysis of pre-post surveys, we conclude that our method can improve their inquiring mind and reflective thinking attitude, which are part of the critical thinking attitude in science.

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There are difficulties students often face when they learn “Converging Lenses and its Image Formation”. First, they can't make clear image of light ray diagrams. Second, it's difficult for students to understand the relationship between the phenomenon and the model. We tried to solve these problems using the AR materials; it make students possible to see the light lay diagrams model on a motion when they experiment with an optical bench,In our comprehension test, we made the students draw light ray diagrams to measure their drawing skills. Though their drawing skills have not improved even with the AR materials, the ratio of the students that understood the phenomenon improved. The results of our research shows that AR materials are useful for students to develop their drawing skills associated with the phenomenon.

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The purpose of this study was to construct a scale to measure sense of responsibility toward community among Japanese university students. A review of the literature revealed that a sense of responsibility toward one’s community was defined as an attitude to accept one’s obligations to promote social welfare voluntarily, and a self-efficacy in the community. In order to develop a responsibility scale, Japanese university students (N=649) answered questionnaires regarding responsibility to community, with questions relating to ‘The prosocial behavior scale’ and so on. When factor analysis was performed on the 11 items of the responsibility scale, two factors were found which corresponded with the hypothesized result. Reliability of the scale was confirmed by Cronbach’s alpha and test-retest method. Validity of the scale was also confirmed by logistic regression analysis and correlation analysis.

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The main purpose of this study was to investigate the effects of spontaneous prior learning activities and self-efficacy on teaching practice and a firm belief to be a teacher in student-teachers. The total of 667 student-teachers responded to pre- and post- teaching practice questionnaires. Covariance structure analysis showed followings. 1) Self-efficacy for communication effects self evaluation of teaching practice widely. 2) Spontaneous prior learning activities enhance self-efficacy for communication, self-efficacy for teaching management and self-efficacy for practical sense. 3) Spontaneous prior learning activities enhances a firm belief to be a teacher directly. 4) Two types of self evaluation of teaching practice enhance fulfillment in teaching practice. 5) Fulfillment in teaching practice enhances a firm belief to be a teacher.

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In this paper, the authors constructed a learning unit of Internet Addiction prevention education to improve high-school students’ Internet Addiction tendency through Education of Information Studies, and implemented the teaching practice for students at B high school. The authors examined achievements and problems of this teaching practice by analyzing about students’ annual changes of Internet Addiction tendency through this class.As a result of the questionnaire for students about their annual changes, students’ Internet Addiction tendencies were improved and established as a whole after the class.It is concluded that this teaching practice for a year was effective to improve students’ Internet Addiction tendency.

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