The purpose of this paper is to examine the subject contents of moral studies again in light of Hayashi (2024). First, the contents and objectives of moral studies in the Courses of Study were reviewed, and the teaching of moral virtues and moral values were discussed. Then, after asking whether it is moral virtues or teaching materials that should be discussed as content, I explained the need to address three types of moral virtues, content items, and teaching materials. Then, from the viewpoint of an academic-centered curriculum, the original academic discipline of moral studies was examined. In conclusion, I showed that if a grounding academic discipline for moral studies is necessary, the only way is to construct a comprehensive moral education content study that spans a variety of related areas with the goal of perfecting character. I also suggested that it is not necessary to assume the original academic discipline for moral education.

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The purpose of this study is to clarify the significance of “powerful disciplinary knowledge” in the learning of history in Japan through a case study of Social Studies inquiry learning from the perspective of fostering historical thinking skills. This is based on the theory of “powerful disciplinary knowledge” that has been gathering attention in the United Kingdom, amid a trend of the neglect of subject content in educational administration, schools, and teacher training. As a result of this consideration, it was clarified that the learning of the history of conceptual social studies is based on “powerful disciplinary knowledge” as a historical theory. In addition, in problem-based inquiry learning, it was shown that “perspectives and ways of thinking” about historical events could deepen exploration as “powerful disciplinary knowledge” and lead to the ability to better understand modern society. Furthermore, it reaffirmed the importance of teachers themselves conducting inquiry in order to become “creators of knowledge” with “powerful disciplinary knowledge.”

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This paper proposes another new interpretation of“TONKATSU”（Miura Tetsuo）by Puzzle-Solving Reading which intends to find out and solve unconformity included in the standard interpretation. Most researchers of Japanese literature read the last bit of the story as the meaning that the main character Naotaro ate“tonkatsu” .　Through solving the unconformity of the standard interpretation, this paper shows another new interpretation that Naotaro did not eat, and reconsiders anew the standard overall interpretation.

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''The concept of hypothesis testing'', which is covered in Japanese high school mathematics, aims to teach informal statistical inference and hypothesis testing. In this research, we conducted a questionnaire survey of current Japanese mathematics teachers regarding their ''concepts on hypothesis testing.'' The results revealed that current Japanese mathematics teachers lacked understanding of informal hypothesis testing. Furthermore, it was found that approximately 30% of current Japanese mathematics teachers are aware that they have not mastered hypothesis testing. This tendency was especially noticeable among teachers in their 40s. In the future, it will be necessary to introduce the idea of informal hypothesis testing to current mathematics teachers and make it more widespread. Furthermore, how to develop and implement teaching materials that incorporate informal hypothesis testing is an issue for the future.

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The purpose of this study is to develop a teaching method for the mathematics specialized subjects that contribute to the training of teachers with specialized knowledge and skills. To this end, we conducted an educational practice of “Linear Algebra I” for 22 students in their first year of university, incorporating opportunities for them to present the results of their inquiry and analyzed its educational effects. In this educational practice, we used the teaching materials on the perfect shuffle as an inquiry task. The students engaged in inquiry activities in eight groups. Then, they presented the results. We attempted to identify educational effects from the data collected by observing and recording the lesson, collecting students' written comments, and interviewing students. As a result, educational effects on mathematics and on teacher training were identified.

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The purpose of this study is to clarify the structure of music classes, through the embodiment of teaching content, which can effectively integrate subject content with teaching materials. As a research method, key perspectives on class structure were proposed, and music lessons were accordingly planned, conducted, and analyzed. The results revealed the following: (1) the integration of musical components with the musical composition became evident; (2) these components emerged as common items shared between conceptual learning and learning the composition; and (3) these shared elements served as a medium for continuous interactions between conceptual and compositional learning, thereby facilitating the integration of subject content with teaching materials.

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In this study, we conducted an interdisciplinary workshop with the Department of Fine Arts as part of the university's community outreach activities, with the aim of promoting the cultural value of mathematics to society. By evaluating the outcomes of the workshop, we point out that such workshops may serve as one means of improving the current situation, in which societal perceptions of mathematics tend to be limited to the basics of school mathematics, such as calculations and formulas. Specifically, the workshop was conducted in collaboration with an artist, focusing on tessellations in mathematics, and involved creative activities that employed mathematics to produce unique and aesthetically pleasing artworks. Additionally, explanations of the tessellation patterns addressed in the workshop from both mathematical and artistic perspectives were compiled into a leaflet, which was distributed to schools and public facilities.

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The purpose of this study is to clarify the roles of teachers in facilitating interdisciplinary learning. This study examines the roles of teachers by categorizing them within the framework of the Period for Integrated Studies at Higashi-Oizu Elementary School and analyzing practical teaching records. First, I classified teachers' roles into four key areas: (1) understanding children's realities, (2) designing learning plans, (3) guiding the learning process, and (4) balancing students' interests (learning content) with instructional goals (subject content). Next, I analyzed how these roles are enacted in practice based on these four key areas. Teachers first assessed students' awareness of issues and helped them recognize these as learning tasks. They then developed corresponding learning plans. When students encountered difficulties, teachers facilitated problem-solving by collaborating with guest teachers and employing various strategies. Additionally, teachers adapted the curriculum to align subject content with students' learning needs. This study concludes that in interdisciplinary learning, where students take initiative in their learning, teachers play an essential role in understanding students' realities, designing learning plans, guiding the learning process, and aligning learning content with subject content.

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The purpose of this research is to clarify the Projects being worked at Kinokuni Children’s Village Gakuen could be considered cross-curricular learning. Hence, first, The research methods were to scrutinize how subject content is integrated in the various activities of the Projects which corresponds to Keynote Speech: “Experiental learning changes schools”, Education of Kinokuni Children’s Village, etc. Moreover, We analyzed whether these projects could be considered cross-curricular learning by comparing and organizing the teaching contents of each subject from the Japanese curriculum guidelines. Additionally, We categorized the various activities of the Projects being worked in regards to choice of theme, problem solving, cooperation, and the teacher's role. We found that at this School children select Projects and proceed to solve problems as real works jointly. Adults support children. but are not taking the lead. children learn various subject contents from 1st grade to high school by linking them. and they could be considered cross-curricular learning.

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This study aimed to clarify what kind of learning in the comprehensive study of Nagano Elementary School constitutes STEAM education. In doing so, we clarified what STEAM education is, and examined and considered the comprehensive study of Nagano Elementary School from the perspectives of theme selection, content as STEAM education, the role of teachers, and the role of art. Based on the definition of STEAM education by the Ministry of Education, Culture, Sports, Science and Technology, this paper defines STEAM education as “① not being bound by the framework of subjects, ② based on the learning of each subject, ③ utilizing and integrating various information, and ④ discovering and solving problems that occur in daily life together.” The theme setting and content as STEAM education were recognized to be science content such as the production of seeds and cultivation of plants, the depiction of plants in art and craft class, and the content of Japanese language class composition in which students added a sentence to a picture of a depicted plant. Furthermore, the learning transcended the boundaries of subjects and was based on the learning of each subject, such as the content about working people in social studies, songwriting, composing, and singing in music, theatrical performances that do not fit into a particular subject, and arithmetic calculations in third-grade when selling dried corn at the market. It could be said that this learning involved students working together to discover and solve problems that arise in their daily lives by utilizing various information. The role of the teacher was to support the children engaged in comprehensive learning with deep insight and specialized knowledge. The role of art was at the core of observation, recording, expression, and creative activities in the comprehensive learning at Nagano Elementary School, and it played a role in enriching and deepening the diverse learning of the children. It could be said that through art, the children were able to hone their sensibilities, improve their expressiveness, and develop their own learning creatively.

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The purpose of this study is to clarify how learners acquire the music subject contents by discovering the value of local traditional music through artistic problem-solving. Artistic problem-solving is the use of qualitative external materials such as sounds, colors, bodies, and words to solve the gap that occurs in the continuity with direct experience in day life. This study deals with the music of Okinawan traditional music at places to celebrate. As a result of the practical analysis, it was found that the quality (content aspects) of the Okinawan celebration music that students perceive in ordinary experiences can be combined with the form and cultural aspects of the music, which leads to a new musical perspective. And when new values are found that integrate form, content, and cultural aspects, the taste deepens. In the case of local traditional music, the quality of the content aspect is particularly perceived through direct daily experience, and it was found that the recall of that quality leads to the acquisition of the content of the music subject with a real feeling.

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The purpose of this study is to clarify the relationship of curriculum content observed in the learning process of music education using Ningyo Joruri as teaching material. First, the curriculum content of Awa Ningyo Joruri developed by Kawakita was organized. Next, a viewing lesson, which was conceived based on prior research and practices, was implemented targeting first-year high school students. From the video recordings of the class, moments where students’ statements and actions made it easy to discern the relationships between the curriculum content were extracted. These moments were organized chronologically and analyzed with a focus on the connections to the three pillars of a music curriculum based on the principles of creativity. As a result, the findings revealed that learners experienced the content of Pillar 1 (the environment, culture, lifestyle, and history in which music is formed), Pillar 2 (the structure and skills of music), and Pillar 3 (music and other media) independently. Moreover, it was determined that learners were able to connect the movements of the puppets and the narrative content (Pillar 3) based on their perceptions and feelings from Pillar 2. The connections made by learners between Pillar 2 and Pillar 3 indicate a deepening appreciation for the multimedia expression where music, puppet movements, and the story are integrated.

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The general provisions of the Curriculum Guidelines announced in 2018 place emphasis on enriching inquiry activities. In order to cope with a rapidly changing and unpredictable society, education and human resource development that emphasizes diversity, such as individually optimized learning, emphasis on inquiry ability, and children's autonomy (the realization of learning and career choices according to children's curiosity and personal interests and concerns), is required. The purpose of this research is to propose inquiry activities to realize this education. In this paper, we define “inquiry activities” as activities in which students independently select the content they wish to explore, set and solve problems, and present the results of their inquiry. The research method is to develop wide variety “Seeds of Inquiry” in “Number of Cases and Probability”, practice inquiry activities, and conduct a questionnaire survey. As a result of the research, all students were able to engage in unique inquiry activities, and many students were able to enjoy mathematics, find mathematics familiar to them, and gain confidence in mathematics.

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