The purpose of this study is to develop elementary school social studies lesson that promote awareness of students as members responsible for the safety of the local community. Previous research has not sufficiently considered how risks should be addressed in the 3rd grades unit “Protecting lives from accidents and incidents” and what kind of perspectives and ways of thinking about safety in the local community can be fostered. This study focuses on “safety science” and considers the following three points: First, we showed the position of safety science in community studies. Secondly, we clarified the structure of a unit for elementary school social studies classes that considers safety in the local community. Thirdly, we developed a unit for 3rd graders titled “Aiming for the safety community” and analyzed the results of the practice.

The purpose of this paper is to propose and illustrate a method for analysing the observational activities of participants in a mathematics research lesson in a primary school. For this purpose, we introduce a theoretical framework of praxeology and didactic moments based on the Anthropological Theory of the Didactic, and attempted to clarify what aspects of the lesson were observed by the participants (graduate students) through the analysis of the lesson and observation notes. The research lesson was conducted as part of a school-based lesson study in a primary school. As a result, we showed a method for analysing the correspondence between the teacher’s didactic techniques and the participants’ didactic observing techniques in each didactic moment.

This study aims to clarify the effectiveness of a repeated curriculum in foreign language activities in a combined grade class and whether the repeated curriculum promotes an understanding of learning content. In order to investigate these research objectives, two analyses were conducted: (1) comparing the performance test scores of students in a combined grade class with those in a single grade class and (2) comparing the performance test scores of students who have learned through the repeated curriculum over two years. As a result, there was no significant difference in the average scores for listening and speaking among the 3rd graders in the combined grade class, the 4th graders in the combined grade class, and the 4th graders in the single grade class. In addition, the improvements were found when comparing the test scores of the 4th graders in the combined grade class who had studied by the repeated curriculum for two years with their test scores of the last year (Enohara & Matsumiya, 2024). Especially for speaking, these results suggest that students would be able to speak independently after the second year of learning even if they needed support to speak in the first year of learning.

The purpose of this paper is to find an effective form of education by looking at the actual situation of the power that unconsciously directs the subject in a certain direction in education, by referring to Niklas Luhmann’s social system theory, and classifying it as a system. To achieve this, we first extracted what can be used from Luhmann’s theory, and as an example of a specific problem situation, we problematized the transformation of students into “trivial machines.” We then constructed a theory of lessons to prevent students from becoming “trivial machines,” and put it into practice based on that theory. In practice, we proposed lessons that are wary of turning students into “trivial machines,” while daring to utilize the power of the system that arises in the classroom, and create a chain of misunderstandings in communication and creativity. In the discussion, we pointed out the importance of acknowledging events that arise accidentally and fortuitously in lessons and are beyond the teacher’s control, and dealing with them on an equal footing to accomplish things emergently.

The aim of this study is to develop and verify the effectiveness of a physical education class that enables children to recognize diverse others, while achieving the objectives of the physical education classes. Therefore, prellball game involving adaptation game was practiced and its effectiveness was verified.

The results showed the following. First, in attitude scale focusing on inclusion of physical education, the mean scores for leadership, excessive victory orientation and exclusionary atmosphere were significantly transformed. Thus, it can be considered that the pupils became more willing to accept diverse others. Secondly, the results of the GPAI analysis showed that the skill demonstration index, decision-making index and game performance had all improved significantly. From this, it is considered that the objectives were achieved in terms of the development of the qualities and abilities expected to be acquired in physical education. Finally, regarding the change in the actual behaviour of the target children, it was also found that they were no longer overly fixated on winning, as the adaptation game made winning and losing more uncertain.

The purpose of this study is to examine the process of ideological formation in the creation of children’s songs by Fujii Kiyomi (1889-1944) and to clarify the points of contact between his children’s songs and the ‘traditional Japanese sense of sound’. Before entering the Tokyo Academy of Music, Fujii was self-taught in Western music, and his budding awareness of folk songs was confirmed by his notating Japanese folk songs on staves and examining their musical characteristics. After entering the Tokyo Academy of Music, he attended lectures by Uehara Rokushiro, Takano Tatsuyuki and others, and was inspired by the Riyo-shu and Riyo-shu shui, which greatly changed his perception of folk songs. After graduating from the Tokyo Academy of Music, Fujii conducted a number of surveys and notation works of folk songs, and in the course of his research and musical analysis, it became clear that he was creating new children’s songs while seeking a fusion between Western music and the Japanese sound system. By examining the process of forming Fujii’s ideas in the creation of his works, we were able to obtain clues for expanding the selection of teaching materials in school education by discussing the connection between the ‘traditional Japanese sense of sound’ and children’s songs.

In this study, “Classes that become cross-curricular learning depending on students’ sense of purpose” was implemented, analyzed, and examined. Specifically, they are the combination of P.E and English, and the combination of home economics and English.

As a result, in both cases, the students had a sense of purpose, took the initiative to acquire knowledge and skills, and actively communicated in English. This not only efficiently achieves the objectives of multiple subjects, but also has the significance of enabling students to learn independently. In these types of classes, it is important for the homeroom teacher to develop teaching materials by grasping students’ interests and abilities from multiple perspectives in their daily lives. It is also important to take an overview of the learning content and objectives across subjects.

The purpose of this study is to develop elementary school social studies lessons on social inclusion in the media. Important points of view for developing teaching materials and lessons focusing on social inclusion in social studies education are “to take up the idea of the social model,” “to take up the fact that our society is centered on the majority,” and “to take up the process of creating an inclusive society through exchanges and dialogues between the majority and minority.” In this study, we developed a unit on the information society and media for fifth graders, aiming to develop an awareness of diversity and a perspective on inequality, injustice, and unfairness between the majority and minority that occurs in various social phenomena and social issues. By taking up exclusion and inclusion in the media, we were able to think about the problems of exclusion from communication infrastructure and exclusion from media representations, and the possibilities of inclusive media.