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変革をもたらすコンピテンシーを育む家庭科の教材開発 : 豆は未来を救えるか
No full text本研究では、食料危機という地球規模の課題を考えるために、およそ一万年前から栽培され食料として人類を支えてきた「豆」に注目し、自然生態系の転換と環境問題・食料問題を理解し、食のサスティナビリティを考えさせることで、変革をもたらすコンピテンシーを育むのに効果的な家庭科の授業モデルを構築し実践を行った。「豆」を中心にした一連の実践により、汎用性の高い資質・能力を育むための礎を築くことができたと考える。In this study, to consider the global issue of food crisis, we focused on beans that have been cultivated for approximately 10,000 years. Beans have supported human beings by providing food and have developed an effective home economics class model to foster competencies to bring about change by having students consider the transformation of natural ecosystems, environmental issues, food problems, and food sustainability. We developed and implemented a lesson model for home economics that is effective in fostering competencies to bring about change. Through a series of practices centering on “beans,” we believe that we were able to lay the foundation for developing highly versatile qualities and abilities
Research Trends in Social Studies Education from 2012 to 2022 in Japan: Reflections of Social Change, Educational Reform and Classroom Practice
No full textThis paper presents a thorough examination of the trends in social studies education research in Japan by analyzing presentations at the Japanese Association for the Social Studies (JASS) annual conferences spanning from 2012 to 2022. Utilizing KH Coder for content analysis, the paper scrutinizes 1,590 presentations, exploring presenter affiliations, prevalent words in titles, and overarching trends. Correspondence analysis further illuminated the intricate relationship between frequently used words in presentation titles and the affiliations of presenters. It was observed that university faculty and graduate students tend to present more theoretical and normative research, while school teachers often focus on practical research that is specialized to their respective school levels. Presentations from elementary school teachers are characterized by their focus on integrated learning organized by grade level. In contrast, presentations from secondary education teachers often concentrate on subject learning as a discipline-based approach. The paper identifies notable thematic trends, such as ESD in 2014/2015, sovereign education in 2016/2017, and the introduction of the new subject “Modern and Contemporary History” in 2018/2022. These trends reflect the responsive nature of social studies education to social changes and educational reforms, indicating a dynamic interplay between educational policy and classroom practice
同盟分断戦略の研究動向と今後の展望 : 理論研究の検討を中心に
No full textAlliance wedge strategies are defined as attempts to prevent, break up, or weaken a threatening or blocking alliance. The question of how to undermine or deal with hostile alliances has remained a pivotal challenge in both academic and policy practice. This paper offers an overview of recent advances in theoretical research on the alliance wedge strategy. Notable scholars specializing in the field of wedge strategies, including Timothy Crawford and Yasuhiro Izumikawa, have engaged in discourse pertaining to the policy instruments employed by states pursuing a wedge strategy and the causal mechanisms that facilitate the dissolution of alliances. Subsequently, a corpus of theoretical and case studies has been amassed, which seeks to elucidate the dynamics of alliance wedge strategies, building upon the aforementioned work. This paper offers an overview of the issues pertaining to the alliance wedge strategy, together with an account of the evolution of research in this field. I then argue that future research development is best served by theoretical research based on the diversification of wedge instruments and the transformation of alliances
森のようちえんの遊びにおける子どもと保育者の相互行為に関する研究 : 保育者の教示的無関心という視点から
No full textThe purpose of this study was to analyze the interactions between children and teachers at a “forest kindergarten” in Japan from the perspective of the teachers’ indifference, which attitudes of adults towards children as practitioners rather than learners and organising their participation in activities, based on the Hunter-Gatherer Childhood Model. The study then clarified the early childhood education and care practices that nurture children’s spontaneous learning through play in the natural environment. The research method focused on the observation of practices at a forest kindergarten, and the analysis method examined the interactions between children and teachers.
Analysis of the ‘child-teacher’ adjacecy pairs showed that the following three patterns dominated the number of occurrences of the interaction.:the [justification-acceptance] pair (8), which is a reciprocal action in which the child expresses his or her view and the teacher accepts the child’s opinion; the [change of framework-question] pair (7), which is a reciprocal action in which the child performs a new act different from the previous one and the teacher asks a question about the act (7), a mutual action in which the child performs a new act that is different from the previous one and the teacher accepts the behaviour of the child [change of framework - acceptance] pair (6).
During play times at the forest kindergarten, children and adults participate in activities from the same standpoint in a natural environment that cannot be manipulated. As a result, children’s opinions for play are more likely to be reflected in the activities. Furthermore, in a natural environment such as a forest, there arises a need for adults and children to face each other as individuals, transcending the teacher–pupil relationship, which may be where the roots of independent learning lie
保育環境構成における保育者の意識と環境構成の「難しさ」の検討
No full textThe purpose of this study is to explore the factors behind the challenges related to environmental configuration by clarifying how childcare workers perceive this process. Group interviews were conducted with childcare workers, and the resulting data were categorized and discussed. We determined that childcare workers’ awareness of environmental composition is as follows: (1) environmental structures aimed at emphasizing child-centeredness, (2) environmental structures aimed at childcare workers’ peace of mind, and (3) a belief that the process of configuring the environment is a team effort.
The factors contributing to the challenges of configuring the childcare environment are: (1) a lack of time and structural problems, (2) unique challenges depending on the children’s development, and (3) cooperation between childcare workers.
Although collaboration among childcare workers can be a source of difficulty, if the division of roles among them can proceed smoothly, the challenges of environmental configuration will be alleviated, and it will be easier to tackle the process. It was suggested that cooperation and collaboration among workers is a vitally important element of the environment-creation process