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This study developed a scale to capture the conscious use of writing strategies that undergraduate students employ when they write argumentative essays. The questionnaire survey was conducted with 202 undergraduate students. The factor analysis of the responses to the questionnaire indicated four factors: Reader Awareness, Consideration of Opposing Views, Flow of Composition, and Expressing One's Position. The content validity of this structure was examined by comparing the score for the strategy between those with high and low subjective frequency for writing essays, as well as groups separated by high and low levels of student expectations of effectiveness and values towards writing essays. Scores for the Flow of Composition strategy were higher among students reporting a high frequency of writing essays. Additionally, scores for the strategies of Reader Awareness, Consideration of Opposing Views and Flow of Composition were higher for students with greater expectations of effectiveness and values toward writing essays. This indicated a degree of content validity for the scale.

This study examines the actual level of the high school students’ meta-cognition in science learning. First, we created items to measure meta-cognition in high school students in science. Further, through a confirmatory factor analysis, which was performed targeting high school students (N=918), three factors, including meta-cognition knowledge, monitoring, and control, were confirmed as components of meta-cognition. In addition, using these items to measure the meta-cognition of high school students(N=399) in three courses with different science curricula, it was revealed that there were differences among the courses with regard to each of these three components of meta-cognition., 本研究は，平成27～31年度科学研究費補助金（基盤研究C：研究代表者：草場実）（課題番号15K04448，研究課題「メタ認知能力を基盤とした科学的思考力育成のための理科学習指導法の開発」）により行った。, 本稿は，日本理科教育学会第66 回全国大会論文集（足達・岡村・鈴木・青野・長尾・池・草場，2016）及び日本理科教育学会九州支部大会発表論文集（足達・岡村・鈴木・池・草場，2016）の発表内容に基づき，研究を発展させ，加筆・修正を加えたものである。

The aim of this study is to develop the module for peace education which helps learners to reconstruct their own perspectives on peace. Previous studies introducing lesson plans on peace education have limitation in that these lesson plans focus heavily on wars or issues unfamiliar to students. In addition, they were not intended to give opportunities to metacognize the reconstruction of perspectives on peace. The lesson module we developed consists of three section: introduction section, main section, closing section. The main section consists of six units, and we chose six concepts or theories with which learners reconstruct their perspectives on peace：(1)game theory, (2)Galtung’s theory of peace, (3)conflict resolution, (4)authoritarian personality, (5)labeling theory, and, (6)social identity. This lesson module includes not only various concepts or theories about peace but also the process through which learners reconstruct their own perspectives on peace and reflection on the process in order to cultivate peace-makers.

本研究はメタ認知ストラテジーを取り入れた小学校英語の実践報告である。児童が自分で授業の目標設定と振り返りを行う以外に，教師はフィードバックを与えてモニタリングと足場かけを行なった。このようなメタ認知ストラテジーを授業に取り入れて，児童のメタ認知（1）をあげる試みを行ない，そこから見えてきた児童の変化を追った。目標設定と振り返りをダブルで行うことへの利点を考察する。, A Study of How Meta-Cognitive Strategy Works in Elementary School English Classes

The objective of this article is to study different contexts of “the macrostructure of a sentence that is embedded in another sentence at the meso- or micro-level”, and what kind of metacognitive experiences trigger the development of conditional knowledge from the two viewpoints of “relationship with similar context and different context” and “relationship with objectives of learning”. A qualitative analysis was conducted on two learners with different cognitive features. As a result, to develop conditional knowledge, metacognitive experience was necessary for stratagem selectivity using existing procedural knowledge applicable for the meso-level, which is atypical reasoning at the macro-level. To trigger the metacognitive experience, engagement of reasoning at the previous step would have a social meaning for the learner, and a metacognitive experience with context compatibility to begin a different context is required.

In this study, we have developed teaching methods to improve transmission efficiency of messages in face-to-face explanation. In the current school education system, to improve communication skills of students, the opportunities for students to carry out group work and class presentations are increasing. In general, imparting information is easier with face-to-face communication than in the situations where one cannot see the face of the listener. However, in face-to-face communication, it has been reported that it is possible that the degree of understanding has been overestimated, based on the face of listener. Therefore, it is considered that the efficiency of communication improves by directly asking the degree of the listener's understanding, regardless of the listener's face. In this paper, we used a task which listener draws a geometric figure by listening elucidator's verbal explanation and studied teaching methods improving the metacognitive monitoring of elucidator, especially confirmation to the listener. In the experiment, participants were divided into two groups. One group performed reflection of their explanations by using the checklist for metacognitive monitoring after explaining, and repeating the explanation. Another group repeated explanations without reflection of their explanations. We compared the two groups about their frequency of confirmation to the listener in the second explanation. As a result, the frequency of confirmation increased with reflection with the checklist. This result suggested that using the checklist as a teaching method is effective for improving the efficiency of communication.

研究ノート, 英語教員は仮説形成的指導が求められる。英語学習の道具的動機づけを失った学生に、母語におけるメタ認知力向上という動機づけを提供することが出来る。即ち、この指導で、教員は、「議論」と仮説演繹法というストラテジーを用いて、学生に未習得の単語の意味を推測させたり、英語教材をクリティカルに分析させたり、学生の書いた英文の全体的誤りを指摘して推敲させることが出来る。, English teachers should be advised to teach in the hypothesis-forming way because students who are not instrumentally motivated to learn English can be given a new motivation to improve their meta-cognition skill in Japanese. Specifically, this skill would mean that students could monitor their own reading skills. By employing argumentation and hypothetico-deductive method, students could be instructed to develop the skills required (1) to conjecture the meaning of unfamiliar words, with hints from the contexts, (2) to critically analyze the paragraphs used in class, and (3) to revise their own English compositions by correcting the global errors detected in them.

授業観察実習が教師志望学生の教授行動に関するメタ認知的知識に及ぼす影響を検討した.研究事例としたカリキュラムは,広島大学教育学部第2類自然系コース(理科教員養成コース)のものであった.同コースの学生の半数は3年次前期に教育実習事前指導として授業観察を主たる内容とする実習を受講し,残りの半数は後期に受講する.そこで,前期受講者を参加群,残りを統制群として,前期実習の前後に自主学習用教材作成のメタ認知的知識を調査し,実習参加の影響を調べた.また,同様の調査を実習校の教員にも実施した.結果より,実習参加によって,自主的,主体的学習を生徒に促すことを重視する生徒中心の授業観から,授業を生徒との共同行為と捉えて運営することを重視する授業観に変容することが示唆された.また,実習によって,参加群の授業観が,現職教員の実践的授業観に近づいたことが示唆された., We investigated whether the changes of intending teachers' meta-cognitive knowledge of teaching was influenced by attending the pre-teaching practice focusing on observation lessons. The pre-teaching practice delivered by Faculty of Education, Hiroshima University to be examined and researched as a study case. Participants were 56 students who belonged to Program in Science Education. The 30 students attended the pre-teaching practice. The rest of students were a control group. Participants were asked for what was important to make the learning material of science before observing lessons, and after observing lessons. The results showed that the matters valued in making learning material changed from "encouraging the learning independently" into "preparing the learning materials in consideration of student's ability and study situation" by the pre-teaching practice. We could point out that these results were interpreted that the intending teachers obtained the practical views of teaching similar to in-service teachers.

The present study attempted to clarify the effect on the learning process using the strategy of meta-cognition and the learning style for the development of children's subjectivity. The subjects were third grade elementary school children ; the teaching material was a relay activity. The results of this study suggest that: 1. At the command style, children's evaluation remained the same. 2. Children's evaluation was enhanced in the practice style. The practice style using a strategy of meta-cognition was effective for the development of children's subjectivity.

授業観察実習が教師志望学生の教授行動に関するメタ認知的知識に及ぼす影響を検討した.研究事例としたカリキュラムは,広島大学教育学部第2類自然系コース(理科教員養成コース)のものであった.同コースの学生の半数は3年次前期に教育実習事前指導として授業観察を主たる内容とする実習を受講し,残りの半数は後期に受講する.そこで,前期受講者を参加群,残りを統制群として,前期実習の前後に自主学習用教材作成のメタ認知的知識を調査し,実習参加の影響を調べた.また,同様の調査を実習校の教員にも実施した.結果より,実習参加によって,自主的,主体的学習を生徒に促すことを重視する生徒中心の授業観から,授業を生徒との共同行為と捉えて運営することを重視する授業観に変容することが示唆された.また,実習によって,参加群の授業観が,現職教員の実践的授業観に近づいたことが示唆された., We investigated whether the changes of intending teachers' meta-cognitive knowledge of teaching was influenced by attending the pre-teaching practice focusing on observation lessons. The pre-teaching practice delivered by Faculty of Education, Hiroshima University to be examined and researched as a study case. Participants were 56 students who belonged to Program in Science Education. The 30 students attended the pre-teaching practice. The rest of students were a control group. Participants were asked for what was important to make the learning material of science before observing lessons, and after observing lessons. The results showed that the matters valued in making learning material changed from "encouraging the learning independently" into "preparing the learning materials in consideration of student's ability and study situation" by the pre-teaching practice. We could point out that these results were interpreted that the intending teachers obtained the practical views of teaching similar to in-service teachers.