Japan Journal of Educational Technology
Online ISSN : 2189-6453
Print ISSN : 1349-8290
ISSN-L : 1349-8290
Volume 44, Issue 2
Displaying 1-9 of 9 articles from this issue
Paper
  • Yuki ANZAI, Yumi TONAN
    Article type: research-article
    2020 Volume 44 Issue 2 Pages 155-174
    Published: October 10, 2020
    Released on J-STAGE: October 15, 2020
    JOURNAL FREE ACCESS

    This study was aimed at clarifying in structural terms the practical knowledge of facilitation on the part of expert workshop facilitators. To this end, we conducted observational and interview-based surveys with three such experts. As a result of our analysis, it became clear that the experts compared information perceived in the facilitation setting with their conceptual knowledge of individual psychology and the properties and relationships of groups. Clearly, they then determined specific actions using procedural knowledge regarding the observation of participants and the respective adjustments of programs, information transmission, relationships, and reactions. Moreover, it was suggested that all of these shared the background factor of metacognitive knowledge that values the workshop as a democratic method that is free of authority and norms. It was further suggested that conflicts arising among these respective forms of metacognitive knowledge engendered facilitation difficulties unique to individual experts. The results of this analysis yielded several suggestions with regard to practitioner training.

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  • Yuno SHIMIZU
    2020 Volume 44 Issue 2 Pages 175-187
    Published: October 10, 2020
    Released on J-STAGE: October 15, 2020
    JOURNAL FREE ACCESS

    The purpose of the present study was to examine the effects of engagement and the difficulties with figures on proof problem solving. Junior high school students (N=162) completed questionnaires. It was found that: (a) The difficulties with figures was composed of 4 factor: “the properties of parallel lines and angles”, “plane figure measurements”, “methods of proof”, and “drawing and moving figures”; (b) the lower the methods of proof difficulties, the higher the cognitive engagement, and the better the proof solutions; (c) the lower the drawing and moving figure difficulties, the worse the proof solutions; and (d) the lower the methods of proof difficulties, the higher the engagement. It was concluded that reducing the methods of proof difficulties could promote better problem solving and better engagement.

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  • Analysis of lessons in New Zealand
    Shunya KOGA
    Article type: research-article
    2020 Volume 44 Issue 2 Pages 189-201
    Published: October 10, 2020
    Released on J-STAGE: October 15, 2020
    Advance online publication: September 02, 2020
    JOURNAL FREE ACCESS

    The purpose of this study is to determine what kind of learning and instruction on critical thinking are included in the statistical literacy lessons. For this purpose, this study analyzed New Zealands' statistical literacy unit, Evaluate Statistically Based Reports (ESBR). As a result of the analysis of the teaching materials used in the class and the utterances in the class, it was considered that ESBR has various statistics contents in order to interpret the report from multiple perspectives. It was also considered that the learning and instruction in judging the validity and the reliability of statistical information and claims drawing from data and survey results in reports are involved in the "non-sampling error" and "observational and experimental research" of the ESBR, and these learning and instruction include critical thinking in "multifaceted examination and evaluation" and "judgment based on solid evidence, context, and value".

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  • Megumi IKEDA, Ryohei IKEJIRI, Tomoyuki SUZUKI, Kaede KIDO, Yusuke TSUC ...
    Article type: research-article
    2020 Volume 44 Issue 2 Pages 203-212
    Published: October 10, 2020
    Released on J-STAGE: October 15, 2020
    Advance online publication: August 28, 2020
    JOURNAL FREE ACCESS

    The purpose of this study was to determine the impact of feedbacks on work processes by supervisors to young workers’ job crafting and competence improvement in a workplace. For this, a structural equation modeling was used based on data obtained through an internet survey. Results revealed that feedback on work processes by supervisors positively affected all assessed factors of job crafting and competence improvement in a workplace. In addition, effective job crafting differed from type of competence improvement in a workplace. These results suggest that feedback on a work processes by supervisors may be effective in improving competence of young workers and encouraging job crafting in a workplace.

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Paper on Educational Practice Research
  • Yuto OMAE, Tatsuro FURUYA, Masaya MATSUSHITA, Kazutaka MIZUKOSHI, Kazu ...
    Article type: research-article
    2020 Volume 44 Issue 2 Pages 213-223
    Published: October 10, 2020
    Released on J-STAGE: October 15, 2020
    JOURNAL FREE ACCESS

    Because artificial intelligence (AI) is an effective method to solve various social problems, it is important for learner to learn a knowledge of AI during the early stage and develop learner’s career. Based on this point of view, we performed an education of AI to the elementary school students and its educational evaluation. As the evaluation indexes, we adopted the intrinsic value, attainment utility value, expectation of the success and career development for artificial intelligence. As the results, we could confirm the improvement of their factors by the t-test and path analysis. We could also confirm that the contents of our education had the good effect for the elementary school students.

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  • Ryota YAMAMOTO, Taeko NAGATOMO, Yoshiki NAKATANI, Yoshihiro MIWA, Ken ...
    Article type: research-article
    2020 Volume 44 Issue 2 Pages 225-236
    Published: October 10, 2020
    Released on J-STAGE: October 15, 2020
    JOURNAL FREE ACCESS

    The forms of organization relate to learning outcomes in nonformal learning activities This paper aims to answer the question, “What kinds of challenges do students who have structured a student group for nonformal learning activity face, and how can we support them to overcome these challenges to acquire the learning outcome?” The authors analyzed the activities of a nonformal learning group that was formed by first-year students for approximately two years. The results show some challenges, such as “abstractly defined activities,” “duality of the group,” and “frustration due to the differences in commitment burden.” Therefore, we suggest three principles of learning support: (1) providing an opportunity to have a connection with an outsider of the college to make the activity concrete, (2) introducing model cases or studies by experts to make the activity concrete, and (3) providing an opportunity to have a connection with a college outsider to make the participants of the informal learning group active.

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  • Wakako FUSHIKIDA, Hiroki OURA, Ryo YOSHIKAWA
    Article type: research-article
    2020 Volume 44 Issue 2 Pages 237-251
    Published: October 10, 2020
    Released on J-STAGE: October 15, 2020
    Advance online publication: September 07, 2020
    JOURNAL FREE ACCESS

    This study aims to consider students’ comprehension and viewing behaviors of lecture videos through a flipped classroom on basic statistics and data analysis. We introduced "Epistemic Preparative Activities" using authentic problem-solving games that are relevant to the learning contents of lecture videos and face-to-face activities to the class before viewing videos. We compared pre-, middle-, and post- comprehension tests scores and investigated the degree or styles of video viewing between an individual EPA group and a collaborative EPA group, in order to reveal which EPA has a greater advantage in a flipped classroom. The results show that the following three suggestions: (1) the comprehension of the entire students' were improved despite differences in EPA groups, (2) the collaborative EPA group perceived greater understanding of the learning contents before face-to-face activities, (3) the individual EPA group was encouraged in viewing the lecture videos selectively and recurrently.

    Editor's pick

    2021 Best Paper Award Winner

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Technical Information
  • Chika KIMURA
    Article type: research-article
    2020 Volume 44 Issue 2 Pages 253-264
    Published: October 10, 2020
    Released on J-STAGE: October 15, 2020
    JOURNAL FREE ACCESS

    Despite the efforts to promote awareness of the senders of information in primary and secondary schools, university students, who should have been educated on the matter, do not appear to care about the senders of internet news. This study considered that many university students have little opportunity to know the sender of internet news and that their idea of it is vague. Therefore, it designed a lesson that could enhance this awareness. The composition of senders of internet news reflects that of information senders of other media. By considering this similar relationship, the current design encourages students to remember past learning experiences and make an analogy and generate a solution that ought to make them aware of the sender when reading internet news. As a result of practicing the designed lesson at two universities, it was confirmed that the assumptions above are supported. The lesson is designed in a way that students are made aware of the sender of internet news.

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  • Takashi KUSUMI, Kazuji NISHIKAWA, Takahiro SAITO, Naoko KURIYAMA
    Article type: research-article
    2020 Volume 44 Issue 2 Pages 265-275
    Published: October 10, 2020
    Released on J-STAGE: October 15, 2020
    JOURNAL FREE ACCESS

    The purpose of this study to explore teachers’ expectations and Commitment towards educational practice of programming education in elementary school in Japan. An online survey was carried out among 633 elementary and junior high school teachers in Japan. We found that 33% of elementary school teachers wanted an opportunity to teach programming. Among those who did not show a willingness for the same, one half mentioned lack of familiarity with programming as the primary reason and lack of time due to involvement in other jobs as the secondary reason for not favoring programming education. About 30 % of teachers had computer anxiety, and 50% of the teachers were not competent in the use of computers. A path analysis of the aforementioned data revealed that (a) high programming skills influenced a positive attitude toward a cooperative human-AI society, raising expectations for the effect of programming education and raising the willingness to participate in it; and (b) among elementary school teachers, there was a lack of willingness toward participation in programming education owing to poor programming skills, because of computer anxiety and a fixed mindset.

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