Osaka Kyoiku University Researcher Information
日本語 ｜ English
Curriculum Vitaes
Profile Information
- Affiliation
- Professor, Division of Advanced Professional Teacher Education, Osaka Kyoiku University
- Degree
- Master (Education)(Chiba University)
- Researcher number
- 50200415
- J-GLOBAL ID
- 200901092489009072
- researchmap Member ID
- 1000306969
Research Interests
1Research Areas
1Research History
6-
Apr, 2009
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Apr, 2007 - Mar, 2009
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2009
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Oct, 1994 - Mar, 2007
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Oct, 1990 - Sep, 1994
Education
4-
Apr, 1988 - Sep, 1989
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Apr, 1984 - Mar, 1986
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Apr, 1983 - Mar, 1984
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Apr, 1980 - Mar, 1983
Papers
40-
大阪教育大学紀要. 人文社会科学・自然科学, 70 121-136, Feb 28, 2022 Peer-reviewedtype:Article 本研究は、読者の視点から2018年6月23日の沖縄「慰霊の日」関連記事を全国紙、『琉球新報』『沖縄タイムス』の沖縄2紙、地方紙を対象に量的側面から把握し、沖縄2紙に登場する「市民の声」を質的に分析した。量的側面では、沖縄2紙は他の新聞より突出して記事数が多く、沖縄2紙が特に「市民の声」に重点を置いて構成する傾向がわかった。「市民の声」の質的分析では沖縄2紙も全国紙も、「継承」「鎮魂」「戦争反対」「平和希求」を語る「声」が多く、戦争に関わる男女のイメージのステレオタイプにも類似が見られた。全国紙では沖縄2紙に見られる「加害」の言説、基地問題や憲法、政権批判について語る「声」はほとんどない。沖縄2紙には、沖縄の現状をアジア太平洋戦争での沖縄の体験とのつながりにおいて語る市民像が提示されている。メディアによって構成された「現実」をクリティカルに読み解き、自分の認識との関係性を考えることで、自律的に情報と関わることにつながる。 This study examines the national newspapers, local newspapers including two Okinawan newspapers ("Ryukyu Shinpo" and " Okinawa Times") and other types of papers that reported on Okinawa Memorial Day on July 23, 2018. Firstly, we conducted research into the difference between the coverage of the Okinawan papers and other papers' coverage, quantitatively. It was shown that the quantity of the articles of the two Okinawan newspapers related to the Memorial Day was prominently more than that of the rest of other papers, and the two papers' spaces were constructed focusing on "citizen's voices". Secondly, a qualitative analysis of "citizens' voices" showed that both the two Okinawan papers and the national papers had many "voices" that referred to "inheritance", "repose of souls", "opposition to war", and "desire for peace", while the national papers had few "voices" that alluded to the issues related to the US military base, the Constitution, or criticism of the government and no discourse as "a perpetrator of the war " as seen in the two Okinawan papers. It is figured out that the two papers represented the image of citizens who talked about the current situation in Okinawa in relation to the Okinawan experiences in the Asia-Pacific War. We can "read and write" the information autonomously by interpreting the "reality" constructed by the media critically and examining the relationship between the media and our consciousnesses.
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大阪教育大学紀要. 人文社会科学・自然科学, 68 109-128, Feb 29, 2020 Peer-reviewed
Misc.
106-
情報処理学会論文誌, 44(1) 187-194, Jan 15, 2003 Peer-reviewed
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JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 33(3) 154-175, May, 2002This article describes a novel assessment method used to examine Japanese and American teachers' ideas about what constitutes effective mathematics pedagogy. Forty American and 40 Japanese teachers independently evaluated either an American or Japanese mathematics lesson captured on videotape. Their comments were classified into over 1600 idea units, which were then sorted into a hierarchy of categories derived from the data. Next, the authors hypothesized underlying ideal instructional scripts that could explain the patterns of responses. Whereas the U.S. teachers were supportive of both traditional and nontraditional elementary school mathematics instruction and had different scripts for the two lessons, the Japanese teachers had only one ideal lesson script that was closely tied to typical Japanese mathematics instruction. The findings suggest that U.S. teachers may have more culturally sanctioned options for teaching mathematics; however, Japanese teachers may have a more detailed and widely shared theory about how to teach effectively.
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JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 33(3) 154-175, May, 2002This article describes a novel assessment method used to examine Japanese and American teachers' ideas about what constitutes effective mathematics pedagogy. Forty American and 40 Japanese teachers independently evaluated either an American or Japanese mathematics lesson captured on videotape. Their comments were classified into over 1600 idea units, which were then sorted into a hierarchy of categories derived from the data. Next, the authors hypothesized underlying ideal instructional scripts that could explain the patterns of responses. Whereas the U.S. teachers were supportive of both traditional and nontraditional elementary school mathematics instruction and had different scripts for the two lessons, the Japanese teachers had only one ideal lesson script that was closely tied to typical Japanese mathematics instruction. The findings suggest that U.S. teachers may have more culturally sanctioned options for teaching mathematics; however, Japanese teachers may have a more detailed and widely shared theory about how to teach effectively.
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情報処理学会誌, 40(9) 3596-3607, Sep 15, 1999 Peer-reviewed
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Mathematical Thinking and Learning, 1(9) 93-111, Mar 10, 1999 Peer-reviewed
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Mathematical Thinking and Learning, 1(9) 93-111, 1999
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LEARNING AND INSTRUCTION, 8(6) 503-526, Dec, 1998A word problem that requires addition of fractions with different denominators was presented to 11 classes of 4th- or 5th-graders, 10 years of age. It had three answer alternatives: adding the denominators and numerators separately, transforming fractions into decimals before adding them, and the standard, most appropriate solution. Students in each class were required to choose an alternative themselves, state their reason for the choice, and discuss which alternative would be right. After whole-class discussion, they were asked to choose an alternative again and nominate the student who had offered the most plausible idea. Then students in six classes were informed which alternative was the most appropriate, whereas those in five classes were not. Finally, the students, irrespective of the presence/absence of feedback, were required to solve the initial problem without the alternatives as the post-test, and two new problems as the transfer test. The results showed that (a) the students could offer more or less plausible arguments for or against each alternative, which in most classes included the correct explanation; (b) both vocal and silent students could write a mathematical expression for the post-test problem and manipulated it correctly, incorporating other students' ideas presented during the discussion, with or without the teacher's feedback, though their generalization was rather limited; and (c) the students could recognize and memorize reasonable explanations offered by other students in the discussion. (C) 1998 Elsevier Science Ltd. All rights reserved.
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LEARNING AND INSTRUCTION, 8(6) 503-526, Dec, 1998A word problem that requires addition of fractions with different denominators was presented to 11 classes of 4th- or 5th-graders, 10 years of age. It had three answer alternatives: adding the denominators and numerators separately, transforming fractions into decimals before adding them, and the standard, most appropriate solution. Students in each class were required to choose an alternative themselves, state their reason for the choice, and discuss which alternative would be right. After whole-class discussion, they were asked to choose an alternative again and nominate the student who had offered the most plausible idea. Then students in six classes were informed which alternative was the most appropriate, whereas those in five classes were not. Finally, the students, irrespective of the presence/absence of feedback, were required to solve the initial problem without the alternatives as the post-test, and two new problems as the transfer test. The results showed that (a) the students could offer more or less plausible arguments for or against each alternative, which in most classes included the correct explanation; (b) both vocal and silent students could write a mathematical expression for the post-test problem and manipulated it correctly, incorporating other students' ideas presented during the discussion, with or without the teacher's feedback, though their generalization was rather limited; and (c) the students could recognize and memorize reasonable explanations offered by other students in the discussion. (C) 1998 Elsevier Science Ltd. All rights reserved.
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教育心理学研究, 45(2) 129-139, Jun, 1997 Peer-reviewedThe present study examined differential effects of whole-class discussion begin- ning with a problem, with and without answer alternatives, on its developments and cognitive consequences in the case of adding fractions with different denominators; 289 4th- and 5th-graders from six elementary schools were used as subjects. Results indicated that: (1) almost all students with or without alternatives figured out the correct answer through the discussion before being given feedback from the experi- menter; (2) in the process of the discussion the students in Group Without Alternatives made more remarks including explanations, questions and counterarguments, espe- cially those about the correct solution than students in Group With Alternatives; (3) the students in Group Without Alternatives tended to perform better in the transfer test. The inferiority of Group With Alternatives in the acquisition of transferable knowledge was interpreted as due to the lack of effective division of labor based on partisan motivation where rival answer alternatives were easily refuted in discussion. Strength and weakness of the above two types of discussion and their possible flexible uses are discussed.
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Japan Journal of Educational Technology, 18(1) 1-13, Oct 15, 1994 Peer-reviewedA computer-assisted learning system for teaching how to subtract large numbers was designed so as to provide an environment for learning from one's errors. In order to simulate erroneous procedures, the computer took the role of a student using a faulty algorithm, while the students, taking the role of the teacher, were supposed to detect and correct the error. This design, by making the pupils take the role of the teacher, guaranteed giving the pupils a number of opportunities to correct the errors. Subjects were 83 second grade students who were divided into 29 groups in order to play the role of the teacher as a group. The results suggested four points (1) : Token interaction with the computer does not result in learning. (2) The effectiveness of the system depends greatly upon both the construction of error-eliciting problems and upon the procedures established for investigating these errors. (3) The context used in directing the pupils' activities is very important to determining the effectiveness of the system. (4) Individual levels of learning vary widely whenever group collaboration is lacking. A number of other important points related to the development of this type of learning environment were also investigated.
Books and Other Publications
61Professional Memberships
4Research Projects
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Grants-in-Aid for Scientific Research, Japan Society for the Promotion of Science, Apr, 2023 - Mar, 2027
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科学研究費助成事業, 日本学術振興会, Apr, 2022 - Mar, 2026
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Grants-in-Aid for Scientific Research, Japan Society for the Promotion of Science, Apr, 2018 - Mar, 2022
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Grants-in-Aid for Scientific Research, Japan Society for the Promotion of Science, Apr, 2017 - Mar, 2021
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Grants-in-Aid for Scientific Research, Japan Society for the Promotion of Science, Apr, 2014 - Mar, 2017