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Most of the modern technological applications we use in our daily life originate from the progress of Nanoscience–Nanotechnology (NST). The projection, showing the great impact that these advances are going to have on society, exhorts science education researchers to incorporate the modern field into educational contexts. Among the several issues that have to be dealt with, NST’s educational significance comes to the fore. This pilot study aims to examine whether both nano-trained primary school teachers and nano-trained students acknowledge the need for the inclusion of the NST content to school contexts. Fourteen primary school teachers and ten students, after their participation in an NST training course, were interviewed in order to provide their justifications. The results show that the vast majority of the participants acknowledge the educational significance of NST. The main arguments were associated with career possibilities, the relevance of the content to everyday life, and the need for nanoliteracy attainment. The results of this study can be used by NST education researchers in order to formulate a NST content structure for primary school nanoeducation.

Social validity is focused on analyzing how goals, procedures, and outcomes associated to an intervention program benefit target individuals, and whether the potential of the program's objectives itself is in turn achieved, including expectation assessment, behavioral changes, opportunities and development of new skills, abilities and strategies. In this sense, the instrumentation of the Ecological Risk/Resilience Model proves to be of great importance, particularly in special education programs focused on reducing risk factors and encouraging resilient behaviors in students with special educational needs (SEN), their parents and teachers. The purpose of this study was to validate -through parents- the acceptability, educational significance and social importance of special education intervention programs based on the above mentioned model. The Social Validity of Special Education Programs Questionnaire was completed by 45 mothers, 10 fathers, and 5 grandfathers of 30 elementary school children identified as having SEN. The main findings showed that fathers noticed increased changes of resilient behaviors in students both at school and at home. Statistically significant differences in some features were found between male and female participants and in every dimension (i.e., acceptability, educational significance and social importance) between participants from both schools. Differences between participants regarding the type of SEN addressed by the programs were not found, which emphasizes the educational relevance of programs developed under this model. Los estudios de validación social investigan qué tanto las metas, los procedimientos y resultados asociados a una intervención producen beneficios en las personas hacia las que se dirigen y, si a su vez, se retroalimenta el potencial de los objetivos del programa mismo. Incluye el estudio de las expectativas, los cambios conductuales, las oportunidades y el desarrollo de nuevas habilidades, competencias y estrategias. En este sentido, cobra particular importancia la instrumentación del Modelo Ecológico de Riesgo/Resiliencia en Educación Especial, cuyos programas se orientan a la disminución de factores de riesgo, y la promoción de comportamientos resilientes en estudiantes con necesidades educativas especiales (NEE), sus padres y maestros. El objetivo del estudio fue validar, a través de los padres, la aceptación, la significancia educativa y la importancia social de los programas de intervención de educación especial basados en dicho modelo. Respondieron al Cuestionario de Validación Social de Programas de Educación Especial, 45 madres, diez padres y cinco abuelos de 30 menores de educación primaria identificados con NEE. Los principales hallazgos muestran que los padres percibieron un incremento en los comportamientos resilientes de los alumnos, tanto en la escuela, como en la casa. Se encontraron diferencias estadísticamente significativas en algunos aspectos entre hombres y mujeres y, entre los participantes de las dos escuelas en las tres dimensiones: aceptación, significancia educativa e importancia social. No se encontraron diferencias entre los participantes con relación al tipo de NEE atendidas por los programas, lo cual enfatiza la relevancia educativa de los programas instrumentados bajo este modelo. Os estudos de validação social pesquisam que tanto as metas, os procedimentos e resultados associados a uma intervenção produzem benefícios nas pessoas às que estão dirigidas e, se ao mesmo tempo, se retroalimenta o potencial dos objetivos do próprio programa. Inclui o estudo das expectativas, das mudanças condutuais, das oportunidades e do desenvolvimento de novas habilidades, competências e estratégias. Neste sentido, ganha grande importância a instrumentação do Modelo Ecológico de Risco/Resiliência em Educação Especial, cujos programas orientam-se à diminuição de fatores de risco, e a promoção de comportamentos resilientes em estudantes com necessidades educativas especiais (NEE), sus pais e mestres. O objetivo do estudo foi validar, através dos pais, a aceitação, a significância educativa e a importância social dos programas de intervenção de educação especial baseados neste modelo. Responderam ao Questionário de Validação Social de Programas de Educação Especial, 45 mães, dez pais e cinco avôs de 30 menores de educação primária identificados com NEE. As principais descobertas mostram que os pais perceberam um aumento nos comportamentos resilientes dos alunos, tanto na escola, como em casa. Encontraram-se diferenças estatisticamente significativas em alguns aspectos entre homens e mulheres e, entre os participantes das duas escolas nas três dimensões: aceitação, significância educativa e importância social. Não foram encontradas diferenças entre os participantes com relação ao tipo de NEE atendida pelos programas, isso enfatiza a relevância educativa dos programas instrumentados sob este modelo.

本研究では, １）卒業論文を提出し終わったばかりの大学生の卒業論文作成に対する認識と, その自尊感情との関連を調査し, ２）卒業論文作成について, 学生と卒業論文を指導する教員の考え方の相違を探索的に検討した。結果, 学生は卒業論文作成を重大なものと認識していることが示された。そして, 卒業論文作成過程におけるストレス度が自尊感情と負の相関を示し, 卒業論文作成状況に対する肯定的な認知が自尊感情と正の相関を示していた。また卒業論文作成について, 多くの学生がそれを肯定的な体験と意味付け, 研究の実施や新しい知識の獲得を楽しみ, 周囲の人との関わりを学んでいることがわかった。一方教員は学生に, 研究に対する姿勢や, 諦めずやり遂げる精神などを期待していた。そして卒業論文作成について, 学生・教員ともに, 達成感を得て自己成長できる体験だと捉えていることが示唆され, これらが卒業論文作成の教育的意義の大事な一側面を表していると考えられた。, The purposes of this study were: 1) to examine the students’ recognition for writing a graduation thesis, and its relation to self-esteem; and 2) to compare the differences in students’ and teachers’ thinking about writing a graduation thesis. The results showed that students recognized that writing a graduation thesis was serious, and the stress and positive recognition for it were related to self-esteem. Moreover, many students found writing a graduation thesis to be a positive experience. Additionally, they enjoyed studying itself and acquisition of new knowledge, and learned to communicate with other individuals. Regarding teachers, they expected the students to have sincere attitude toward their study and not to give up. The following was also suggested: that both students and teachers realized that writing a graduation thesis resulted in feelings of accomplishment and self-growth. And so, it is considered that it is the educational significance in writing a graduation thesis.

Social validity is focused on analyzing how goals, procedures, and outcomes associated to an intervention program benefit target individuals, and whether the potential of the program's objectives itself is in turn achieved, including expectation assessment, behavioral changes, opportunities and development of new skills, abilities and strategies. In this sense, the instrumentation of the Ecological Risk/Resilience Model proves to be of great importance, particularly in special education programs focused on reducing risk factors and encouraging resilient behaviors in students with special educational needs (SEN), their parents and teachers. The purpose of this study was to validate -through parents- the acceptability, educational significance and social importance of special education intervention programs based on the above mentioned model. The Social Validity of Special Education Programs Questionnaire was completed by 45 mothers, 10 fathers, and 5 grandfathers of 30 elementary school children identified as having SEN. The main findings showed that fathers noticed increased changes of resilient behaviors in students both at school and at home. Statistically significant differences in some features were found between male and female participants and in every dimension (i.e., acceptability, educational significance and social importance) between participants from both schools. Differences between participants regarding the type of SEN addressed by the programs were not found, which emphasizes the educational relevance of programs developed under this model. Los estudios de validación social investigan qué tanto las metas, los procedimientos y resultados asociados a una intervención producen beneficios en las personas hacia las que se dirigen y, si a su vez, se retroalimenta el potencial de los objetivos del programa mismo. Incluye el estudio de las expectativas, los cambios conductuales, las oportunidades y el desarrollo de nuevas habilidades, competencias y estrategias. En este sentido, cobra particular importancia la instrumentación del Modelo Ecológico de Riesgo/Resiliencia en Educación Especial, cuyos programas se orientan a la disminución de factores de riesgo, y la promoción de comportamientos resilientes en estudiantes con necesidades educativas especiales (NEE), sus padres y maestros. El objetivo del estudio fue validar, a través de los padres, la aceptación, la significancia educativa y la importancia social de los programas de intervención de educación especial basados en dicho modelo. Respondieron al Cuestionario de Validación Social de Programas de Educación Especial, 45 madres, diez padres y cinco abuelos de 30 menores de educación primaria identificados con NEE. Los principales hallazgos muestran que los padres percibieron un incremento en los comportamientos resilientes de los alumnos, tanto en la escuela, como en la casa. Se encontraron diferencias estadísticamente significativas en algunos aspectos entre hombres y mujeres y, entre los participantes de las dos escuelas en las tres dimensiones: aceptación, significancia educativa e importancia social. No se encontraron diferencias entre los participantes con relación al tipo de NEE atendidas por los programas, lo cual enfatiza la relevancia educativa de los programas instrumentados bajo este modelo. Os estudos de validação social pesquisam que tanto as metas, os procedimentos e resultados associados a uma intervenção produzem benefícios nas pessoas às que estão dirigidas e, se ao mesmo tempo, se retroalimenta o potencial dos objetivos do próprio programa. Inclui o estudo das expectativas, das mudanças condutuais, das oportunidades e do desenvolvimento de novas habilidades, competências e estratégias. Neste sentido, ganha grande importância a instrumentação do Modelo Ecológico de Risco/Resiliência em Educação Especial, cujos programas orientam-se à diminuição de fatores de risco, e a promoção de comportamentos resilientes em estudantes com necessidades educativas especiais (NEE), sus pais e mestres. O objetivo do estudo foi validar, através dos pais, a aceitação, a significância educativa e a importância social dos programas de intervenção de educação especial baseados neste modelo. Responderam ao Questionário de Validação Social de Programas de Educação Especial, 45 mães, dez pais e cinco avôs de 30 menores de educação primária identificados com NEE. As principais descobertas mostram que os pais perceberam um aumento nos comportamentos resilientes dos alunos, tanto na escola, como em casa. Encontraram-se diferenças estatisticamente significativas em alguns aspectos entre homens e mulheres e, entre os participantes das duas escolas nas três dimensões: aceitação, significância educativa e importância social. Não foram encontradas diferenças entre os participantes com relação ao tipo de NEE atendida pelos programas, isso enfatiza a relevância educativa dos programas instrumentados sob este modelo.

Los estudios de validación social investigan qué tanto las metas, los procedimientos y resultados asociados a una intervención producen beneficios en las personas hacia las que se dirigen y, si a su vez, se retroalimenta el potencial de los objetivos del programa mismo. Incluye el estudio de las expectativas, los cambios conductuales, las oportunidades y el desarrollo de nuevas habilidades, competencias y estrategias. En este sentido, cobra particular importancia la instrumentación del Modelo Ecológico de Riesgo/Resiliencia en Educación Especial, cuyos programas se orientan a la disminución de factores de riesgo, y la promoción de comportamientos resilientes en estudiantes con necesidades educativas especiales (NEE), sus padres y maestros. El objetivo del estudio fue validar, a través de los padres, la aceptación, la significancia educativa y la importancia social de los programas de intervención de educación especial basados en dicho modelo. Respondieron al Cuestionario de Validación Social de Programas de Educación Especial, 45 madres, diez padres y cinco abuelos de 30 menores de educación primaria identificados con NEE. Los principales hallazgos muestran que los padres percibieron un incremento en los comportamientos resilientes de los alumnos, tanto en la escuela, como en la casa. Se encontraron diferencias estadísticamente significativas en algunos aspectos entre hombres y mujeres y, entre los participantes de las dos escuelas en las tres dimensiones: aceptación, significancia educativa e importancia social. No se encontraron diferencias entre los participantes con relación al tipo de NEE atendidas por los programas, lo cual enfatiza la relevancia educativa de los programas instrumentados bajo este modelo. Social validity is focused on analyzing how goals, procedures, and outcomes associated to an intervention program benefit target individuals, and whether the potential of the program’s objectives itself is in turn achieved, including expectation assessment, behavioral changes, opportunities and development of new skills, abilities and strategies. In this sense, the instrumentation of the Ecological Risk/Resilience Model proves to be of great importance, particularly in special education programs focused on reducing risk factors and encouraging resilient behaviors in students with special educational needs (SEN), their parents and teachers. The purpose of this study was to validate –through parents- the acceptability, educational significance and social importance of special education intervention programs based on the above mentioned model. The Social Validity of Special Education Programs Questionnaire was completed by 45 mothers, 10 fathers, and 5 grandfathers of 30 elementary school children identified as having SEN. The main findings showed that fathers noticed increased changes of resilient behaviors in students both at school and at home. Statistically significant differences in some features were found between male and female participants and in every dimension (i.e., acceptability, educational significance and social importance) between participants from both schools. Differences between participants regarding the type of SEN addressed by the programs were not found, which emphasizes the educational relevance of programs developed under this model.

大学生が授業終了後に自己評価や授業評価を行うことの教育的意味を明らかにするために, H県立短期大学3年次の選択科目「看護学特論II」を受講した看護学科学生67名に対し, 東海大学式Minute Paperを参考に作成した質問紙と自由記載を用いて調査した。その結果から, 学生が自己を振り返ることにより思考する習慣を形成できたこと, 自己の課題を明確にできたこと, 教員とのコミュニケーションを深めたことなどの教育的意味が明らかになった。また, 授業終了時の自己評価や授業評価の導入では, 学生が自己を客観的に対象化できる能力が前提条件であることや, 授業概要を充実させることなどを通して学生に到達目標を明確に提示することの必要性が示唆された。|In this study, our students were asked to do self-evaluations and evaluations of our lectures, and these evaluations were analyzed to determine if there was an educational significance in administrating these questionnaires. This investigation was conducted by questioning 67 third year nursing students of the Hiroshima Prefectural College of Health and Welfare, while they were studying nursing care and advanced nursing courses. They were asked to write their opinions freely and fill out the questionnaires, which were based on the Minute Paper Questionnaire from Tokai University. As a result, it was noted that the students became able to reflect on their behavior, to identify their own study objectives, and, also, to improve communication with the lecturers. Furthermore, it is suggested that the students should have a better chance to look at themselves objectively, and that they should be given clear and concrete out lines of the courses., 国立情報学研究所で電子化

大学生が授業終了後に自己評価や授業評価を行うことの教育的意味を明らかにするために, H県立短期大学3年次の選択科目「看護学特論II」を受講した看護学科学生67名に対し, 東海大学式Minute Paperを参考に作成した質問紙と自由記載を用いて調査した。その結果から, 学生が自己を振り返ることにより思考する習慣を形成できたこと, 自己の課題を明確にできたこと, 教員とのコミュニケーションを深めたことなどの教育的意味が明らかになった。また, 授業終了時の自己評価や授業評価の導入では, 学生が自己を客観的に対象化できる能力が前提条件であることや, 授業概要を充実させることなどを通して学生に到達目標を明確に提示することの必要性が示唆された。, In this study, our students were asked to do self-evaluations and evaluations of our lectures, and these evaluations were analyzed to determine if there was an educational significance in administrating these questionnaires. This investigation was conducted by questioning 67 third year nursing students of the Hiroshima Prefectural College of Health and Welfare, while they were studying nursing care and advanced nursing courses. They were asked to write their opinions freely and fill out the questionnaires, which were based on the Minute Paper Questionnaire from Tokai University. As a result, it was noted that the students became able to reflect on their behavior, to identify their own study objectives, and, also, to improve communication with the lecturers. Furthermore, it is suggested that the students should have a better chance to look at themselves objectively, and that they should be given clear and concrete out lines of the courses., 国立情報学研究所で電子化