This paper aims to advance discussions on reflexivity in science education research by reviewing qualitative studies through a reflexive lens. Drawing on previous theoretical work on reflexivity, the author analyzed 114 phenomenological and interpretive qualitative studies published in the Journal of Science Education in Japan (JSSE) between 1977 and 2020. The review focused on how researchers disclosed their own positionalities, including epistemological and methodological standpoints, personal histories, and relationships with participants. The analysis revealed that most articles lacked explicit descriptions regarding the researchers’ roles and reflexive engagement in the research process. Possible reasons include prevailing publication conventions, ethical concerns about anonymity, and entrenched assumptions that separate researchers from their subjects. The paper concludes by calling for science education researchers to critically reflect on their positionalities and to foster a scholarly community that supports reflexive and ethically engaged qualitative research.

This paper, in order to grasp the current state of research on genetics education in Japan, addresses the following two research questions by reviewing previous research on genetics education in Japan targeting secondary education: (1) What educational phenomena have been dealt with in what quantity and proportion in this field, and (2) What research questions have mainly been discussed in relation to various educational phenomena. The results show that, while there has been a great deal of research on “teaching materials and equipment”, research on “value, objectives, and goals” has been lacking. Also, when comparing these results with international research trends, this paper points out four issues that should be considered in research on genetics education in Japan.

This exploratory study examines the portrayal of earthworms in Japanese animation as a form of indirect nature experience, contributing to a fair and comprehensive understanding of ecosystems. Given the crucial ecological roles of earthworms juxtaposed with their typically negative public perception, animation provides a unique medium for analyzing how nature is socially constructed through media. 22 earthworm characters were selected, appearing in 21 television animations available on prominent streaming platforms. Characters were assessed based on morphology, behavior, intelligence, emotions, and narrative roles. Findings reveal significant deviations from biological realities, including simplified morphology, exaggerated size variations, and anthropomorphic attributes. Earthworm behaviors rarely corresponded to their ecological functions, often portrayed through unrealistic movements and habitats. Intelligence and emotions were variably depicted, with a few cases presenting complex social interactions or distinct gender roles contrary to biological traits. These portrayals potentially influence viewers’ perceptions of nature, underscoring the need to balance appealing storytelling with ecological accuracy. This study suggests integrating scientifically accurate supplementary materials or direct nature experiences alongside media consumption to foster unbiased ecological awareness. Future expansions into a citizen-science approach are proposed to analyze broader media forms and species, enhancing public engagement in biodiversity conservation.

This study developed a marine VR learning material that implements a simulation function involving the arrangement of cards related to “using the sea” and “protecting the sea” to explore the coexistence between the ocean and humans. Additionally, a survey with the theme “Let’s Build an Undersea Amusement Park” was conducted to examine learners’ understanding of marine utilization and conservation, while also identifying the advantages and areas for improvement of the learning material. The goal was to obtain foundational data for the development of future learning materials and practical design. The survey, conducted with sixth-grade students, revealed that the card-arranging and card-making activities enhanced participants’ interest in ocean protection and utilization. The activities were enjoyable, and participants’ motivation to learn was hightened. Furthermore, the easy-to-use interface and the presentation of 3D objects proved to be effective, and collaborative learning was encouraged among the participants. This study suggests that these activities can not only engage students but also foster a deeper understanding of the importance of the ocean and its preservation.

The purpose of this study is to investigate the professional knowledge recognized as necessary by mathematics teachers in correspondence high schools, focusing on the TPACK framework. Data were collected through a focus group with correspondence high school mathematics teachers. The data were analyzed qualitatively, and the categories generated were analyzed based on the TPACK framework. The characteristics of the correspondence high school system, such as “self-learning as a core process” and “limited face-to-face instruction,” indicate that correspondence high school mathematics teachers need professional knowledge in “motivating self-learning,” “establishment of online learning environments that connect face-to-face instruction and self-learning” and “research on learning materials and development of digital learning materials for self-learning in mathematics”. In addition, because correspondence high schools enroll diverse students, there are double individual differences in academic ability and individual differences in the learning progress. Therefore, it is found that mathematics teachers in correspondence high schools need to have professional knowledge of “differentiated instruction strategies” and “ensuring the commonality of high school mathematics while responding to diversity”. A future work is to develop a teacher training program for mathematics teachers in correspondence high schools using the findings of this study.

The purpose of this study is to clarify the transformation of learners’ routines and to derive implications for mathematics instruction by refining the concept of unitization for grasping the “unit quantity” in learning multiplication tables during arithmetic lessons. To achieve this purpose, a unit lesson on multiplication tables was planned, implemented, and analyzed for second-grade students. Analysis was conducted from the perspective of Sfard’s (2023) commognition theory. One learner was selected, and the formation and transformation of that learner’s routines were observed. The results revealed that learning progressed through multiple overlapping layers of meta-level learning involving metarule changes within the target-level learning of each lesson throughout the entire unit. Furthermore, commognitive conflicts that trigger metarule changes can emerge in any lesson context. Lesson designs that consciously incorporate these conflicts can help gradually develop learners’ proportional reasoning abilities.

In this study, we analysed the content of lower secondary school students’ thoughts about SSI (Socioscientific Issues). In a third-year science class, the “4 per 1000” initiative was introduced and the students were asked whether they would participate in the initiative. The students’ thoughts were divided into five categories, including science-related content (hurdles to participation, benefits, how carbon sequestration works, ripple effects and impacts of the initiative, and information dissemination on the effectiveness of the initiative). The students focused on aspects other than science and ultimately decided not to participate. Based on the results of the analysis, we discussed future research topics related to the educational use of SSI.

This study implemented a practice in elementary school music appreciation classes in which students visualized their emotional responses to music through color using a video editing application, and engaged in discussions based on the colors they selected. Following this, the students’ written appreciation texts were analyzed to examine the relationship between what they heard and felt, as well as to explore the impact of this practice on the content of their writing.

The results indicated that students were able to construct their appreciation texts by effectively linking auditory perception with emotional experience. In addition, an analysis of students’ verbal interactions during opinion exchanges revealed that those who were able to verbalize their impressions through the medium of color wrote appreciation texts with more expressive and content-rich descriptions.

The purpose of this study is twofold. First, to develop a 3DCG teaching material for strata that can be displayed in AR. Second, to evaluate the developed 3DCG teaching material. To achieve the second objective, we conducted a classroom practice for third-year junior high school boys using the developed teaching material. The evaluation of the teaching material was based on the following three points. First, the impact of the 3DCG display method on immersion. Second, the characteristics of stratigraphic observations using 3DCG materials. Third, the influence of prior learning using 3DCG stratigraphic materials on the perception of geological events in the field during field trips and other outdoor activities that do not involve planned stratigraphic observations. The results of the classroom practice suggested the following three points. First, AR display is generally evaluated as having higher immersion than conventional desktop display, although there are differences depending on the item. Second, in observations using stratigraphic 3DCG materials, differences were found between items with regard to the ease of recognizing geological events and three-dimensional features. Third, observing strata in the 3DCG teaching materials in advance makes it easier to recognize the elements that constitute strata in field observation.