Search

Multinomial mixtures are widely used in the information engineering field, however, their mathematical properties are not yet clarified because they are singular learning models. In fact, the models are non-identifiable and their Fisher information matrices are not positive definite. In recent years, the mathematical foundation of singular statistical models are clarified by using algebraic geometric methods. In this paper, we clarify the real log canonical thresholds and multiplicities of the multinomial mixtures and elucidate their asymptotic behaviors of generalization error and free energy.

令和2年1月5日，於 広島大学大学院教育学研究科（広島大学東広島キャンパス）L棟205号室

This paper introduces our methodology to estimate sidewalk accessibilities from wheelchair behavior via a triaxial accelerometer in a smartphone installed under a wheelchair seat. Our method recognizes sidewalk accessibilities from environmental factors, e.g. gradient, curbs, and gaps, which influence wheelchair bodies and become a burden for people with mobility difficulties. This paper developed and evaluated a prototype system that visualizes sidewalk accessibility information by extracting knowledge from wheelchair acceleration using deep neural networks. Firstly, we created a supervised convolutional neural network model to classify road surface conditions using wheelchair acceleration data. Secondly, we applied a weakly supervised method to extract representations of road surface conditions without manual annotations. Finally, we developed a self-supervised variational autoencoder to assess sidewalk barriers for wheelchair users. The results show that the proposed method estimates sidewalk accessibilities from wheelchair accelerations and extracts knowledge of accessibilities by weakly supervised and self-supervised approaches., Comment: 15 pages, 6 figures, and 1 table; accepted at 2ND International Workshop on Deep Learning for Human Activity Recognition, held in conjunction with IJCAI-PRICAI 2020, January 2021; will be published at Springer Communications in Computer and Information Science (CCIS) proceedings

This paper reports on the overseas teaching practicum in the U.S. and the international forum in which we exchanged ideas on “next-generation global teacher education.” This year, four graduate school students participated in the overseas teaching practicum, and we found the change of their lessons from “information-giving” style in the previous years to “experiencing”, “exchanging”, and “creating” type of lessons this year. The participants reported that it became an excellent opportunity for them to consider a better and comprehensible way to explain something to children since there was “the English barrier”, they noticed the power of visual and other means to convey messages. In the international forum, held earlier in July in Hiroshima, two participants of the previous year’s overseas teaching practicum program reported how their perspectives toward education and the actual lessons had been changed from the experience. The speakers from the U.S. introduced how international exchange at their schools work to broaden the students’ eyes and their global-mind.

This paper reports on the overseas teaching practicum in the U.S., which was supposed to be the 12th time this year. Eight students joined this year’s program and they prepared for the practicum in the U.S. They met regularly to discuss the lesson plans and deepen their understanding on how to create a lesson and what scaffolding steps they should prepare for conveying messages to American children who know little about Japanese culture and having different background from us. Unfortunately, just a few days before the departure, we had to give up our visit to the U.S. since there was a high chance of a hurricane hitting the area we were to visit. Though we could not make our visit in September, instead we held a forum in November and exchanged discussion on the impact of the program to the participants and the schools which accept us. The details of the lesson plans and the forum are reported in this paper.

本稿の目的は，生活科で育成を目指す子どもの姿はどのように変遷してきたのか，その社会的背景は何であったのかを明らかにすることである。「家庭」に関する内容に注目し，学習指導要領・教科書・教師用指導書の分析をおこなった。結果として，以下の2点が明らかになった。第1に，学習の方法原理が，子どもに「しなければならない」価値規範を体得させるものから，「自分でできること」を自ら考え，実践するものに変化している。第2に，目標が，子どもを家庭の構成員に育てることから，子ども自身がより良い家庭生活を送ることに変化している。こうした変化の過程において，自分自身への気付きといった観点が緩やかに強調されている。この背景には，学校教育と私教育における双方の関係性・役割の変化がある。, This study addresses the following two questions: how have living environment studies’ ideas about the qualities and abilities of developing children changed, and what is the social background underlying this change? It focuses on the content dealing with the home-life environment in courses of study, textbooks, and teachers’ guides. The analysis of the results revealed two findings. Firstly, the older belief that the learning method is what makes children acquire value norms has shifted to embrace the idea that one thinks and practices what one can do. Secondly, given that the goal is to raise children to be responsible family members, children themselves are being transformed in a way that leads to better lives for them. During such transformation, their self-awareness is enhanced. As a result, there have been changes in the roles of both school education and private education, as well as the relationship between these processes to develop children.

本研究では，別冊『－平成30年度広島大学大学院教育学研究科共同研究プロジェクト－横断的・総合的な幼稚園教育教員養成プログラムの構築研究論文集』を作成し，紙幅の都合で本報告書に掲載できなかった調査・研究の成果を掲載した。

The absorption states of hydrogen isotopes in various ceramic materials were investigated by density functional theory. For pristine ceramic materials, main-group oxides do not form any bond with a hydrogen atom. However, transition metal oxides form hydroxyl groups and absorb hydrogen atoms. Main-group and transition metal nitrides form ionic bonds between a hydrogen atom and the surrounded cation. For anion-deficient ceramic materials, hydrogen atoms are negatively charged because of excess electrons induced by anion vacancies, and ionic bonds form with the surrounded cation, which stabilizes the hydrogen absorption state. N substitutional doping into oxides introduces an electron hole, while O substitutional doping into the nitrides introduces an excess of electrons. Therefore, hydrogen isotopes form covalent bonds in N-substituted oxides, and form hydride ions in O-substituted nitrides. Thus, Al2O3, SiO2, CrN, and TiN are promising materials as hydrogen permeation barriers.

The absorption states of hydrogen isotopes in various ceramic materials were investigated by density functional theory. For pristine ceramic materials, main-group oxides do not form any bond with a hydrogen atom. However, transition metal oxides form hydroxyl groups and absorb hydrogen atoms. Main-group and transition metal nitrides form ionic bonds between a hydrogen atom and the surrounded cation. For anion-deficient ceramic materials, hydrogen atoms are negatively charged because of excess electrons induced by anion vacancies, and ionic bonds form with the surrounded cation, which stabilizes the hydrogen absorption state. N substitutional doping into oxides introduces an electron hole, while O substitutional doping into the nitrides introduces an excess of electrons. Therefore, hydrogen isotopes form covalent bonds in N-substituted oxides, and form hydride ions in O-substituted nitrides. Thus, Al2O3, SiO2, CrN, and TiN are promising materials as hydrogen permeation barriers.

In this study, we fabricated a photoelectrochemical circuit using GaInAsP photonic crystal nanolasers as a working electrode. Then, we controlled the emission intensity and lasing wavelength of these nanolasers by applying a bias voltage in an ionic solution. The electrochemical working points for the emission intensity and wavelength were observed for the backward and forward biases, respectively. We confirmed that the emission intensity is primarily changed by the surface recombination, which is enhanced by the Schottky barrier near the solid–liquid interface. The wavelength shift is also assumed to be caused by the Pockels effect in the electric double layer of the solution. This control method can maximize and stabilize the performance of photonic biochemical sensors and also become an option in controlling the laser diode characteristics., This article may be downloaded for personal use only. Any other use requires prior permission of the author and AIP Publishing. This article appeared in (Yoshito Saijo et al 2019 App. Phy. Let. 114 221105) and may be found at http://doi.org/10.1063/1.5098119.

The absorption states of hydrogen isotopes in various ceramic materials were investigated by density functional theory. For pristine ceramic materials, main-group oxides do not form any bond with a hydrogen atom. However, transition metal oxides form hydroxyl groups and absorb hydrogen atoms. Main-group and transition metal nitrides form ionic bonds between a hydrogen atom and the surrounded cation. For anion-deficient ceramic materials, hydrogen atoms are negatively charged because of excess electrons induced by anion vacancies, and ionic bonds form with the surrounded cation, which stabilizes the hydrogen absorption state. N substitutional doping into oxides introduces an electron hole, while O substitutional doping into the nitrides introduces an excess of electrons. Therefore, hydrogen isotopes form covalent bonds in N-substituted oxides, and form hydride ions in O-substituted nitrides. Thus, Al2O3, SiO2, CrN, and TiN are promising materials as hydrogen permeation barriers.

The absorption states of hydrogen isotopes in various ceramic materials were investigated by density functional theory. For pristine ceramic materials, main-group oxides do not form any bond with a hydrogen atom. However, transition metal oxides form hydroxyl groups and absorb hydrogen atoms. Main-group and transition metal nitrides form ionic bonds between a hydrogen atom and the surrounded cation. For anion-deficient ceramic materials, hydrogen atoms are negatively charged because of excess electrons induced by anion vacancies, and ionic bonds form with the surrounded cation, which stabilizes the hydrogen absorption state. N substitutional doping into oxides introduces an electron hole, while O substitutional doping into the nitrides introduces an excess of electrons. Therefore, hydrogen isotopes form covalent bonds in N-substituted oxides, and form hydride ions in O-substituted nitrides. Thus, Al2O3, SiO2, CrN, and TiN are promising materials as hydrogen permeation barriers.

本稿では，1992年の完全実施前後から1998年の学習指導要領改訂頃に注目し，初期生活科における教師教育論の展開と特質を明らかにする。分析対象としては，大学用テキストを取り上げる。初期生活科においては，どのような生活科教師の育成が目指されていたのか。それをどのように育成しようとしたのか。これらの問いを検討した。結果，以下の2点が明らかになった。第1に，教科の本質を教師たちと共有することが目指されている。第2に教科の本質を捉えさせる方法には，4つのパタンを見出すことができる。それらは，理論的説明型，代替案提示型，授業事実による構築型，人生経験による構築型である。理論的説明型は，子どもの学習を重視するものと，子どもを取り巻く社会を重視するものに分かれる。このような初期生活科の教師教育論は，教科教育における教員養成・研修の根源的なあり方を示している。, This study focuses on teacher education for life environment studies (LES) from around 1992 to 1998 and aims to clarify the development and characteristics of teacher education in early LES through an analysis of LES textbooks for pre-service teachers. The following two questions are addressed: (1) What kind of LES teachers were intended to be produced in early LES? (2) How were they intended to be produced? The analysis revealed two points. First, the aim of sharing the essence of the subject with pre/in-service teachers. Second, the results show four different approaches to conveying an understanding of the essence of the subject: (1) the theoretical explanation type, (2) the alternative presentation type, (3) the construction from lessons type, and (4) the construction from life experiences type. The first of these is further divided into a child's-learning-oriented type and a society-surrounding-the-child type. This research may help design teacher education in relation to curriculum and instruction.

The purposes of this paper are to develop the draft of handbook for planning, teaching and accessing the class of social studies and evaluate effects of the handbook for teacher training and their professional development. The structure of the first draft was designed based on Kolb’s learning theory. The present results suggested that the usefulness of the contents structure was perceived by (1) pre-service teachers and (2) in-service teachers, and the possibility for application was also recognized by the teacher educator as (3) university professor who teach methods courses, (4) senior supervisor who is in charge of designing the professional development programs and (5) younger supervisor who is in charge of tutoring the novice teacher, but they illustrated their different types of the significances, limits and utilization according to their purposes and as well as their responsibility. The authors implicated the alterative design of the handbook based on Korthagen’s reflective learning model for meeting their purposes and solving the structural problems inherit in the handbook.

本稿では，生活科を担当する教員の研修プログラムについて，その具体を含めて提案する。 研修プログラムの開発方針は，以下の通りである。研修目標は，異なる実践や意見の存在を把握させ，教師自身の省察を促すとともに，生活科教科観の吟味・再構築を図ることである。そのために，以下の３点に留意して研修内容を設定する。１点目は，教師自身の実践や意見，さらには，彼ら（彼女ら）が開発したプラン等を取り扱う。２点目は，生活科教育学における研究成果（学術論文など）を取り扱う。３点目は，優れた単元事例や実践映像を取り扱う。なお，単元事例に関しては，「自立の基礎を養う」という生活科における共通理念の下，異なる単元構成を持つものを複数設定する。研修は，単元事例や授業映像などの分析・議論を中心におこなう。 以上を踏まえて，実際に生活科教員研修プログラムを開発する。あくまでモデルであり，参加者のニーズやスケジュールに応じて，時間配分や内容を，追加・省略していく必要がある。研修プログラムの批判可能性を高めるために，社会科授業の開発研究で用いられる教授書の形式で作成する。 研修の展開は，次の通りである。導入部は，研修の目標を把握させた上で，「生活科を教える意味」，「生活科と関連科目・領域（幼児教育，総合的な学習，理科，社会科）との関係または違い」について検討する。展開部１は，「カリキュラム（生活科の年間計画・単元計画・授業計画）の事例分析→プラン開発→発表・議論」を通して，カリキュラムにおける他の選択肢の存在を把握する。展開部２は，「指導事例（授業映像）の分析→指導（模擬授業）の実施→実施（録画）した指導の発表・議論」を通して，指導における他の選択肢の存在を把握する。終結部は，研修の総括をする。また，研修自体に対する評価をおこなわせる。 本プログラムは，一連の研修を通して，「生活科らしさ（＝本質）」を分析・議論していくものとなっている。このような教科教育学的な研修が，生活科教育においても求められるのではないか。, This paper proposes a training program for teachers in charge of life environment studies (LES), including a discussion of the relevant particulars. The development policy for the training program is as follows. The objective of training, in addition to fostering an understanding of the existence of alternative opinions and practices and encouraging reflection on the part of teachers themselves, is to promote the reconfiguration and exploration of how LES is viewed as a curricular subject. For this purpose, the substance of the training program has been set bearing in mind the following three points. The first deals with the opinions and practices of the teachers themselves as well as the plans and other materials developed by them. The second deals with research findings (e.g., academic articles) in the field of LES pedagogy. The third deals with excellent unit case studies and practice-oriented videos. Moreover, I will prepare multiple unit case studies with different unit configurations based on the common LES philosophy of “cultivating the foundations of self-reliance.” Training will be conducted with a focus on analysis and discussion of materials including the unit case studies and lesson videos. Based on the above, I have developed an actual professional development (PD) program for LES. The program is ultimately a model, and its time allocation and contents will require changes depending on the needs and schedules of the participants. To enhance possibilities for critiquing the training program，it has been prepared in the format of a syllabus for use in the developmental study of social studies teaching. The progression of the training is as follows. In the Introduction, after imparting the training objectives, participants study “Why Teach LES?” and “Relationships and Differences between LES and Related Subject Areas (Early Childhood Education, Integrated Learning, Science, and Social Studies).” In Stage 1，participants will gain an understanding of the exis

本研究の意図することは，“誰もがわかる，誰もが学ぶことができる”という本来の教育の理念を取り戻すことで，特別支援教育と教科教育の間に作られていた溝を埋めること，また，これらの教育相互において本来教育が持っている理念を実現することである。そして，それによって学校教育総体を新たに創造することを目指すことである。本研究は，学習困難の概念を用い，社会科教育（の教授や学習）において妨げていることを手がかりに，理念を実現する状態を作りだすことを追究しようとするものである。 第１稿で，学習困難を生み出す要因を仮説として提出し，その妥当性を特別支援学校・小学校・中学校社会科学習指導要領および“特別支援学校”用教科書と“通常”学校用社会科教科書を比較することによって検討した。また，第２稿では特別支援学校，通常学校双方の学習指導要領と教科書の全体比較と地理的内容を，第３稿で歴史的内容を，第４稿で公民的内容を比較考察した。第５稿の本稿では，これまでの研究を総括し，研究の目的，仮説，その結果を総括・考察し，仮説に対する結論を提示した。 結論としては，①特別支援学校用社会科教科書は教育や社会科の考えにもとづき，学問よりも生活との関連，生徒が社会において行き抜くために役立つこと，生徒と社会との関わりを内容選択・配列，また教授・学習の重点として採用し，②学習困難を社会（地理，歴史，公民）の学習に対する生徒の困難と考え，③とりわけ，社会生活との関連を重視し，学習困難を極力生みださない配慮をしていることを示した。これらの配慮を，４つの仮説との関連では，情報処理の容易性，情報の特定的な見えへの限定という決断性，動き，動作，行為を伴う行為随伴性によって学習困難を乗り切り，社会の学習が社会との関わりとして成果を生み出すものとして設計している，というものであった。この結論から引き出せることは，特別支援学校用社会科教科書は社会の学習に関して，社会生活との関わりによって従来の通常学校用社会科教科書が含み持つ社会の学習において生ずる学習困難を避け，一人ひとりの生徒が学び取るものを確保している，ということである。, This research is the preliminary study to aim at educational new creation especially which are the mission of the special support education, “everyone can know and everyone can learn.” to restore an idea of the original education. In this research failure is in the educational state everyone has, not only the child who needs support especially. Our research team is thinking a possibility that all children fail and learning difficulty to have, supposes that it will be necessary to create the states that all children can learn without a trouble in a class and the activity of the school and push forward a study. We in the first paper submitted some factors to produce learning difficulty as a hypothesis and examined the validity of their factors by comparing social studies textbooks for “special needs school” and the “usually” schools. In the previous three papers we compared course of study and social studies textbooks in two type schools and considered in the second, content of geography, in the third, content of history and in the fourth paper content of civics. In this fifth paper, we summarized our researches, generalized the purpose, the hypotheses, and the result of our research and considered the conclusion for the hypotheses. In conclusion, we pointed out: 1: based on basic thought of education and social studies, the social studies textbook for special needs school is to choose and arrange contents and adopt the following as an important point; (1) connection with the life rather than connection with the discipline, (2) serving for students to survive by himself/herself, (3) connection with the life in the society. 2: it regards learning difficulties as the difficulty of the student for the learning of the society (geography, history and civics). 3: in particular, it makes much of the connection with the social life and does consideration not to produce learning difficulty of students as much as possible. We examined these consideration in connection with four

本研究は，本来の教育の理念を回復するために，特別支援教育の使命と理念である，“誰もがわかる，誰もが学ぶことができる”ことに学び，教育の新たな創造をめざすための予備的研究である。本研究では，つまずきは誰もが持っている教育の状態であり，特別に支援が必要な子どもだけではない。すべての子どもがつまずく可能性を持っている，と考え，学校の授業や活動についてすべての子どもたちが支障なく学ぶことができる状態を作り出すことが必要だろう，と仮定し，研究を進めている。 本稿は，第4稿として，研究の目的と仮説を確認したのち，公民的内容に焦点を当て，“特別支援学校”用社会教科書（『くらしに役立つ 社会』東洋館出版社，2007，以下，本教科書と略す）を“通常”学校用社会科公民教科書と比較し，研究仮説の妥当性を検討する。 検討の結果明らかにした点は，次の3点である。第1に，容易性の観点に関しては，学習に見通しを立てること，具体的なイメージ（表や図）を示すことで，内容の理解を容易にしている。第2に，決断性の観点に関しては，学習の見通しを容易にすることにより，学習の具体的な行為を提示している。第3に，行為随伴性に関しては，制度やしくみが目的を持ったものと理解し，それを生活で活用することを想定できるようにしている。, This research is the preliminary study to aim at educational new creation especially which are the mission of the special support education, “everyone can know and everyone can learn.” to restore an idea of the original education. In this research failure is in the educational state everyone has, not only the child who needs support especially. Our research team is thinking a possibility that all children fail and learning difficulty to have, supposes that it will be necessary to create the states that all children can learn without a trouble in a class and the activity of the school and push forward a study. This paper is the fourth consideration. It at first confirms the purpose of a study and the hypothesis, compares the Social Studies Textbook for the Special School“ Useful for Everyday living” and social studies textbooks for “usual” middle school focused on civics contents and considers the validity of the research hypothesis. As a result of consideration, we did the three following findings. First, the level of simplicity is related to making the contents easier to understand, involving the prediction of next steps in learning and the depiction of clear images (tables and diagrams). Second, in terms of determinism, concrete actions can involve facilitating the prediction of next steps in learning. Third, perceptional action coupling could provide a deeper understanding of the purpose of the systems and mechanisms, and could foster hypotheses about their applications in daily life.

This paper focuses on in-school teacher training (konaiken) based on social studies which is practiced at an elementary school in Western Japan. The purpose of this paper is to clarify why this elementary school chose social studies as main subject for their in-school teacher training. In order to answer this question, observation, interview, and discourse analysis techniques were employed. The analysis of konaiken reveal several key points. Firstly, the system works for promoting more comprehensive ability with the subject pedagogy. Secondly, the system strengthens the teacher group's collegiality. Finally, the system enhances the relation between the school/teacher and the neighbor communities/residents. Additionally, the system supports the professional development for educating mentor teachers. The authors conclude that the reason why the school focuses on social studies is because the school principal can reconstruct the meanings of the purpose, comprehensiveness and potential effects of the elementary social studies for the school reform, and social studies is considered a weak subject by most teachers, so they can engage in the professional development as beginners equally. These findings imply that the advantages of or preferences for each subject as in-school teacher training need to be considered carefully.

type:text, This paper proposes a training program for teachers in charge of life environment studies (LES), including a discussion of the relevant particulars. The development policy for the training program is as follows. The objective of training, in addition to fostering an understanding of the existence of alternative opinions and practices and encouraging reflection on the part of teachers themselves, is to promote the reconfiguration and exploration of how LES is viewed as a curricular subject. For this purpose, the substance of the training program has been set bearing in mind the following three points. The first deals with the opinions and practices of the teachers themselves as well as the plans and other materials developed by them. The second deals with research findings (e.g., academic articles) in the field of LES pedagogy. The third deals with excellent unit case studies and practice-oriented videos. Moreover, I will prepare multiple unit case studies with different unit configurations based on the common LES philosophy of “cultivating the foundations of self-reliance.” Training will be conducted with a focus on analysis and discussion of materials including the unit case studies and lesson videos. Based on the above, I have developed an actual professional development (PD) program for LES. The program is ultimately a model, and its time allocation and contents will require changes depending on the needs and schedules of the participants. To enhance possibilities for critiquing the training program, it has been prepared in the format of a syllabus for use in the developmental study of social studies teaching. The progression of the training is as follows. In the Introduction, after imparting the training objectives, participants study “Why Teach LES?” and “Relationships and Differences between LES and Related Subject Areas (Early Childhood Education, Integrated Learning, Science, and Social Studies).” In Stage 1, participants will gain an understanding of the ex, This article translated into Japanese is published in the journal Gakushu Shisutemu Kenkyu, Vol.3.

This paper proposes a training program for teachers in charge of life environment studies (LES), including a discussion of the relevant particulars. The development policy for the training program is as follows. The objective of training, in addition to fostering an understanding of the existence of alternative opinions and practices and encouraging reflection on the part of teachers themselves, is to promote the reconfiguration and exploration of how LES is viewed as a curricular subject. For this purpose, the substance of the training program has been set bearing in mind the following three points. The first deals with the opinions and practices of the teachers themselves as well as the plans and other materials developed by them. The second deals with research findings (e.g., academic articles) in the field of LES pedagogy. The third deals with excellent unit case studies and practice-oriented videos. Moreover, I will prepare multiple unit case studies with different unit configurations based on the common LES philosophy of “cultivating the foundations of self-reliance.” Training will be conducted with a focus on analysis and discussion of materials including the unit case studies and lesson videos. Based on the above, I have developed an actual professional development (PD) program for LES. The program is ultimately a model, and its time allocation and contents will require changes depending on the needs and schedules of the participants. To enhance possibilities for critiquing the training program, it has been prepared in the format of a syllabus for use in the developmental study of social studies teaching. The progression of the training is as follows. In the Introduction, after imparting the training objectives, participants study “Why Teach LES?” and “Relationships and Differences between LES and Related Subject Areas (Early Childhood Education, Integrated Learning, Science, and Social Studies).” In Stage 1, participants will gain an understanding of the ex, This article translated into Japanese is published in the journal Gakushu Shisutemu Kenkyu, Vol.3.

This paper proposes a training program for teachers in charge of life environment studies (LES), including a discussion of the relevant particulars. The development policy for the training program is as follows. The objective of training, in addition to fostering an understanding of the existence of alternative opinions and practices and encouraging reflection on the part of teachers themselves, is to promote the reconfiguration and exploration of how LES is viewed as a curricular subject. For this purpose, the substance of the training program has been set bearing in mind the following three points. The first deals with the opinions and practices of the teachers themselves as well as the plans and other materials developed by them. The second deals with research findings (e.g., academic articles) in the field of LES pedagogy. The third deals with excellent unit case studies and practice-oriented videos. Moreover, I will prepare multiple unit case studies with different unit configurations based on the common LES philosophy of “cultivating the foundations of self-reliance.” Training will be conducted with a focus on analysis and discussion of materials including the unit case studies and lesson videos. Based on the above, I have developed an actual professional development (PD) program for LES. The program is ultimately a model, and its time allocation and contents will require changes depending on the needs and schedules of the participants. To enhance possibilities for critiquing the training program, it has been prepared in the format of a syllabus for use in the developmental study of social studies teaching. The progression of the training is as follows. In the Introduction, after imparting the training objectives, participants study “Why Teach LES?” and “Relationships and Differences between LES and Related Subject Areas (Early Childhood Education, Integrated Learning, Science, and Social Studies).” In Stage 1, participants will gain an understanding of the ex, This article translated into Japanese is published in the journal Gakushu Shisutemu Kenkyu, Vol.3.

本研究は，専門科学者がおこなう「真正な実践」の解明に向けたシリーズ研究のうち，知識の社会領域の中でも歴史学者の研究に注目し，「歴史学者ならではの学習過程とはどのようなものか」「その学習過程は，歴史教師が教材研究をおこなう上でどのように活かすことが可能か」を解明することが目的である。そのために，歴史学論文の構成・構造分析と論文著者へのインタビューをもとに，歴史学者の研究過程とその背景を分析する。これを，歴史学者ならではの学びの過程として読み替えていく。本稿では，近世史の視点から近代史の研究課題に挑んだ2008年の論文「地租改正における地価決定と収穫高－広島県恵蘇郡奥門田村を事例として－」とその著者である歴史学者の中山富広を研究対象とした。結果，論文執筆に際しての研究過程は，「研究デザインの構築」「研究デザインに基づく実証研究」「研究デザインの省察と意義付け」という段階を経ていることが明らかになった。そして，論文執筆の背景にある学びとしては「研究経験」「専門領域や周辺領域に関する学界動向の学び」「他者との交流」「教育経験」という側面が確認できた。ここから学びとった概念や方法を，自分なりに再構成し，他の研究者共同体や自分の研究者共同体に適用するというアプローチが繰り返しおこなわれていた。以上を踏まえて，歴史学者の学習過程を理解する上で求められる視点として，「活用されている史料と解釈の対応関係を把握すること」「解釈を論文として説明する際に活用されている語彙の意味を理解すること」「論文の生成される文脈，研究史を学習すること」の３点を提案した。歴史学者の真正な学びとは，史料，史料を説明するための語彙，語彙を生み出す背景にある研究史に関わったものである。これらを読み解くことで，歴史教師は歴史学者の論文を深く理解し，教材研究に活かすことができる。, The current study focused on a research study conducted by a historian, and aimed to understand “What are the aspects of learning process that are unique to historians?” and “How can we apply the processes to a history teacher’s reading of a history research paper for the purpose of teaching material studies?” For that purpose, the current manuscript analyzed the processes and the background of writing a history research paper through analyses of the composition and construction of a history paper and an interview with its author. Then, we attempted to translate this into a learning process unique to a history researcher. The current manuscript selected to study “Land Price Appraisal and Crop Harvest in Land Tax Reform: Case Study of Okumonde Village, Eso County, Hiroshima Prefecture,” a history research paper written in 2008 that examined a contemporary historical research topic of using a modern history viewpoint, authored by Dr. Tomihiro Nakayama. The analyses indicated that the research processes went through stages of “construction of a research design,” “empirical study based on the research design,” and “reflection on the research design and interpretation.” Beyond the paper writing, important skills also included “research experience,” “learning of the trends of the field and its associated fields,” “interaction with others,” and “teaching experience.” The history researcher reconstructed the concepts and methods from such learning in his own way, and applied the findings within his and colleagues’ research communities. Based on these findings, three viewpoints necessary in understanding the learning process of a historian included, “understanding of the relationship between historical resources and its interpretation,” “understanding of the vocabulary used in the paper that describes the interpretation of historical resources,” and “studying the context and research history that produced a particular research paper.” Authentic learning for a historian conce

本研究は，①大学院生は，GTAとしてどのようなつまずきに直面するのか，②つまずきの克服は，どのような仕組みで支援することが可能か，③とくに教科教育学を専門とする大学院生にとって，GTAの経験はどのような意味を持つのか，を解明することを目的とする。この問いを解くために，クリス・パーク (Chris Park) が執筆した “The Graduate Teaching Assistant (GTA)：Lessons from North American Experience.” 「大学院生ティーチング・アシスタント (GTA)－北米の経験からの教訓－」を検討する。本論文は，2014年9月，シェリー・フィールドがRIDLS主催の講演会に登壇した際，北米のGTA研究の動向を概観できる有益な資料として紹介したもので，事実，多くの先行研究者が引用，参照する包括的なレビューとなっている。そこで本稿では，パーク論文を解題することで，上の問いにアプローチすることとした。パーク論文の分析から明らかになったのは，以下の3点である。①大学院生は，GTAとして，「他者との関係構築」「研究と教育の時間配分」「知識や経験の不足」「自分とは異なる多様な考えに開かれた姿勢を示すこと」でつまずく傾向にある。②GTAが直面する困難を克服するプログラムは，GTA制度に他ならない。そのためのGTAプログラムは，研究者・教育者のコミュニティへの正統的周辺参加の機会を提供するものでなくてはならない。また首尾一貫した「選定と養成」「トレーニング」「指導・助言とメンタリング」の仕組みづくりが要求される。③GTAの経験は，教育者（教員養成者）としての資質・能力に限らず，研究者ならびに教育者（教員研修者）としての資質・能力を高める契機ともなる。教育者と研究者それぞれの方法論が深く分かちがたく結びついている教科教育学を専門とする大学院生にとって，GTAとしての学びには一定の効果が期待できる。, This study aims to elucidate (1)the setbacks graduate students face as Graduate Teaching Assistants (GTAs), (2)the mechanisms through which overcoming these setbacks is possible, and (3)the meaning of the GTA experience, particularly for graduate students specializing in subject education. To answer these questions, we consider Chris Park’s article “The Graduate Teaching Assistant (GTA): Lessons from North American Experience.” This study was introduced by Sherry Field when she took the podium at the RIDLS lecture meeting as a beneficial reference that provides an overview of North American trends in GTA research. Indeed, it is a comprehensive review that has been quoted and consulted by many previous studies. Thus, for this study we decided to approach the above questions by reviewing Park’s article. The following three points became clear from this analysis. First, as GTAs, graduate students tend to suffer setbacks in terms of constructing relationships with others, allocating time between research and education, inadequate knowledge and experience, and demonstrating an open attitude toward diverse ideas that differ from their own. Second, it is none other than the GTA system itself that can overcome difficulties GTAs face. A GTA program for this purpose must offer opportunities for legitimate peripheral participation in a community of researchers and educators. Furthermore, there is need for coherent selection and preparation, training, and supervision and mentoring mechanisms. Third, the GTA experience is an opportunity for heightening not only capacities and abilities as educators (teacher trainers), but capacities as researchers and educators (teachers in training). For graduate students specializing in subject education (one in which the methodologies of educators and researchers are closely connected), learning as a GTA can be expected to be effective., 本論文は，Theory and Research for Developing Learning Systems, Vol.1 所収の英語論文 “Graduate Teaching Assistant Work as a Learning System and its Significance” の日本語訳論文である。

大学の教員養成課程で学生に「よい授業」のあり方を主体的に探求させるには，まず大学での授業と高校までに受けてきた授業との「ギャップ」を解消し，被教育体験の中で無意識に形づくられた「こだわり」を「解きほぐす」必要があるのではないか。このような問題意識のもと，本研究では大学入学後の講義で，自分がこれまで支持してきた授業理論とは異なるそれを受け入れて質の高い授業プランを作成できた学生に注目し，「彼らはなぜ授業プランニング能力を向上させることができたのか」について調査・分析を試みた。調査対象者３名の授業プランの分析と聞き取り調査の結果から，能力向上の要因として，①他者の目的合理的な授業プランに啓発されることで，自己の授業づくりの省察と洗練がはかられたこと，②目的の異なる複数の授業理論を学ぶことで，自己の教科観や授業理論の相対化が進んだこと，③高校時代に履修していない科目・分野（地理）には「こだわり」が小さく，むしろ自立的・目的合理的に教育内容を構想できたこと，の３点が確認された。さらに，社会科の授業プランニング能力の向上を支援するには，第一に，大学での講義を通じてソトから「よい授業」を押しつけるのではなく，他者の優れた授業を批評したり，自分で授業を作ったりする経験を通して，学生自身が潜在的に抱いている「よい授業」の規準や葛藤をウチから引き出すこと，第二に，学生が学ぶ意義を実感できていない科目・分野を素材にして，教科の目標に準拠した教材研究や内容構成を行う意義を理解させること，これら２点を意識した指導の可能性が示唆された。, To have students in university teacher education courses independently explore what a “good lesson” is, there is a need to first eliminate the gap between university courses and courses students have taken up through high school and disentangle the formalities unconsciously shaped during their K-12 experiences. Keeping this in mind, this study focuses on students who, after enrolling in university classes, have accepted a theory of teaching different from that which they had supported up until then. These students were able to create high-quality lesson plans, and this study investigates and analyzes why they were able to heighten their lesson planning skills. Based on analyses of the lesson plans of three students and interviews with them, the following three points were identified: (1)students tried to reflect upon and refine their own lesson plans by being enlightened by others’ purpose-rational lesson plans, (2)their own views of social studies and theories of teaching were relativized by learning about multiple theories of teaching with different goals, and (3)they had little formality with regard to the subjects and fields (geography) that they had not taken during high school. Rather, they were able to independently envision educational content in a purpose-rational fashion. Furthermore, our findings suggest the potential of guidance for supporting the improvement of social studies lesson planning skills that first, draws from within students criteria and conflicts with regard to the their own latently-held ideas of a “good lesson” through the experience of evaluating exceptional classes taught by others and creating their own lessons (rather than forcing upon them good lessons from the outside through university classes), and second, makes them understand the importance of engaging in teaching materials study and content construction in accordance with subject objectives, using as material subjects and fields that students have not fully understood the impor, 本論文は，Theory and Research for Developing Learning Systems, Vol.1 所収の英語論文 “How Do Social Studies Pre-Service Teachers’ Learn Lesson Planning Skills?” pp.13-18 の日本語訳論文である。

This study aims to evaluate the effectiveness of professional development by H.L Erickson as an educational consultant. For this purpose, this study focuses on history lesson plans presented during a usual teaching day by A.P Magwood̶a social studies teacher. This study attempts to answer the following question: What factors affect lesson improvement of social studies teachers? The findings may be summarized as follows. The aim of the history lesson was “Analyzing U.S. History through concepts to better understand the present.” The teacher refined the construction of the lesson to achieve the aim. In particular, concepts used in the lesson unit changed in quality and quantity. The teacher critically examined and used the theory by the educational consultant. This research has implications for the professional development of social studies teachers.

The aim of this paper is to clarify the abilities essential to the senior teachers who have mentorship and the teacher training system for empowering mentorship, based on programs provided by National Institute of Education (NIE) in Singapore. For achieving it, we had an interview with the faculty and students at NIE, and then corded theses texts as well as handbook, which was published for participants of Teacher Leader Programme 1 (TLP1). The results showed that TLP1 dealt the following four abilities. (1) acquiring coaching skills for delivering the educational theory and pedagogy to novice teachers, (2) understanding the educational theory and pedagogy to be delivered, (3) supervising the novice teachers by applying these skills and knowledge, and (4) growing oneself as classroom teacher and mentor. This program was significant because it intended to empower the novice teacher by empowering the senior teacher who could train them intentionally.

The purposes of this paper are to describe the curriculum designs implemented by the four Social Studies teachers who have the similar professional background but the different teaching contexts / situations as well as educational belief, and to explain the reasons why they showed the various designs, even though they were requested to apply the common civics resource book into the regular classes. The present results suggested that the professional background had some or less influences on the assimilation of the way of justification of their civics curriculum designs, but their teaching contexts had more large influences on the differentiation of their designs. It was suggested that which the school preferred to support the independent practice, the collaborative professional development, or the programs / policy advocated by educational board, defined their decision how the teachers transformed their beliefs into the curriculum designs, particularly in the case of sampled teachers.

本研究は，本来の教育の理念を回復するために，特別支援教育の使命と理念である，“誰もがわかる，誰もが学ぶことができる”ことに学び，教育の新たな創造をめざすための予備的研究である。本研究では，つまずきは誰もが持っている教育の状態であり，特別に支援が必要な子どもだけではない。すべての子どもがつまずく可能性を持っている，と考え，学校の授業や活動においてすべての子どもたちが支障なく学ぶことができる状態を作り出すことが必要だろう，と仮定し，研究を進めている。 本稿は，第３稿として，研究の目的と仮説を確認したのち，歴史的内容に焦点を当て，“特別支援学校”用社会教科書（『くらしに役立つ 社会』東洋館出版社，2007，以下，本教科書と略す）を“通常”学校用社会科歴史教科書と比較し，研究仮説の妥当性を検討する。 考察の結果，特定の視点による現在と結び付けた歴史の学習と，独立し，網羅的に配列した歴史の学習という歴史学習の違いが明らかになった。歴史の学習には基本的に，学習者の現在の生活と時間的な隔たりがある。その隔たりが歴史的内容の抽象性を高め，学習困難を生む可能性がある。しかし，本教科書のように，歴史的内容を現在学習者が生活している場所（地理）や社会のシステム（公民）と関連付けることによって，歴史的内容の抽象性を緩和するように工夫することができる。, This research is the preliminary study to aim at educational new creation especially which are the mission of the special support education,“ everyone can know and everyone can learn.” to restore an idea of the original education. In this research failure is in the educational state everyone has, not only the child who needs support especially. Our research team is thinking a possibility that all children fail and learning difficulty to have, supposes that it will be necessary to create the states that all children can learn without a trouble in a class and the activity of the school and push forward a study. This paper is the third consideration. It at first confirms the purpose of a study and the hypothesis, compares the Social Studies Textbook for the Special School“ Useful for Everyday living” and social studies textbooks for“ usual” middle school focused on historical contents and considers the validity of the research hypothesis. As a result of consideration, we found independent with learning of the history that it joined together now by the specific viewpoint, and a difference of the history learning called the learning of the history that we arranged cyclopedically became clear. Learning of the history has life as of one of a learner and time difference basically. The difference makes the abstractness of historic contents it and may produce learning difficulty. However, we can devise it by connecting historic contents with a place (geography) and a social system (citizen) that a learner lives like this textbook now to relax the abstractness of historic contents.

本研究は，本来の教育の理念を回復するために，特別支援教育の使命と理念である，“誰もがわかる，誰もが学ぶことができる”ことに学び，教育の新たな創造をめざすための予備的研究である。本研究では，つまずきは誰もが持っている教育の状態であり，特別に支援が必要な子どもだけではない。すべての子どもがつまずく可能性を持っている，と考え，学校の授業や活動にいてすべての子どもたちが支障なく学ぶことができる状態を作り出すことが必要だろう，と仮定し，研究を進めている。 本稿は，第２稿として，研究の目的と仮説を確認したのち，地理的内容に焦点を当て，“特別支援学校”用社会教科書（『くらしに役立つ 社会』東洋館出版社，2007，以下，本教科書と略す）を“通常”学校用社会科地理教科書と比較し，研究仮説の妥当性を検討する。 検討の結果明らかにした点は，１つ目は，生徒にとってイメージしやすい生活との連関を重視することで「容易性」を高めているといえるだろう。２つ目は，生徒が実際に使える，場合によっては使ったことがある地図を取り上げることで「行為随伴性」を高めているといえるだろう。３つ目は，生徒が旅行したり生活したり際に使える知識を学習することで「行為随伴性」を高めているということである。, This research is the preliminary study to aim at educational new creation especially which are the mission of the special support education, “everyone can know and everyone can learn.” to restore an idea of the original education. In this research failure is in the educational state everyone has, not only the child who needs support especially. Our research team is thinking a possibility that all children fail and learning difficulty to have, supposes that it will be necessary to create the states that all children can learn without a trouble in a class and the activity of the school and push forward a study. This paper is the second consideration. It at first confirms the purpose of a study and the hypothesis, compares the Social Studies Textbook for the Special School “Useful for Everyday living” and social studies textbooks for “usual” middle school focused on historical contents and considers the validity of the research hypothesis. As a result of consideration, we found that the first raises “easiness” in the point that we clarified as a result of examination by making much of linkage with the life that it is easy to image for a student. The second raises “act accompanying characteristics” by taking up the map which we have used depending on the case that a student is really usable. The third is that we raise “act accompanying characteristics” by learning knowledge that a student travels and lives, and to be usable in case.

type:text, This study aims to elucidate (1) the setbacks graduate students face as Graduate Teaching Assistants (GTAs), (2) the mechanisms through which overcoming these setbacks is possible, and (3) the meaning of the GTA experience, particularly for graduate students specializing in subject education. To answer these questions, we consider Chris Park’s article “The Graduate Teaching Assistant (GTA): Lessons from North American Experience.” This study was introduced by Sherry Field when she took the podium at the RIDLS lecture meeting as a beneficial reference that provides an overview of North American trends in GTA research. Indeed, it is a comprehensive review that has been quoted and consulted by many previous studies. Thus, for this study we decided to approach the above questions by reviewing Park’s article. The following three points became clear from this analysis. First, as GTAs, graduate students tend to suffer setbacks in terms of constructing relationships with others, allocating time between research and education, inadequate knowledge and experience, and demonstrating an open attitude toward diverse ideas that differ from their own. Second, it is none other than the GTA system itself that can overcome difficulties GTAs face. A GTA program for this purpose must offer opportunities for legitimate peripheral participation in a community of researchers and educators. Furthermore, there is need for coherent selection and preparation, training, and supervision and mentoring mechanisms. Third, the GTA experience is an opportunity for heightening not only capacities and abilities as educators (teacher trainers), but capacities as researchers and educators (teachers in training). For graduate students specializing in subject education (one in which the methodologies of educators and researchers are closely connected), learning as a GTA can be expected to be effective.

type:text, To have students in university teacher education courses independently explore what a “good lesson” is, there is a need to first eliminate the gap between university courses and courses students have taken up through high school and disentangle the formalities unconsciously shaped during their K-12 experiences. Keeping this in mind, this study focuses on students who, after enrolling in university classes, have accepted a theory of teaching different from that which they had supported up until then. These students were able to create high-quality lesson plans, and this study investigates and analyzes why they were able to heighten their lesson planning skills. Based on analyses of the lesson plans of three students and interviews with them, the following three points were identified: (1) students tried to reflect upon and refine their own lesson plans by being enlightened by others’ purpose-rational lesson plans, (2) their own views of social studies and theories of teaching were relativized by learning about multiple theories of teaching with different goals, and (3) they had little formality with regard to the subjects and fields (geography) that they had not taken during high school. Rather, they were able to independently envision educational content in a purpose-rational fashion. Furthermore, our findings suggest the potential of guidance for supporting the improvement of social studies lesson planning skills that (1) draws from within students criteria and conflicts with regard to the their own latently-held ideas of a “good lesson” through the experience of evaluating exceptional classes taught by others and creating their own lessons (rather than forcing upon them good lessons from the outside through university classes), and (2) makes them understand the importance of engaging in teaching materials study and content construction in accordance with subject objectives, using as material subjects and fields that students have not fully understood the importanc

This study aims to elucidate (1) the setbacks graduate students face as Graduate Teaching Assistants (GTAs), (2) the mechanisms through which overcoming these setbacks is possible, and (3) the meaning of the GTA experience, particularly for graduate students specializing in subject education. To answer these questions, we consider Chris Park’s article “The Graduate Teaching Assistant (GTA): Lessons from North American Experience.” This study was introduced by Sherry Field when she took the podium at the RIDLS lecture meeting as a beneficial reference that provides an overview of North American trends in GTA research. Indeed, it is a comprehensive review that has been quoted and consulted by many previous studies. Thus, for this study we decided to approach the above questions by reviewing Park’s article. The following three points became clear from this analysis. First, as GTAs, graduate students tend to suffer setbacks in terms of constructing relationships with others, allocating time between research and education, inadequate knowledge and experience, and demonstrating an open attitude toward diverse ideas that differ from their own. Second, it is none other than the GTA system itself that can overcome difficulties GTAs face. A GTA program for this purpose must offer opportunities for legitimate peripheral participation in a community of researchers and educators. Furthermore, there is need for coherent selection and preparation, training, and supervision and mentoring mechanisms. Third, the GTA experience is an opportunity for heightening not only capacities and abilities as educators (teacher trainers), but capacities as researchers and educators (teachers in training). For graduate students specializing in subject education (one in which the methodologies of educators and researchers are closely connected), learning as a GTA can be expected to be effective.

To have students in university teacher education courses independently explore what a “good lesson” is, there is a need to first eliminate the gap between university courses and courses students have taken up through high school and disentangle the formalities unconsciously shaped during their K-12 experiences. Keeping this in mind, this study focuses on students who, after enrolling in university classes, have accepted a theory of teaching different from that which they had supported up until then. These students were able to create high-quality lesson plans, and this study investigates and analyzes why they were able to heighten their lesson planning skills. Based on analyses of the lesson plans of three students and interviews with them, the following three points were identified: (1) students tried to reflect upon and refine their own lesson plans by being enlightened by others’ purpose-rational lesson plans, (2) their own views of social studies and theories of teaching were relativized by learning about multiple theories of teaching with different goals, and (3) they had little formality with regard to the subjects and fields (geography) that they had not taken during high school. Rather, they were able to independently envision educational content in a purpose-rational fashion. Furthermore, our findings suggest the potential of guidance for supporting the improvement of social studies lesson planning skills that (1) draws from within students criteria and conflicts with regard to the their own latently-held ideas of a “good lesson” through the experience of evaluating exceptional classes taught by others and creating their own lessons (rather than forcing upon them good lessons from the outside through university classes), and (2) makes them understand the importance of engaging in teaching materials study and content construction in accordance with subject objectives, using as material subjects and fields that students have not fully understood the importanc

This study aims to elucidate (1) the setbacks graduate students face as Graduate Teaching Assistants (GTAs), (2) the mechanisms through which overcoming these setbacks is possible, and (3) the meaning of the GTA experience, particularly for graduate students specializing in subject education. To answer these questions, we consider Chris Park’s article “The Graduate Teaching Assistant (GTA): Lessons from North American Experience.” This study was introduced by Sherry Field when she took the podium at the RIDLS lecture meeting as a beneficial reference that provides an overview of North American trends in GTA research. Indeed, it is a comprehensive review that has been quoted and consulted by many previous studies. Thus, for this study we decided to approach the above questions by reviewing Park’s article. The following three points became clear from this analysis. First, as GTAs, graduate students tend to suffer setbacks in terms of constructing relationships with others, allocating time between research and education, inadequate knowledge and experience, and demonstrating an open attitude toward diverse ideas that differ from their own. Second, it is none other than the GTA system itself that can overcome difficulties GTAs face. A GTA program for this purpose must offer opportunities for legitimate peripheral participation in a community of researchers and educators. Furthermore, there is need for coherent selection and preparation, training, and supervision and mentoring mechanisms. Third, the GTA experience is an opportunity for heightening not only capacities and abilities as educators (teacher trainers), but capacities as researchers and educators (teachers in training). For graduate students specializing in subject education (one in which the methodologies of educators and researchers are closely connected), learning as a GTA can be expected to be effective.

To have students in university teacher education courses independently explore what a “good lesson” is, there is a need to first eliminate the gap between university courses and courses students have taken up through high school and disentangle the formalities unconsciously shaped during their K-12 experiences. Keeping this in mind, this study focuses on students who, after enrolling in university classes, have accepted a theory of teaching different from that which they had supported up until then. These students were able to create high-quality lesson plans, and this study investigates and analyzes why they were able to heighten their lesson planning skills. Based on analyses of the lesson plans of three students and interviews with them, the following three points were identified: (1) students tried to reflect upon and refine their own lesson plans by being enlightened by others’ purpose-rational lesson plans, (2) their own views of social studies and theories of teaching were relativized by learning about multiple theories of teaching with different goals, and (3) they had little formality with regard to the subjects and fields (geography) that they had not taken during high school. Rather, they were able to independently envision educational content in a purpose-rational fashion. Furthermore, our findings suggest the potential of guidance for supporting the improvement of social studies lesson planning skills that (1) draws from within students criteria and conflicts with regard to the their own latently-held ideas of a “good lesson” through the experience of evaluating exceptional classes taught by others and creating their own lessons (rather than forcing upon them good lessons from the outside through university classes), and (2) makes them understand the importance of engaging in teaching materials study and content construction in accordance with subject objectives, using as material subjects and fields that students have not fully understood the importanc

The aim of this paper is to clarify the factor of qualitative differences in the social studies teaching plans designed by the pre-service teachers. In this study, we investigated by the two following ways. First, we required student to design the teaching plan as assignment of "Teaching Social Studies" class, and compared the plans. Second, we conducted the interview for them to hear the background of their plans. As a result, the factors of the differentia among them are as follows. (1) It depends on whether they had experienced the high-quality Social Studies class from their elementary to high school. (2) It depends on whether they have the will to examine and apply the newly-acquired theories thought in the university critically. These results suggest that to encourage the student to reflect on their own perceptions on the meanings of learning/teaching Social Studies is significant for the pre-service teacher.

本研究は,本来の教育の理念を取り戻すことで,特別支援教育と教科教育の間に作られていた溝を埋めること,また,これらの教育相互において,“誰もがわかる,誰もが学ぶことができる"という本来の教育の理念を目指すことで,学校教育総体の新たな創造を意図している。つまずきは誰もが持っている教育の状態であり,特別な支援が必要な子どもだけではない。すべての子どもがつまずく可能性を持っている。学校の授業や活動においてすべての子どもたちが支障なく学ぶことができる状態を作り出すことが必要だろう。 そのために,つまずき,困難,障害の概念の関係を改め,困難,とりわけ,学習困難を視点にすることにより,教科教育の教授-学習を構成することにおいて,つまり,授業の構想・計画,実施・実践,点検・評価,改善・再構想の過程において必要なポイントを仮説として提出する。その上で,小学校・中学校社会科学習指導要領と(続く,第2稿では,“通常"学校用社会科教科書と)“特別支援学校"用教科書と比較することによって妥当性を検討する。本研究の目的は,第一に,問題の所在,研究の目的と仮説,対象,見通しを述べ,研究仮説を示すこと,第二に,本来の教育の理念にもとづき,特別支援学校用として作成された教科書を,小学校・中学校社会科学習指導要領,通常学校用社会科教科書と比較することを通して,この特別支援学校用教科書はどのような学習困難を想定し,どのような克服策を準備しているかを解明すること,第三に,設定した研究仮説の妥当性を検討することに置いている。本第1稿は,第一と第二を目的として進める。

A series of experiments has been performed under earth’s gravity to study formation of particle accumulation structures (PAS) in a supercritical flow driven by the combined effects of buoyancy and thermocapillary forces. The test flow was created in a non-isothermal cylindrical column (liquid bridge) made of n-decane and heated from above. The objective of the experiment was to answer two major questions: (1) how strong is the influence of the shape of the interface on the process of formation of PAS; (2) what temperature of the ambient air fits better for PAS to occur. Considering these questions, we developed a method based on changing both the volume of the liquid bridge and temperature at the external walls of the experimental chamber to set and to keep constant the shape of the interface and the temperature inside the setup, respectively. The experimental observations are presented in the form of diagrams in the parameters’ space showing ranges of the PAS formation. The findings show that a liquid bridge with an interface as close to the straight cylindrical as possible and surrounded by air at low temperature is the best terrain for PAS formation. The results of the chaos analysis of the recorded temperature time series and their correlation with the obtained diagrams allow for showing that accumulation of particles in coherent structures is possible only in a periodic oscillatory flow characterized by a small value of the translation error not exceeding 0.01. It is demonstrated that presence of either any spectral noise or of several modes with incommensurate frequencies makes formation of a PAS impossible., SCOPUS: ar.j, info:eu-repo/semantics/published

An experimental investigation has been performed to study a supercritical flow driven by the combined effects of buoyancy and thermocapillary forces, in a non-isothermal liquid cylindrical column heated from above (liquid bridge). The liquid zone was of 3mm in radius and 2.58mm in height made of n-decane. Changing temperature of air in the experimental chamber via controlling the temperature at its external wall, the conditions at the onset of instability of the flow, as characterized by the critical value of the imposed temperature difference, were determined for several values of the liquid volume. Performing "chaos analysis" of the obtained data, different regimes of the supercritical flow were identified. The experimental observations are supported by a computer modeling of the thermoconvective flow made for the experimental conditions neglecting deformations of the liquid-gas interface. It is shown that the spatial structure of the flow may change with external conditions in the ambient gas. © 2014 Springer Science+Business Media Dordrecht., SCOPUS: ar.j, info:eu-repo/semantics/published

An experimental investigation has been performed to study a supercritical flow driven by the combined effects of buoyancy and thermocapillary forces, in a non-isothermal liquid cylindrical column heated from above (liquid bridge). The liquid zone was of 3mm in radius and 2.58mm in height made of n-decane. Changing temperature of air in the experimental chamber via controlling the temperature at its external wall, the conditions at the onset of instability of the flow, as characterized by the critical value of the imposed temperature difference, were determined for several values of the liquid volume. Performing "chaos analysis" of the obtained data, different regimes of the supercritical flow were identified. The experimental observations are supported by a computer modeling of the thermoconvective flow made for the experimental conditions neglecting deformations of the liquid-gas interface. It is shown that the spatial structure of the flow may change with external conditions in the ambient gas. © 2014 Springer Science+Business Media Dordrecht., SCOPUS: ar.j, info:eu-repo/semantics/published

A series of experiments has been performed under earth’s gravity to study formation of particle accumulation structures (PAS) in a supercritical flow driven by the combined effects of buoyancy and thermocapillary forces. The test flow was created in a non-isothermal cylindrical column (liquid bridge) made of n-decane and heated from above. The objective of the experiment was to answer two major questions: (1) how strong is the influence of the shape of the interface on the process of formation of PAS; (2) what temperature of the ambient air fits better for PAS to occur. Considering these questions, we developed a method based on changing both the volume of the liquid bridge and temperature at the external walls of the experimental chamber to set and to keep constant the shape of the interface and the temperature inside the setup, respectively. The experimental observations are presented in the form of diagrams in the parameters’ space showing ranges of the PAS formation. The findings show that a liquid bridge with an interface as close to the straight cylindrical as possible and surrounded by air at low temperature is the best terrain for PAS formation. The results of the chaos analysis of the recorded temperature time series and their correlation with the obtained diagrams allow for showing that accumulation of particles in coherent structures is possible only in a periodic oscillatory flow characterized by a small value of the translation error not exceeding 0.01. It is demonstrated that presence of either any spectral noise or of several modes with incommensurate frequencies makes formation of a PAS impossible., SCOPUS: ar.j, info:eu-repo/semantics/published

This paper proposes a training program for teachers in charge of life environment studies (LES), including a discussion of the relevant particulars. The development policy for the training program is as follows. The objective of training, in addition to fostering an understanding of the existence of alternative opinions and practices and encouraging reflection on the part of teachers themselves, is to promote the reconfiguration and exploration of how LES is viewed as a curricular subject. For this purpose, the substance of the training program has been set bearing in mind the following three points. The first deals with the opinions and practices of the teachers themselves as well as the plans and other materials developed by them. The second deals with research findings (e.g., academic articles) in the field of LES pedagogy. The third deals with excellent unit case studies and practice-oriented videos. Moreover, I will prepare multiple unit case studies with different unit configurations based on the common LES philosophy of “cultivating the foundations of self-reliance.” Training will be conducted with a focus on analysis and discussion of materials including the unit case studies and lesson videos. Based on the above, I have developed an actual professional development (PD) program for LES. The program is ultimately a model, and its time allocation and contents will require changes depending on the needs and schedules of the participants. To enhance possibilities for critiquing the training program, it has been prepared in the format of a syllabus for use in the developmental study of social studies teaching. The progression of the training is as follows. In the Introduction, after imparting the training objectives, participants study “Why Teach LES?” and “Relationships and Differences between LES and Related Subject Areas (Early Childhood Education, Integrated Learning, Science, and Social Studies).” In Stage 1, participants will gain an understanding of the ex, This article translated into Japanese is published in the journal Gakushu Shisutemu Kenkyu, Vol.3.

To have students in university teacher education courses independently explore what a “good lesson” is, there is a need to first eliminate the gap between university courses and courses students have taken up through high school and disentangle the formalities unconsciously shaped during their K-12 experiences. Keeping this in mind, this study focuses on students who, after enrolling in university classes, have accepted a theory of teaching different from that which they had supported up until then. These students were able to create high-quality lesson plans, and this study investigates and analyzes why they were able to heighten their lesson planning skills. Based on analyses of the lesson plans of three students and interviews with them, the following three points were identified: (1) students tried to reflect upon and refine their own lesson plans by being enlightened by others’ purpose-rational lesson plans, (2) their own views of social studies and theories of teaching were relativized by learning about multiple theories of teaching with different goals, and (3) they had little formality with regard to the subjects and fields (geography) that they had not taken during high school. Rather, they were able to independently envision educational content in a purpose-rational fashion. Furthermore, our findings suggest the potential of guidance for supporting the improvement of social studies lesson planning skills that (1) draws from within students criteria and conflicts with regard to the their own latently-held ideas of a “good lesson” through the experience of evaluating exceptional classes taught by others and creating their own lessons (rather than forcing upon them good lessons from the outside through university classes), and (2) makes them understand the importance of engaging in teaching materials study and content construction in accordance with subject objectives, using as material subjects and fields that students have not fully understood the importanc