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公共空間における社会的合意形成を目指す社会科授業実践 : ポスト・ノーマル・サイエンス領域の論争を題材として
No full text本実践は社会科の視点から「科学コミュニケーション」の在り方について提案するものである。開発した単元では、ポスト・ノーマル・サイエンス領域として取り扱われる社会的論争問題を題材とし、探究の中心的問いを設定した。生徒間で行われるコンセンサス会議を通して、市民の問題として科学技術の問題をとらえ、合意形成を行う授業開発を行った。その結果、生徒は社会的論争問題に対して、社会的な見方・考え方をはたらかせて自身の主張をつくりあげることができた。しかし、授業における「科学コミュニケーション」としての妥当性については、生徒間の対話の過程を分析し検討する必要があり、今後の課題として示唆された。This practice proposes a way of “science communication” in social studies. In this class, the main question was a socially controversial issue addressed as an area of post-normal science. Through consensus meetings held among students, they regarded science and technology issues as civic problems and attempted to build consensus in the classroom. As a result, the students were able to create their own arguments regarding controversial issues. However, it is necessary to analyze and examine in detail the process of dialogue among students to determine whether “scientific communication” in the class was appropriate
中・日・英三ヵ国語における移動表現の対照研究
No full textBased on the “path” features of motion events, languages in the world can be in different types, such as satellite-framed languages and verb-framed languages. This paper examines the similarities and differences between Chinese, Japanese, and English in expressing subject motion events and object motion events from the perspective of path encoding. Through the study, it is found that Chinese pure path verbs can only express autonomous subject motion events, which is a major feature that distinguishes it from Japanese and English. Whether it is subject motion events or object motion events, Japanese uses path verbs more frequently than Chinese and English, and Chinese and English use manner verbs more often. In object motion events, Chinese can use expressions such as “（捡起）来” to indicate the spatial motion of an object approaching the subject, but in this situation, Japanese and English cannot express the concept of “来”.本研究は中国教育部中外言語交流協力センター「2022年国际中文教育研究课题项目」の助成を受けたものです。本研究得到教育部中外语言交流合作中心2022年国际中文教育研究课题项目资助（批准号：22YH70D
高等教育学の専門分野が推進すべき研究公正の取り組みの探索 : 第51回（2023年度）研究員集会の記録
No full textThe 51st Annual Study Meeting was held November 17, 2023, titled “Research Integrity Initiatives to be Promoted by the Professionals of Higher Education”. The background of this meeting is the confusion among research institutions on research integrity in the past few years.
Following the Guidelines for Responding to Misconduct in Research issued by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in 2014, training on research integrity has been provided to faculty, staff, and students across all universities. Moreover, the Act on the Stimulation of Science, Technology and Innovation (December 2008) and the Basic Act on Science, Technology and Innovation (June 2020) also require the assurance of research integrity in the domain of research and development. Notably, the evolving concept of research security and integrity, expanded from conventional research integrity, has introduced significant shifts, prompting a necessary reconsideration of research practices within universities. However, are there any concrete movements in the field of higher education? This year's meeting sought to answer such questions.
The annual meeting began with keynote speeches from general perspectives: the fundamental concepts, educational strategies, the expansion of research integrity, and its promotion systems in universities. Professor Jun Fudano (Waseda University), Professor Takahiko Sasaki (Tohoku University), and Dr. Nouchi (Hiroshima University) shared insights about the activities at their respective universities and what they are thinking about in their daily research integrity activities, including specific examples. Subsequently, Dr. Kouji Okabayashi (Tsukuba University) and Dr. Yoshiko Saito (Nagoya University) shared extensive experiences in teaching research integrity from their unique vantage points. Dr. Chie Hikasa (Shinshu University) commented as a designated discussant based on her own experience and related findings.
The meeting witnessed a significant turnout, both in-person and online. We extend our sincere gratitude to all the speakers and participants for their valuable contributions amidst their demanding schedules. We are pleased to be able to compile a record of the day as a publication of the Research Institute for Higher Education, Hiroshima University. It is our aspiration that this publication will foster and advance discussions on research integrity within the realm of higher education.はしがき 野内 玲…i
研究員集会の趣旨 …iii
セッション１ 基調講演
健全な研究環境の構築に向けた広島大学の取り組み 野内 玲…1
日本の研究公正教育の現状と課題―志向倫理の必要性と高等教育への期待－ 札野 順…13
大学における研究インテグリティ 佐々木 孝彦…35
高等教育学分野における研究公正の研究 野内 玲…53
セッション２ 情報提供＆ディスカッション「高等教育と研究公正の現場から」
大学における研究者倫理教育の実践と課題 岡林 浩嗣…57
研究公正教育に学生はなにを思うのか―名古屋大学における経験から― 齋藤 芳子…69
指定討論者としてのコメント－研究公正教育の実践現場からの情報提供を受けて－ 樋笠 知恵…85
セッション2「高等教育と研究公正の現場から」の司会を担当して 小竹 雅子…87
研究員集会の概要 …9
「海外教育実地研究2023」におけるアメリカの小中学校での授業実践報告
No full textThis study discusses the teaching practices in elementary/secondary schools in the United States. The participants were four graduate students and one in-service teacher. They observed classes in two North Carolina public schools and planned and conducted English classes on Japanese society and culture. Their main outcomes were as follows: 1) They developed practical teaching skills by teaching students from different cultural backgrounds. 2) They gained the ability to design, implement, and evaluate programs to promote global partnerships. Furthermore, they were also more motivated for future teaching development
