This study aimed to characterize the thinking processes of junior high school students in electric circuit design using protocol analysis based on the OODA (Observe-Orient-Decide-Act) loop framework. Twelve eighth graders were selected as participants from the results of a pre-survey regarding concept of electric circuit, and their thinking processes were analyzed in upper and lower groups. Participants worked in pairs on design tasks, and their speeches and operation protocol data were collected and classified into phases. Trends in phase frequency, work frequency, and sequential patterns were analyzed to examine the characteristics. The upper group showed a trial and evaluation procedure, using hypothesis-forming inference with reference to electrical knowledge and experience. In contrast, the lower group tended to repeat decision-making and specific assessments in an ad hoc manner without appropriate feedback on the execution results.

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The ability to think about design and creatively solve problems is essential to realize a sustainable society. Design is not only an aesthetic element, but also plays an important role in problem solving. Design has traditionally been taught in high schools in "Art I," and has been newly introduced in "nformation I." In this study, we examined the bridging between "Information I" and "Art I" in order to improve students' problem-solving abilities based on design. First, based on the concept of subject bridging, which connects the curriculum guidelines and learning contents, the differences between two subjects in terms of design were summarized. Next, we found that students' understanding of design deepened through the class practice of "Art I," which was intended to be linked with "Information I. " Therefore, we proposed a bridging class between "Information I" and "Art I" in which teachers are aware of the characteristics of design treated in each subject, in order to aim to further improve students' abilities while achieving a synergistic effect in their learning.

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This study proposes interdisciplinary project-based learning (PBL) utilizing a "Project Learning Design Sheet." A cross-curricular PBL program is then proposed in which the junior high school technology and home economics class "Bio-nurturing Technology," the science classes "Various living Organisms and Their Similarities" and "Structures and Functions of The Bodies of Living Organisms," and the mathematics class "Data Application" are linked. To design the cross-curricular project learning, we coordinated the collaboration of the subject teachers and the timing of the study contents, and set "fixed and native species" as the study material. The examination of the practical learning effects, in which we focused on the transformation of learners, suggested that such approach could contribute to concept formation and the consolidation of individual knowledge. In addition, interviews with teachers revealed that while they confirmed the application of perspectives and ways of thinking in their subjects, they also perceived challenges regarding the acquisition of knowledge and skills.

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In the revised Course of Study for Junior High School (Technology), the government has proposed the enrichment of inquiry activities. In the field of "C: Energy conversion," "making" is described as an activity that includes the process of conception, design, improvement, and modification. However, previous studies have highlighted challenges exist such that the number of class hours in the field of "C: Energy conversion" is insufficient, and that making activities in the mechanism field are rarely covered as an issue. This study focused on automata as teaching materials for activities of making mechanisms. We developed automata using a music box as power and card boards as the mechanism. The students can study the mechanism using meshing by observation of a music box, which has several gears. In addition, in making this automaton, the students can make mechanisms that they design themselves. We improved the teaching materials and conducted a class practice among second grade students. The educational value was clarified through an analysis of the results of a mechanism test and a questionnaire survey

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Problem solving activities in the technology of nurturing living things should be based on a discipline-based epistemological approach. If the harvest result of the crop could be quantified not only in terms of the yield but also the revenue and environmental load, quantitatively grasping trade-offs among them will be helpful. For environmental load, greenhouse gas (GHG) emissions were calculated using a life cycle assessment. To obtain various results on yield, revenue, and environmental load, potato plants were grown using eight different cultivation methods. A multifaceted analysis of the harvest results revealed that in the unfertilized plot, although small improvements were observed in the expenditure and GHG emissions, the negative effect of the yield decrease was even greater. In addition, from the viewpoint of economy and environmental load, a clear trade-off was observed between poly mulch and biodegradable mulch. These results suggest the importance of analysis of the harvest results from multiple perspectives.

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