This study aimed to clarify the qualitative characteristics of technological project-based learning, which begins with problem-finding and task-setting, by focusing on changes in psychological ownership. Using SCAT (Steps for Coding And Theorization) for qualitative analysis, we examined interview data from learners who received high evaluations in a STEAM education curriculum. The results revealed that during the Problem-Finding and Task-Setting phase, a moderate increase in psychological ownership occurred through the fulfillment of self-identity driven by originality. However, psychological ownership declined during the phase of encountering difficulties in problem resolution. At this stage, learners engaged in bricolage-like information utilization, gathering diverse information, exchanging opinions, and integrating the information in their unique ways, which led to alignment with potential "Seeds" (technical elements possessed by oneself) for solutions. This transformation into manageable tasks enhanced learners' sense of efficacy, effectance motivation, and sense of belonging, resulting in improved psychological ownership. Furthermore, throughout the creative problem-solving process, learners implemented Quick & Dirty prototyping and received rapid feedback and made iterative refinements. This process steadily shaped their ideas, sustaining and further enhancing psychological ownership.

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It is important to address the history of information as a foundation for information education. While the history of information generally focuses on the development of computers, it is also valuable to explore it from the perspective of information heritage including past records. It is challenging to understand the history of information heritage through web resources alone, therefore hands-on experiences prove to be useful in information education by seeing, touching, and operating with actual items. In this study, we aim to exhibit the information heritage we have collected so far, linking these exhibits to the web, and to build an information heritage gallery where visitors can see, touch, and operate the exhibits while receiving web-based explanations. The gallery will configure two learning flows: one where visitors understand the explanations and the 3D models displayed via WebAR after imaging markers placed beside the exhibits; and another where visitors see, read and listen to detailed photos and explanations of the exhibits on the web. This approach will enhance the usefulness of the education we have provided in teacher training at both undergraduate and graduate levels, as well as in-service training for teachers.

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This study aimed to analyze the unit structure of "Engineering is Elementary", a curriculum for elementary engineering education developed by the Museum of Science, Boston. The characteristics of the development and learning activities of each lesson were examined through the questions, objectives, methods, and contents of Lessons 2 through 4 of the educator’s guide. In Lesson 2, students learned about the problem-solving process of engineers and how to use technology. In Lesson 3, they learned how to collect and analyze data obtained from experiments to understand the characteristics of technology. In Lesson 4, they explored problem-solving through the Engineering Design Process. The unit structure, consisting of these lessons, can be illustrated in relation to the concept of engineering. Suggestions for implementing similar educational approaches in Japan are summarized.

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This study aimed to develop a system for displaying measurement, control and interactive content through a network, examining content relevant to recent technological developments such as IoT, in the context of a data-driven society. In this study, a system of teaching material focused on traffic control systems was developed, and the characteristics of the material were evaluated by comparing them with elements from previous research and development in educational resources. As a result, the system of teaching material, which incorporates the four elements of measurement, control, network, and interactive content, was developed. The system also featured data collection, visualization, and analysis. It not only changed the content displayed at one terminal based on information measured via the network, but also updated the content at the other terminal in response to input data corresponding to the measured information. Furthermore, programs incorporating these features were constructed within the system of teaching materials.

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This study aimed to understand the process of transformation in the knowledge structures of learners in the technical upper secondary school course "electric circuit". We examined and compared the pre- and post-unit concept maps of the top and bottom performers in the unit. The influence of "a discipline-based epistemological approach of industrial department electricity" on the transformation of learners' knowledge structures was analyzed through correspondence analysis using interview data. A key characteristic of the knowledge structure transformation in many top-performing students was the labeling of the items considered to prevent fires and accidents when using electrical products. Conceptual knowledge, such as the relationship and regularity of each label, was expressed through first-level labels and structured by relating them to second-level labels. Additionally, both conceptual knowledge of technology and the structuring of conceptual knowledge of science were represented in the concept maps. Regarding the influence of a discipline-based epistemological approach on the structuring of conceptual knowledge in each subject , the results of the correspondence analysis suggest that the transformation of the knowledge structure in "Electric Circuits" was facilitated by the implementation of a Discipline-based Epistemological Approach in each subject within STEAM education.

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Although various educational practices regarding the use of social networking services (SNS) have been reported in school education, incidents involving posts going viral and causing issues, such as information leakage and flaming, continue to occur. In this study, we developed an animated educational material for secondary education aimed at raising awareness of information leakage pathways on SNS, and implemented them in junior high school technology and home economics classes (technology field). The developed material includes a section where viewers, along with the characters, reflect on "why this happened" in response to incidents, and provide a detailed explanation of the causes and preventive measures. Through these case examples, the material encourages viewers to recognize the importance of protecting privacy when posting on SNS. As a result of using this animated material in the classroom, students understood that even private accounts on SNS carry the risk of information leakage, just like regular accounts. The educational effectiveness of the material was demonstrated. Furthermore, the learning objective of "understanding the precautions when transmitting information and recognizing the unintended risks and conveniences of SNS" was successfully achieved.

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