In Japan as well as the UK and USA, teaching programming has come into the spotlight in both the primary and secondary education sectors. One of its important tasks is the development of methods for teaching programming to pupils and students who have not studied it systematically. We developed a teaching method by which junior high school students can learn computer programming, using a 5-puzzle solution algorithm based on a three-dimensional state-transition diagram that forms a two-layered truncated icosahedron. The 5-puzzle is a 2×3 or 3×2 sliding block puzzle that allows players to slide five pieces. To test the method effectively, we devised a learning material in which one can play 5-puzzle on a browser. One learning session has five problems that get more difficult gradually as learners solve them so that they can understand the solution algorithm step by step by tracing it in the opposite direction. Learners are expected to eventually solve the most difficult problem. We introduced the teaching method into two lessons of three classes with a hundred and fourteen third-graders. The result showed that the lessons greatly contributed to get them interested in computer programming and helped them understand more about the algorithms.

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本研究の目的は，生物育成の技術の評価に関する授業における主体的・対話的で深い学びの実現を目指す実践知の意味構造を明らかにすることである。調査は，再生刺激法による対象教師の省察を基に行った。教師はウェアラブルカメラを装着し生物育成の技術の評価に関する授業を実践した。授業後，ウェアラブルカメラによって記録した主観的な映像とビデオカメラを用いて教室の様子を記録した客観的な映像を統合した映像を視聴しながら，授業の省察について発話した。発話記録から得られたテキストデータを質的に分析し，実践知を構造化したモデルを作成した。その結果，生物育成の評価に関する授業の文脈に沿った実践知の構成概念を明らかにすることができた。実践知の表出により，実践知の他者との共有が期待される。一方，学習内容による事例研究の蓄積と実践知継承の方略の検討が必要であると考えられる。

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Peer review is thought to be a way to improve students' English writing skills in daily English classes in school. Some researchers have shown that peer review can be useful in improving students' writing skills and many students tend to feel that peer review is an effective tool when revising what they have written (Jacobs et al., 1998; Storch, 2005). In Japan, the new Courses of Study of English (MEXT, 2017) states that it is important for students to ask questions and make some commentsi n pairs ori n groups about what they have written. Moreover, in the same Course of Study it is required to revise the texts based on the contents of preceding communication among the students. When revising a writing through peer review, it is expected that the students can focus on not only their contents or meaning but their forms and structures of the essays. Previous researches have examined the effects of peer review in essays written by high school students and college students. This paper investigated the differences in accuracy, fluency, and complexity between revised essays with and without peer review. The results showed that students tended to focus on the accuracy of the writings when using peer review rather than their contents and the fluency.

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