Osaka Kyoiku University Researcher Information
日本語 | English
理数情報教育系
Profile Information
- Affiliation
- Professor, Division of Math, Sciences, and Information Technology in Education, Osaka Kyoiku University
- Degree
- Ph. D.(Tokyo Institute of Technology)理学博士(東京工業大学)Academic Master(Nagoya University)修士(学術)(名古屋大学)
- Researcher number
- 90401611
- J-GLOBAL ID
- 201801008381176850
- researchmap Member ID
- 7000024350
Research Areas
1Research History
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Apr, 2019 - Mar, 2020
Education
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Apr, 1994 - Mar, 2001
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Apr, 1994 - Mar, 1996
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Apr, 1990 - Mar, 1994
Papers
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大阪教育大学紀要. 総合教育科学, 72 335-354, Feb 29, 2024 Peer-reviewedtype:Article 著者らは,小学校若手教員対象の課題探究型理科研修を毎年実施してきた。2020~21年はコロナ禍によりオンデマンドで実施したが,本稿で論じる2022年の研修では対面形式を再開した。再開した対面研修で,オンデマンドの個人学習用に開発したワークシートを,グループの中での個人の学びの支援のために使用した。同じく個人の振り返り用に開発した探究の流れ図の形式を,グループ活動のまとめポスターに使用した。まとめポスターの評価ルーブリックを開発し,グループ活動を評価した。グループ活動の評価と個人のワークシートの記述から,受講者の学習状況を推測した。併せて,受講者の理科の知識や実験技能の実態について知見を得た。 We have conducted problem-solving and inquiry-based science training for young elementary school teachers every year. In 2020~21, it was conducted on demand due to the corona disaster, but in the 2022 training discussed in this paper, the face-to-face format was resumed. In the resumed face-to-face training, worksheets developed for individual learning in on-demand training were used to support individual learning in groups. The form of the inquiry flow chart,which was also developed for individual reflection, was used as a summary poster for group activities. We developed an evaluation rubric of summary posters and evaluated group activities. From the evaluation of group activities and the description contents of individual worksheets, we estimated learning status of the participants. We also obtained knowledge about the actual state of science knowledge and experimental skills of the participants.
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Information and Technology in Education and Learning, 2(1) Trans-p007-Trans-p007, 2022In Japan, there are many disasters such as earthquakes and typhoons; thus, the acquisition of knowledge and skills related to disaster preparation by the public is a key issue. In disaster preparation education, learning should be sustained until the disaster situation, not immediately after learning. In this study, we examined the effects of disaster education events on learning disaster preparation knowledge among elementary school children. We conducted two tests—a post-test and a post-post-test—immediately after the disaster education event in 2019 and six months after the event, respectively. These scores were used to measure persistence of learning. We confirmed that the improvement of knowledge and skills related to disaster reduction was sustained even after a certain period had passed since the disaster preparation education.
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Journal of Science Education in Japan, 45(4) 421-429, 2021 Peer-reviewedThis research aimed to reveal the consciousness of Japanese secondary science teachers when dealing with content relating to social and ethical issues in science classes. In a survey, we analyzed responses obtained from 266 science teachers at junior high schools and 206 science teachers at high schools in Osaka Prefecture. We found the following three points: 1) Their knowledge, awareness, and experience about “science, technology, and society” in science classes increased with age and teaching experience, 2) However, these trends differed according to subject in high school science teachers. The consciousness of biology teachers tended to be higher than physics and chemistry teachers’, 3) In class, they more often set up opportunities to learn about various people’s values and opinions about ethical issues with science and technology than to ask students to express their opinions. These results showed science teachers’ awareness of handling contents relating to social and ethical issues with science and technology in class. The results also indicated the necessity to develop training programs and teaching materials that deal with the relationship between advanced science technology and society.
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Proceedings of the Annual Meeting of Japan Society for Science Education, 43 632-635, 2019 Peer-reviewed
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Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 474-479, 2015 Peer-reviewedIn this paper, we propose a teacher training system that incorporates educational digital portfolios using the Social Networking Service (SNS). We considered the situation in which the student teaching period occurs and focused on the educational benefits of using the SNS to communicate remotely. A challenging issue during the teacher training practicum is ensuring efficient communication and consistent evaluation between the university professor, host school mentor and university student. Our proposed system promotes the development of effective teaching and evaluation methods by sharing knowledge and practice records concerning the teaching practicum.
Misc.
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美術科研究(eISSN 2759-1581), 41 47-57, Dec 25, 2023type:Article
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JSSE Research Report, 38(2) 269-272, Dec 9, 2023
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教育実践研究 = Osaka forum for applied research in education / 大阪教育大学教職教育研究開発センター 編, 12(12) 113-120, 2018type:Article 今回、共著することになった和田と仲矢の出会いは、本学で開かれたFD<Faculty Development>である。FDのテーマは、「授業でのICT活用」で、仲矢が後述するスマートフォリオの活用方法について紹介し、それを聞いていた和田が自身の講座で取り入れることを考え、仲矢に相談を持ち掛けたことが契機となった。今回は、和田が担当する講座「教育実践の研究I」において受講者全員の模擬授業を実施し、仲矢とともにスマートフォリオを活用して録画を行い、コメントを入れるなどの指導を行った取組の報告である。加えて、模擬授業を実施して気づいた学生の課題について述べるとともに、学生の反応を紹介する。
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Proceedings of the Annual Meeting of Japan Society for Science Education, 42 443-444, 2018
Research Projects
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科学研究費助成事業, 日本学術振興会, Apr, 2024 - Mar, 2027
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科学研究費助成事業, 日本学術振興会, Jun, 2019 - Mar, 2023
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科学研究費助成事業, 日本学術振興会, Apr, 2017 - Mar, 2023
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Grants-in-Aid for Scientific Research, Japan Society for the Promotion of Science, Jun, 2018 - Mar, 2020
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Grants-in-Aid for Scientific Research, Japan Society for the Promotion of Science, Apr, 2012 - Mar, 2015