[in Japanese]

View full abstract

In a lesson improvement, it is very important to grasp a student's understanding change. Previously, by analyzing the "study chart" freely described by the student, Tsukamoto and others performed response analysis of a student's understanding change, and showed one direction to the lesson improvement. However, since analyzing a student response had many required time and labors for the teacher or the researcher, it was difficult to apply to an everyday lesson improvement. This research shows the method of the collection and analysis of the student response for a lesson improvement by studying the meaning of a student response. The effect was evaluated in the class of information science and clarified. Four categories of a student response existed on the rational and the irrational mental function, and the researcher was able to make the lesson improvement by looking down at this balance. In addition, it became clear that collecting student responses leads to the learning improvement by the student.

View full abstract

This study aims to examine the effective ways to introduce ICT integrated education to teachers of middle standing and how the attributes of those teachers relate to the effect. We presented slides, attended by two hundred participants, based on the training curriculum proposed in the previous study. Following the lecture, we found that the following points were important to promote better understanding on the ICT integrated education : 1. The purposes to foster students' problem solving ability are to be clarified ; 2. The necessity of explicit instruction on the ways of viewing the subject is to be clarified ; 3. The difference between ICT education and computer science education is to be clarified ; 4. The difference between ICT as educational contents and ICT as instructional tools is to be clarified ; 5. Concrete examples on "the ability of using ICT for problem solving" should be provided. The results indicated that the teachers have not yet had common understanding on ICT education and the ways to integrate it to their classes ; therefore, it is essential to transmit the concept of ICT education clearly. Additionally, it was shown that the acceptance of "new concepts" to foster students' problem solving ability is prerequisite to motivate those teachers to introduce ICT education within the current subject area. Thus, we plan to further study the ways to design presentation according to teachers' attributes.

View full abstract

Instructional technology can be scrutinized from the viewpoint of instruction as well as technology. Technological view suggests that developmental procedure of a new course can start from images and analogies instead of instructional objectives adopted in the conventional procedure of instructional technology. The conventional instructions in universities are usually given in the form of lecture and practice, but this report introduces a new style of knowledge creation course to solve educational problems creatively. It also shows the possibility of describing empirical and tacit knowledge accumulated from long teaching experiences into the explicit knowledge in the form of models and empirical laws or propositions.

View full abstract

The purpose of this paper is to propose, promote, and support the unique new type of teacher education. The author calls this "Clinical Education of Teachers". Eleven (11) classroom works are described in this paper, in which the teachers talked about his/her experiences, obtained the comprehension of the students in the classroom, and succeeded in generalizing such experiences among the students. In these examples, the author prepared and proposed special tools and system, monitored their functions, and shared the results with the teachers. The author explicitly explains the tools and common concept involved in 11 examples and states the necessary conditions for the system consisting of several tools for the education of teachers. These conditions are essential in realizing the clinical education of teachers using such tools and system. As stated above, the teachers, as researchers themselves, succeeded in generalizing his/her experiences among the students in the classroom. The author finds that the tools and system described in this paper are effective in the clinical education of teachers.

View full abstract

There is a difference in time until it finishes it, efforts, and a device, though each student tackles the same subject in a lesson. When considering an efficient and effective lesson, it is important to grasp the state of the "study method" as a student's characteristic. From the above thing, this research explores the actual condition of a college student's study method. Specifically, investigation about the "study method" is conducted for the first grader and second grader (a total of 366 persons) who are enrolled in Osaka University. There, it focuses on a grade, a sex, and a faculty, and each difference is examined. Consequently, (1) 6 factors; namely, of a "main point grasp factor", an "ICT practical use factor", a "vision practical use factor", "understanding promotion/enhancement factor", a "memorandum practical use factor", and "a related data practical use factor" factors were extracted by factor analysis. (2) From a grade difference and sex difference, the difference was accepted in "understanding promotion/enhancement factor" and the "related data practical use factor." (3) With the difference of a faculty system, the difference was accepted in 3 of an "ICT practical use factor", "understanding promotion/enhancement factor", and a "memorandum practical use factor" factors.

View full abstract

In the touch-typing education which learners master touch-typing as literacy, the subjective data (self-evaluation) of learners is an important mastery index in the touch-typing education whose purpose is the learning of keyboard literacy in addition to the objective data (objective evaluation) such as typing time and mistake rate. Thereupon, in addition to typing time and mistake rate, selfevaluation (consciousness of habituation and feeling of satisfaction) were measured in the touch-typing education for undergraduates. The results suggested the following : (1) The relation between sum total mean self-evaluation scores and frequency of records matched well to log-linear model, and it was suggested to be able to predict the mean selfevaluation scores, (2) We suggested the method to extract the changing patterns of self-evaluation scores, and extracted 14 kinds of changing patterns from the time series data of self-evaluation sores, and (3) As a result of the pass analysis for self-evaluation scores, typing time and mistake rate, it was suggested that, at the beginning of touch-typing practice, learners tend to put stress on typing time, but at the end of touch-typing practice, they tend to put stress on mistake rate.

View full abstract

In this research, GeoTrade that is a web based educational game was developed. In GeoTrade, two or more participants traveling every country in the world, trade in goods through negotiation and aim at gaining profits. The educational target is the knowledge about world geography. GeoTrade is designed so that interactions in which participants with different roles use the knowledge about world geography may happen. The results of evaluation experiment suggest that the negotiation that suited the design plan has occurred, and that acquisition of geographical knowledge was promoted. The points that should be improved are also suggested.

View full abstract

This report describes a case study involving a new teacher's professional development during his first eight months of teaching. The Reflective Approach, developed by Sawamoto and colleagues, was utilized. In this case, a comparison was done using two analyses. One analysis was made while the new teacher was still at university (before employment) and the other was made after the first eight months of employment. The analyses showed that the teacher's practical cognition changed during these initial eight months. The following changes were noted : 1. He became to make observation and analysis with his sympathy for the teacher. 2. He became to observe lessons in details and form teaching skills accordingly. 3. He became more interested in children and teaching materials. 4. He understands analysis work written by others more in depth. 5. His self-awareness increased by recording lessons on video. The first eight months of employment, thus, provided the new teacher a realistic teaching experience and they were worthwhile for a new teacher's development.

View full abstract