This study aimed to clarify the trial-and-error process during programming among junior high school students. Two pairs of students (sixteen students, eight pairs) were asked to solve five programming problems. During programming, students were encouraged to speak, and their screen images and speech were recorded and used for protocol analysis. Gained protocols were classified inductively into phases of PDCA(Plan-Do-Check-Action) and its sub-categories. The relationship between each phase of PDCA and its contribution to solving problems was analyzed. Students were classified according to their success in problem solving (i.e., groups with higher versus lower success rates). Consequently, the group with lower scores was confused in phases D and A. Further, the result of sequential pattern mining indicated that the group with higher success rates showed deductive planning and revision by abduction, while the group with lower success rates showed only partial revision and intuitive revision.

In this study, we examine the use of eccentric wheel toys as teaching aids to help infants and children develop their thinking skills while playing with them, as well as to encourage them to ask questions based on their observations and experimentation. To address their questions about the science behind the movement of the toy on a slope, we devised an experimental wheel toy model to explain its motion after improvements were made to its design and material. In addition, the operating principle behind the model was demonstrated using experimental and simulation analyses.

Multiple global issues exist and continue to multiply and worsen. As such, children must improve their scientific inquiry ability to construct a sustainable society. However, Japanese education has problems developing scientific inquiry ability. This study focused on the passive walking toy as a teaching material to improve scientific inquiry ability. A scientific inquiry activity using a passive walking toy, worksheet, and evaluation criteria was developed based on “Messing About,” “The Four Question Strategy,” and “Process Skill.” Further, lessons for university students were practiced using developed programs. This study clarified the learning effects, guidance perspective, and problems regarding scientific inquiry ability.

Problem based learning (PBL), which enables learners to develop problem-solving skills proactively, collaboratively, and practically, has been attracting attention as the development of problem-solving skills has been emphasized. However, inexperienced teachers may have difficulty appropriately facilitating PBL due to the diversity of PBL themes, team situations, and the lack of a framework and knowledge on how to proceed with PBL. This study aimed to enable teachers to effectively facilitate PBL, which is difficult to facilitate in the educational field. To achieve this, a PBL body of knowledge (PBLBOK), which systematically summarizes PBL processes and facilitation, was developed. Systematized PBL processes, viewpoints, and deliverables, were defined and systematized following a project management framework.

PBL practice based on PBLBOK demonstrated that PBLBOK enables teachers to facilitate PBL more effectively than other methods.

This study aimed to establish component factors for collected protocols of core conception in technology education and examine the relationship between technology/engineering of STEM(Science, Technology, Engineering and Mathematic)/STEAM(Science, Technology, Engineering, Arts and Mathematics) education and other areas by comparing General Certificate of Secondary Education syllabi for Design and Technology in the United Kingdom. This study clarified that symbols were used to clearly identify examples where mathematics and/or science could be considered relevant in those syllabi. Examination focused on the trend of designing activities with spoken language. Capabilities were grouped into eight: 1) components of technology, 2) concept of technology, 3) technological social science and physical characteristics, 4) technology system (knowing-that and knowing-how of systems), 5) function concept of human's technological activity, 6) designing of technology and social systems, 7) designing for components of a system, 8) designing using social and physical sciences.

Although online programs to train teachers in computer programming are common, few studies have closely looked into their effectiveness in preparing teachers to conduct programming lessons in their classrooms. The purpose of this study was to examine the training effect of a continuous online professional development program that trained teachers to be proficient in implementing computer programming in their classrooms. The training was structured around the “Gradual Release of Responsibility Model," with constructionism as the core learning principle. It was conducted from May 2020 to January 2021 with the participation of 14 teachers. The results of an analysis of trial practices undertaken during the training period revealed that 13 (92.9%) teachers were able to demonstrate their aptitude in using the knowledge and skills they acquired from the online program. Their evaluation of the training after it ended was also mostly positive, indicating the effectiveness of every training element in the design of the online program. The survey on the impact of the online program suggested that the participating teachers shared their learning journey and lessons learned in their professional development with their colleagues who were not part of the program, confirming the wide-reaching influence of the program. In summary, our study demonstrates the effectiveness of long-term online teacher professional development in training teachers to implement programming education in schools.

Artificial intelligence (AI) has been developing rapidly. Demand in Japan and abroad for the development of human resources who can utilize data science and AI is growing. Technology and home economics topics in junior high school are central in compulsory education, but the practice of teaching AI as a subject has just begun. Therefore, this study developed a seven-hour instructional process for experiential learning of the mechanism of AI and incorporated a data science perspective using image recognition, an AI technology, as the subject.

The program was implemented, and its effectiveness was verified. In the class, students learned the process of image recognition, the relationship between network and AI, and the advantages and disadvantages of AI using the Teachable Machine, Proguru, and teacher-developed sample applications, respectively. The students were taught to acquire knowledge and skills related to AI through experiential learning. Consequently, it was confirmed that the students understood the mechanism of AI through firsthand activities, considered their own relationship with AI, and speculated the advantages and disadvantages of AI in the future society.

Fertilization is crucial in enhancing crop cultivation, and the optimum amount is set according to the crop and cultivation method. The amount of fertilizer application is adjusted considering economic efficiency, environmental load, and labor. Therefore, this study compared, fertilizers containing N, P, and K, and a fertilizer containing all three components in the bag cultivation of potatoes. The effects of fertilizer components on the growth and yield of potatoes was examined. Further, this study assessed whether fertilizer choice and bag cultivation of potatoes could be used as a teaching material that contributes to adjusting to a growth environment wherein students exercised their viewpoints and ideas of technology in setting tasks. Consequently, it was clarified that in potato bag cultivation, the yield of potatoes increased by applying N. However, the yield tended to increase when all three components were use. In addition, teaching materials based on fertilizer application data in bag cultivation of potato could enable students to understand the effects of NPK fertilizers and to make use of viewpoint and way of by utilizing technology for problem-solving.