We interpreted experiential learning status of beginner primary school teachers by 'open' or 'closed' concepts and described trends during the first yearinto four periods through a questionnaire survey. The results showed that by early period to spring period, in the case of new university graduate teachers was "closed" state where they feel difficulty in the entire inexperienced teaching profession. while in the case of experienced teachers, they take advantage of their experience at their previous school but are confusion caused by the différences with their current school, indicating that they cannot fully "open". From the autumn period, both cases change to "open" state by enhancing collegiality as school events and research classes, suggested that from autumn period to winter period efforts and environment in schools are deeply related to the experiential Learning establishment.

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This study aimed to obtain fundamental findings for enhancing inquiry-based learning in high schools. We surveyed 64 high school students who had completed two years of inquiry-based learning activities, focusing on "Independence" and "Grit" among the learners' intra-individual characteristics to explore their Relationship with inquiry-based learning activities. We grouped within-individual characteristics based on the mean of the Independence and Grit scores and performed an analysis of variance (ANOVA) to examine différences between groups. The analysis showed that the groups with higher-than-average ratings for both Initiative and Grit were higher than those with lower-than-average ratings for the appropriateness of setting inquiry themes, satisfaction with inquiry-based learning, and cooperation. This result indicates the necessity of fostering "Independence" and "Grit" in high school students to enhance inquiry-based learning. In addition, the qualitative analysis suggested that it is necessary to explicitly relate the learning content of Compulsory Subject 'Infomatics I' when engaging in inquiry.

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In educational settings where each student is equipped with an individual device, a new dynamic has emerged in scenarios where children speak to the entire class. Not only do listeners hear the speaker, but they also utilize their devices to provide immediate feedback by commenting directly to the speaker, enabling real-time sharing of feedback among learners. This study aimed to evaluate the effectiveness of this learning method, where listeners comment while listening to others' speeches. A survey on children's perceptions regarding this learning activity was conducted. Generally, the listeners held positive views towards the learning activity. They appreciated the ability to think while listening and to compare their thoughts with others through commenting. However, it was suggested that some children, depending on individual differences and the content of the speech, preferred to concentrate solely on listening. As for the speakers, it was indicated that they found value in receiving feedback through comments input by the listeners.

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Education on the use of social networking services (SNS) has been traditionally conducted in schools. However, there have been incessant cases where videos of nuisance behavior are posted and spread on SNS, becoming a major social issue. In this study, we conducted a survey on the awareness of SNS use among university students. As a result, it was shown that there were significantly more students who answered that they have things to be careful about on private accounts (so-called “locked accounts”) than on regular accounts. In recent years, nuisance behavior videos have become a social issue. These videos are often spread by followers who record the screen of their smartphones and repost them on their regular SNS accounts after they are posted on private accounts. However, only 56.3% of university students are aware of this situation. Furthermore, the strong sense of security towards private accounts suggests the need for appropriate implementation of teaching materials and education that show various information leakage routes even in private accounts.

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[in Japanese]

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