Nippon Sport Science University
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Difficulties faced by pre-service elementary school teachers in instructing the problem-solving process in science
Get PDF本研究は小学校教員養成課程の学生が，理科の問題解決のどの過程に指導の困難さを感じているのかを明らかにすることを目的とした。このため，小学校教員養成課程の学生を対象に質問紙調査を行った。具体的には，問題解決の8つの過程，すなわち「①自然の事物・現象に対する気付き」，「②問題の設定」，「③予想や仮説の設定」，「④検証計画の立案」，「⑤観察・実験の実施」，「⑥結果の処理」，「⑦考察」，「⑧結論の導出」の過程のうち，小学校教員養成課程の学生がどの過程に指導の困難さを感じているのか，そして，その理由を選択式及び記述式の質問紙で調査・分析した。その結果，問題解決の8つの過程のうち，最も指導に困難さを感じていたのは「⑦考察」の過程で，次に指導に困難さを感じていたのは「⑧結論の導出」の過程で，どちらも約6割の学生が「難しそう」あるいは「やや難しそう」と回答していた。その選択の理由として，学生は「教師が説明して」児童に理解させなければならないと考えていることが推測された。一方，指導に困難さを感じていなかったのは「①自然の事物・現象に対する気付き」の過程であり，「難しそう」あるいは「やや難しそう」と回答した学生は約3割であった。This study sought to clarify which process of problem solving among science students on the elementary teacher training program felt difficulties in teaching. Accordingly, a questionnaire survey was administered to students on the aforementioned course. Specifically, the following eight processes of problem solving were analyzed: (1) awareness of natural things and phenomena, (2) problem formulation, (3) formulation of predictions and hypotheses, (4) planning for verification, (5) conducting observations and experiments, (6) processing of results, (7) consideration, and (8) drawing conclusions. This study determined which processes the students find challenging. A survey questionnaire with both multiple-choice and descriptive forms was used to gather data. The results indicated that process (7) “Consideration” was the most difficult to teach, followed by (8) “Drawing Conclusions,” with approximately 60% of the students answering “difficult” or “somewhat difficult” for both. As the reason for the selection of “(7)”and“(8),” this study assumed that students think that “the teacher must explain” to make the children understand. On the other hand, about 30% indicated “difficult” or “somewhat difficult” regarding “(1) Awareness of natural things/phenomena.”原著論文departmental bulletin pape
A survey of coeducational PE classes for high school health and physical education teachers : disincentive to conduct classes
Get PDF（1）男女共習体育授業の実施率は，全体で61.1%，普通科の学校において55.4%，専門学科の学校において85.0%であった．
（2）男女共習体育授業の実施に対して肯定的な教師は，全体で57.9%，普通科の学校において56.2%，専門学科の学校において65.0%であった．
（3）男女共習体育授業の実施に対して肯定的な教師は，教職経験10年未満の教師と共習授業の指導経験のある教師であった．その理由として男女共習体育授業の価値や意義を理解していること，また，男女共習体育授業に対する抵抗感の低いことが示された．
（4）男女共習体育授業の阻害要因は，教師が「体力的抵抗感」や「心理的抵抗感」を抱いていること，さらに，肯定的な意義である「教え合い・相互理解」や「意欲・一体感」についての理解が十分でないことが示された．This study sought to clarify the current status of coeducational physical education (PE) classes among high school health and PE teachers. The pros and cons of coeducation based on attributes such as gender, years of teaching experience, experience with coeducational instruction, and course type were also compared. The factors that inhibit the implementation of coeducational PE classes were also identified.
A questionnaire survey involving a total of 311 teachers revealed the following results:
1) The implementation rate of coeducational PE classes was 61.1%, 55.4%, and 85.0% in total, full-time general courses, and specialized courses, respectively.
2) A total of 57.9%, 56.2%, and 65.0% of all teachers, those of full-time general courses, and specialized courses were positive about the implementation of coeducational PE classes, respectively.
3) Teachers who responded positively to coeducational PE classes were those with less than 10 years of teaching experience and those with experience teaching coeducational classes.
4) The factors hindering the implementation of coeducational PE classes included teachers’ perceptions of “physical resistance” and “psychological resistance,” as well as an insufficient understanding of positive educational values such as “peer teaching and mutual understanding” and “motivation and sense of unity.”研究ノートdepartmental bulletin pape
Tactical analysis to improve performance in karate kumite competitions
Get PDF日本体育大学Nippon Sport Science University博士（コーチング科学）Doctor of Philosophy in Sport Coaching Science学位論文の要旨及び審査の結果の要旨doctoral thesi
A study on running performance in womenʼs soccer : approaches to sprint ability enhancement
Get PDF日本体育大学Nippon Sport Science University博士（コーチング科学）Doctor of Philosophy in Sport Coaching Sciencedoctoral thesi
