SEARCH

Search Details

YAMAGUCHI Etsuji
Graduate School of Human Development and Environment / Department of Human Development
Professor

Researcher basic information

■ Research Areas
  • Humanities & social sciences / Science education
  • Humanities & social sciences / Educational technology
  • Humanities & social sciences / Primary/secondary education and curricula

Research activity information

■ Award
  • Sep. 2019 一般社団法人日本理科教育学会, 日本理科教育学会賞
    山口悦司

  • Aug. 2017 日本科学教育学会, 日本科学教育学会論文賞, 科学教育学研究第40巻4号掲載の論文
    SAKAMOTO MIKI, YAMAGUCHI ETSUJI, INAGAKI SHIGENORI
    当該論文が，科学教育研究の発展に大きく寄与したことが認められた。
    Official journal

  • Aug. 2012 財団法人 博報児童教育振興会, 博報児童教育振興会第6回「児童教育実践についての研究助成事業」優秀賞, 児童教育実践の質を向上させる研究
    SAKAMOTO MIKI, YAMAGUCHI ETSUJI, 西垣 順子
    Publisher

  • Aug. 2012 公益財団法人博報児童教育振興会, 公益財団法人博報児童教育振興会 第6回「児童教育実践についての研究助成事業」優秀賞, アーギュメント・スキルを育成する理科授業と評価枠組みの開発
    YAMAGUCHI ETSUJI, 坂本美紀, 西垣順子
    Japan society

  • Jul. 2011 日本教育心理学会, 日本教育心理学会優秀論文賞, 教育心理学研究58巻1号掲載の論文
    SAKAMOTO MIKI, YAMAGUCHI ETSUJI, INAGAKI SHIGENORI
    Official journal

■ Paper
  • Undergraduate students’ decision-making and web searches on the socio-scientific issue of energy
    Sakamoto, M, Yamaguchi, E
    Sep. 2024, In G. Kaya, M. Sardag, & K. Gul (Eds.), Proceedings Book Series–III of the ESERA 2023 Conference: Connecting Science Education with Cultural Heritage (co-eds. M. Evagorou & N. Belova), 196 - 208, English
    [Refereed]
    International conference proceedings

  • Mochizuki, T, Chinn, C. A, Oura, H, Yamaguchi, E
    Jun. 2024, Proceedings of International Conference of the Learning Sciences 2024, 1243 - 1246, English
    [Refereed]
    International conference proceedings

  • Oura, H, Mochizuki, T, Chinn, C, Yamaguchi, E, Lin, Q
    Jun. 2024, Proceedings of International Conference of the Learning Sciences 2024, 1263 - 1266, English
    [Refereed]
    International conference proceedings

  • Yamaguchi, E, Chinn, C. A, Oura, H, Mochizuki, T
    Lead, Jun. 2024, Proceedings of International Conference of the Learning Sciences 2024, 2145 - 2146, English
    [Refereed]
    International conference proceedings

  • Resolving expert disagreement by evaluating misrepresentations
    Chinn, C. A, Mochizuki, T, Lin, Q, Yamaguchi, E, Oura, H
    2024, Proceedings of International Conference of the Learning Sciences 2024, English
    [Refereed]
    International conference proceedings

  • 俣野源晃, 山口悦司
    Dec. 2023, 科学教育研究, 47(4) (4), 392 - 400, Japanese
    [Refereed]
    Scientific journal

  • 口羽駿平, 山口悦司, 俣野源晃, 坂本美紀
    Dec. 2023, 科学教育研究, 47(4) (4), 374 - 382, Japanese
    [Refereed]
    Scientific journal

  • Developing undergraduate students’ competence in reasoning about bodies of evidence
    Oura, H, Mochizuki, T, Chinn, C, Yamaguchi, E
    International Society of the Learning Sciences, Oct. 2023, Proceedings of International Conference of the Learning Sciences 2023, 1882 - 1883, English, International magazine
    [Refereed]
    International conference proceedings

  • 田中達也, 山口悦司
    日本理科教育学会, Jul. 2023, 理科教育学研究, 64(1) (1), 3 - 12, Japanese, Domestic magazine
    [Refereed]
    Scientific journal

  • 小林和奏, 山口悦司, 青木良太, 武田義明, 溝口博, 楠房子, 舟生日出男, 杉本雅則, 田中達也, 稲垣成哲
    日本科学教育学会, Jun. 2023, 科学教育研究, 47(2) (2), 90 - 105, Japanese, Domestic magazine
    [Refereed]
    Scientific journal

  • Motoaki MATANO, Etsuji YAMAGUCHI, Tomokazu YAMAMOTO, Shinichi KAMIYAMA, Miki SAKAMOTO
    Society of Japan Science Teaching, Mar. 2023, Journal of Research in Science Education, 63(3) (3), 629 - 644, Japanese, Domestic magazine
    [Refereed]
    Scientific journal

  • 髙橋あおい, 山口悦司, 稲垣成哲
    Japan Society for Science Education, Dec. 2022, 科学教育研究, 46(4) (4), 384 - 369, Japanese, Domestic magazine
    [Refereed]
    Scientific journal

  • Takahashi, A, Yamaguchi, E, Inagaki, S
    The International Academy of Technology, Education and Development, Nov. 2022, ICERI2022 Proceedings, 1414 - 1417, English, International magazine
    [Refereed]
    International conference proceedings

  • Tomokazu Yamamoto, Shinichi Kamiyama, Tatsuya Tanaka, Etsuji Yamaguchi
    In science education, the improvement in students’ ability to construct arguments at the primary school level has been reported. Although these studies have identified difficulties in arguments written by primary school students, they do not indicate areas that require improvement in teaching methods. This study aims to explore the possibility of improvement in early primary school students’ ability to construct arguments and identify the types of difficulties encountered. Sixty-seven Japanese third-grade students (9–10 years old) were taught to write arguments as specified by Zembal-Saul et al. (2012). The students were given two writing tasks before and after the lesson. To examine the students’ written arguments, each component of claim, evidence, and reasoning was scored based on a rubric. On comparing the scores of the pre-test and post-test writing tasks, it was found that 27 out of 67 students still had difficulty writing arguments during the post-test. An analysis of the students’ writing revealed four types of difficulties: ‘Incompleteness of components’, ‘Inappropriateness of components’, ‘Confusion between evidence and reasoning’, and ‘Confusion between claim and evidence’. This study offers insights pertaining to teaching implications and research recommendations. Keywords: difficulties in writing arguments, elementary/primary school, explanation construction, small-sample quantitative study
    Scientia Socialis Ltd, Jun. 2022, Journal of Baltic Science Education, 21(3) (3), 445 - 461, English, International magazine
    [Refereed]
    Scientific journal

  • Oura, H, Mochizuki, T, Chinn, A, Winchester, E, Yamaguchi, E
    International Society of the Learning Sciences, Jun. 2022, Proceedings of International Society of Learning Sciences Annual Meeting 2022, 1257 - 1260, English, International magazine, Co-authored internationally
    [Refereed]
    International conference proceedings

  • 防災教育の視点を取り入れた中学校理科単元の提案：モデル実験を通した自然災害発生メカニズムの理解深化を目指して
    田中達也, 山口悦司
    Feb. 2022, 教育科学論集, (25) (25), 1 - 9, Japanese
    [Refereed]
    Scientific journal
    Link to Kobe Univ. Repository (Kernel)

  • Kobayashi, W, Aoki, R, Yago, K, Inagaki, S, Takeda, Y, Kusunoki, F, Mizoguchi, H, Sugimoto, M, Funaoi, H, Yamaguchi, E
    European Science Education Research Association, 2022, Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021), (9) (9), 775 - 780, English, International magazine
    International conference proceedings

  • Sakamoto, M, Yamaguchi, E, Yamamoto, T, Tamai, R, Matano, M
    European Science Education Research Association, 2022, Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021), (8) (8), 569 - 577, English, International magazine
    [Refereed]
    International conference proceedings

  • SDGs教育のための環境教育コンテンツ「里山管理ゲーム」におけるユーザーインターフェース改善が学習に与える影響
    矢後恒河, 青木良太, 小林和奏, 武田義明, 楠房子, 溝口博, 杉本雅則, 舟生日出男, 山口悦司, 稲垣成哲
    Jan. 2022, 情報処理学会研究報告, 2022-DCC-30(48) (48), 1 - 5, Japanese
    Symposium

  • Mochizuki Toshio, Chinn Clark A., Yamaguchi Etsuji, Oura Hiroki

    In today's "post-truth" era, lay citizens have difficulty trusting and judging what is true based on their integrated comprehension of various information. The amount, diversity, and complexity of information has increased dramatically causing rampant conflicting information originating even from reliable sources in topics such as vaccines, diets, educational methods, and so on. This paper reviews research in epistemic cognition that explores new ways of information literacy in order to improve the abovementioned situation. Based on the AIR model for epistemic cognition, which places particular emphasis on evidential practices, we explain the Grasp of Evidence framework which captures competencies that include evaluation, interpretation, and integration of evidence, as well as evaluation of testimonies of experts who provide such information. Our three projects that explore innovative forms of information literacy education based on the framework are also described in this paper.

    Japanese Society for Information and Systems in Education, Jan. 2022, Transactions of Japanese Society for Information and Systems in Education, 39(1) (1), 17 - 34, Japanese
    [Refereed][Invited]
    Scientific journal

  • ポスト真実社会の情報信頼再構築に向けた認識的能力育成に資する学習環境デザイン（延長）
    望月俊男, Clark A. Chinn, 山口悦司, 北澤武, 舟生日出男, 大浦弘樹
    Sep. 2021, 公益財団法人電気通信普及財団研究調査助成報告書, (36) (36), 1 - 11, Japanese
    Research society

  • Miki Sakamoto, Etsuji Yamaguchi, Tomokazu Yamamoto, Kazuya Wakabayashi
    Informa UK Limited, Aug. 2021, International Journal of Science Education, 43(12) (12), 1965 - 1983, English
    [Refereed]
    Scientific journal
    Link to Kobe Univ. Repository (Kernel)

  • Tatsuya Tanaka, Shinichi Kamiyama, Tomokazu Yamamoto, Etsuji Yamaguchi
    The purpose of this study was to examine whether there is a relationship between children’s ability to self-assess arguments and argument skills, and if so, what kind of relationship exists. For this study, in order to examine the relationship between the two, a total of 65 children were surveyed via the task of describing their arguments as well as though the task of having the children self-evaluate their own arguments. These investigations were conducted during the implementation of the third- grade unit “Things and Weights,” which introduces an argument that included claim-evidence-reasoning. The results of the two surveys suggested the following: (1) children with high ability to self-assess arguments tended to have high argument skills, and (2) children with low ability to self-assess arguments tended to have low argument skills. Next, Interviews were conducted with 16 children who demonstrated varying levels of improvement in argument skills, asking for details of their self-assessment of their arguments. The results of the second survey revealed the following correlations: (1) children who were able to judge the success or failure of their own augments and to explain the problems of their own augments tended to have better argument skills, while (2) children who were unable to explain the problems of arguments tended not to have improved upon their argument skills.
    Society of Japan Science Teaching, Jul. 2021, Journal of Research in Science Education, 62(1) (1), 119 - 131, Japanese
    [Refereed]
    Scientific journal

  • Motoaki MATANO, Tomokazu YAMAMOTO, Etsuji YAMAGUCHI, Miki SAKAMOTO, Shinichi KAMIYAMA
    Society of Japan Science Teaching, Jul. 2021, Journal of Research in Science Education, 62(1) (1), 187 - 195, Japanese
    [Refereed]
    Scientific journal

  • 教師を目指す大学生に「科学技術の社会問題」の解決過程を経験させる：未知の状況に対応できる児童生徒を育成するために求められる理科教師の養成の実践事例
    山口悦司
    Lead, Jun. 2021, 一般社団法人日本理科教育学会『理科の教育』2021年6月号, 21 - 23, Japanese
    [Invited]
    Research institution

  • 新階幸也, 青木良太, 小林和奏, 武田義明, 楠房子, 溝口博, 杉本雅則, 舟生日出男, 山口悦司, 稲垣成哲
    Jun. 2021, 科学教育研究, 45(2) (2), 112 - 127, Japanese
    [Refereed]
    Scientific journal

  • Koga Yago, Yukiya Shingai, Wakana Kobayashi, Ryota Aoki, Yoshiaki Takeda, Fusako Kusunoki, Hiroshi Mizoguchi, Masanori Sugimoto, Hideo Funaoi, Etsuji Yamaguchi, Shigenori Inagaki
    SCITEPRESS - Science and Technology Publications, Apr. 2021, Proceedings of the 13th International Conference on Computer Supported Education, 1, 347 - 351, English
    [Refereed]
    International conference proceedings

  • 小学校理科の指導法に関する科目における遠隔会議システムを利用した模擬授業の実践的検討
    髙橋あおい, 山口悦司
    Mar. 2021, 日本科学教育学会研究会研究報告, 35(3) (3), 9 - 14, Japanese
    Symposium

  • 国立科学博物館の展示室「親と子のたんけんひろばコンパス」の理念
    髙橋あおい, 山口悦司, 稲垣成哲
    Mar. 2021, 科学教育研究, 45(1) (1), 57 - 75, Japanese
    [Refereed]
    Scientific journal

  • 小学校理科の指導法に関する科目における遠隔会議システムを利用した教員養成実地指導講師による講義の実践的検討
    髙橋あおい, 神山真一, 山口悦司
    Feb. 2021, 教育科学論集, (24) (24), 1 - 12, Japanese
    [Refereed]
    Scientific journal
    Link to Kobe Univ. Repository (Kernel)

  • Evaluation of learning support function of simulation game for forest management
    Asahina, S, Kawaguchi, S, Takeda, Y, Funaoi, H, Yamaguchi, E, Kusunoki, F, Sugimoto, M, Mizoguchi, H, Inagaki, S
    Dec. 2020, Proceedings of the ESERA 2019 Conference, Part 9, 1056 - 1061, English
    [Refereed]
    International conference proceedings

  • Investigating perspective-taking on socioscientific issues among japanese primary school students
    Tokura, S, Yamaguchi, E, Sakamoto, M, Yamamoto, T, Inagaki, S, Wakabayashi, K, Matano, M
    Dec. 2020, Proceedings of the ESERA 2019 Conference, Part 8, 949 - 974, English
    [Refereed]
    International conference proceedings

  • An intervention study on student’s decision-making using trade-offs to resolve socio-scientific issues
    Sakamoto, M, Yamaguchi, E, Yamamoto, T, Inagaki, S, Wakabayashi, K, Tokura, S
    Dec. 2020, Proceedings of the ESERA 2019 Conference, Part 5, 722 - 729, English
    [Refereed]
    International conference proceedings

  • Satoyama forest management game: A learning support system for vegetation succession over 300 years to achieve sustainable development goals
    Shingai, Y, Aoki, R, Takeda, Y, Kusunoki, F, Mizoguchi, H, Sugimoto, M, Funaoi, H, Yamaguchi, E, Inagaki, S
    Jun. 2020, Proceedings of EdMedia + Innovate Learning 2020, 731 - 736, English
    [Refereed]
    International conference proceedings

  • The “Satoyama Management Game” for teaching about the conservation of the satoyama environment: User evaluation with elementary school students based on eye tracking
    Aoki, R, Shingai, Y, Inagaki, S, Mizoguchi, H, Takeda, Y, Kusunoki, F, Yamaguchi, E, Funaoi, H, Sugimoto, M
    Jun. 2020, Proceedings of EdMedia + Innovate Learning 2020, 663 - 668, English
    [Refereed]
    International conference proceedings

  • Reasoning about disagreements: Instructional design to improve thinking about controversial multiple documents
    Mochizuki, T, Chinn, C, Zimmerman, R, Yamaguchi, E
    Jun. 2020, In M. Gresalfi, & I. S. Horn (Eds.) The Interdisciplinarity of the Learning Sciences: 14th International Conference of the Learning Sciences, 3, 1609 - 1612, English
    [Refereed]
    International conference proceedings

  • Shingai, Y., Aoki, R., Takeda, Y., Kusunoki, F., Mizoguchi, H., Sugimoto, M., Funaoi, H., Yamaguchi, E., Inagaki, S.:
    SCITEPRESS, May 2020, The 12th International Conference on Computer Supported Education (CSEDU2020), 428 - 435, English
    [Refereed]
    International conference proceedings

  • 科学技術の社会問題を取り上げた小学生向け教育プログラムの評価（4）：提案型意思決定能力に着目して
    都倉さゆり, 山口悦司, 久光克樹, 俣野源晃, 山本智一, 坂本美紀
    Mar. 2020, 日本科学教育学会研究会研究報告, 34(5) (5), 61 - 64, Japanese
    Symposium

  • Feedback loop reasoning and knowledge sources for elementary students in three countries
    Hayat Hokayem, Hui Jin, Etsuji Yamaguchi
    Feb. 2020, Eurasia Journal of Mathematics, Science and Technology Education, 16(2) (2), em1819, English
    [Refereed]
    Scientific journal

  • 里山環境保全教育コンテンツ「里山管理ゲーム」：複数の里山への対応
    新階幸也, 溝口博, 武田義明, 楠房子, 青木良太, 山口悦司, 稲垣成哲, 舟生日出男, 杉本雅則
    Jan. 2020, 情報処理学会研究報告, 2020-HCI-186(32) (32), 1 - 3, Japanese
    Symposium

  • 里山環境保全教育コンテンツ「里山管理ゲーム」
    青木良太, 新階幸也, 稲垣成哲, 溝口博, 武田義明, 楠房子, 山口悦司, 舟生日出男, 杉本雅則, 俣野源晃
    Dec. 2019, 日本科学教育学会研究会研究報告, 34(3) (3), 237 - 240, Japanese
    [Refereed]
    Symposium

  • 里山管理を学習するためのシミュレーションゲーム体験中の視線の分析
    朝比奈翔太, 稲垣成哲, 武田義明, 山口悦司, 溝口博, 楠房子, 舟生日出男, 杉本雅則
    Dec. 2019, 日本科学教育学会研究会研究報告, 34(3) (3), 241 - 244, Japanese
    Symposium

  • 国立科学博物館における幼年期を対象とした展示室「親と子のたんけんひろばコンパス」
    高橋あおい, 山口悦司, 小川義和, 稲垣成哲
    Dec. 2019, 日本科学教育学会研究会研究報告, 34(3) (3), Japanese
    Symposium

  • 里山環境保全教育コンテンツ「里山管理ゲーム」の発展過程と今後の展望
    新階幸也, 溝口博, 武田義明, 楠房子, 青木良太, 山口悦司, 稲垣成哲, 舟生日出男, 杉本雅則
    Dec. 2019, 日本科学教育学会研究会研究報告, 34(3) (3), 131 - 134, Japanese
    Symposium

  • 小学生を対象としたSSI教育プログラムのためのダイヤローグ型ビデオ教材の評価：教師の視点からみた多様なステイクホルダーの意見に関する学習支援の有効性
    山口悦司, 坂本美紀, 久光克樹, 都倉さゆり, 山本智一
    Nov. 2019, 日本科学教育学会研究会研究報告, 34(2) (2), 49 - 52, Japanese
    Symposium

  • Development and evaluation of dialogue-videos for socioscientific issues based learning in elementary schools
    Sayuri Tokura, Etsuji Yamaguchi, Miki Sakamoto, Tomokazu Yamamoto, Shigenori Inagaki, Kazuya Wakabayashi, Motoaki Matano
    Jun. 2019, Proceedings of EdMedia + Innovate Learning 2019, 1216 - 1221, English
    [Refereed]
    International conference proceedings

  • MORI Yumeko, YAMAGUCHI Etsuji, SAKAMOTO Miki, TANAKA Tatsuya, MATANO Motoaki, KAMIYAMA Shinichi, YAMAMOTO Tomokazu
    アーギュメント構成能力は，世界各国の科学教育において科学リテラシーの一つとみなされており，理科における授業実践の開発・評価が行われてきている．日本においても，筆者らの研究チームは，日本の小学校理科の各学年において授業実践の開発・評価を行っており，その中で，初めて理科を学習する第3学年の児童を対象とした試みも行ってきている．しかしながら，第3学年の授業実践は，単元「風とゴムのはたらき」において開発・評価されているだけに留まっている．日本の小学校理科においてアーギュメント構成能力の育成を普及・浸透させていくためには，他の単元においても授業実践の開発および評価を行うことを通して，小学校理科の各単元に即した授業実践の事例を蓄積する必要があると考えられる． そこで，筆者らの研究チームは，第3学年の単元「磁石の性質」において，証拠—主張—理由付けを含む初歩的なアーギュメント構成能力の育成を目指した授業実践の開発と評価に取り組んでいる．本研究では，この授業実践の評価に焦点を当てて，アーギュメント構成能力の評価方法および評価結果の一部を報告する． 評価の対象は，開発された授業実践に参加した3年生67人であった．評価課題については，既習内容のアーギュメント課題（地面の温度変化に関する課題，およびねん土と木の重さに関する課題）を授業実践の前後に実施した．分析については，課題における自由記述の回答に対して，主張，証拠，理由付けの各要素を2点満点で評定した． 評価課題の回答分析の結果，次の2点が明らかになった．（1）授業実践の事前から事後にかけて，主張，証拠，理由付けのいずれの構成要素の得点も概ね向上していた．（2）しかしながら，理由付けの得点については，一部の課題で向上はしていなかった．また，いずれの課題においても，満点であった児童が他の構成要素よりもやや少ない傾向にあった．これらの結果から，開発された授業実践は，証拠—主張—理由付けを含む初歩的なアーギュメント構成能力の育成において一定の効果はあるものの，理由付けについては改善すべき点が残されていることが示唆された．
    Japan Society for Science Education, Jun. 2019, JSSE Research Report, 33(7) (7), 5 - 8, Japanese
    Symposium

  • 学習科学のためのオープンエデュケーション：NAPLeS Webinar Seriesの教材事例の分析
    YAMAGUCHI Etsuji, YAMAMOTO Kana, SHIGETA Katsusuke
    日本教育工学会, Mar. 2019, 日本教育工学会研究報告集, 19(1) (1), 339 - 343, Japanese
    Symposium

  • YAMAGUCHI Etsuji, SAKAMOTO Miki, MATSUKAWA Hideya, TOKURA Sayuri, YAMAMOTO Tomokazu, INAGAKI Shigenori, MATANO Motoaki
    本研究では，科学技術の社会問題に対する意思決定を扱う小学生向け教育プログラムの評価の一環として，教育プログラムにおける学習プロセスを評価するためのテキストマイニング技術の適用可能性を探るために，テキストに含まれる話題（トピック）を推定する手法「トピックモデルを用いた分析」を適用して，意見の対立の解消・緩和に向けた解決策に関するグループ議論の試行的な分析を行った．トピックモデルを用いた分析の結果，教育プログラムの学習プロセスの評価として意味のあるラベルの命名ができたトピックを計 7つ抽出することができた．
    Japan Society for Science Education, 2019, Proceedings of the Annual Meeting of Japan Society for Science Education, 43, 648 - 649, Japanese

  • Mochizuki Toshio, Chinn Clark A., Zimmerman Randi M., YAMAGUCHI Etsuji

    筆者らは，Web上にみられるような矛盾する多様な情報を用いた情報問題解決において，それらの情報間の不一致を同定し，その理由を分析し，矛盾を解消する方略を学ぶ教材を開発している．大学生62人が，開発した教材を使用する群と，文章要約を促し論点をまとめる群にわかれて，矛盾する情報をもとに推論し，矛盾を解消して問題解決を行うトレーニングを行った．その結果，最後に行ったダイエットに関する健康情報を読み解く課題において，教材使用群のほうが，矛盾点をよりよく同定し，また各情報に示されているデータの規準や方法論的矛盾に焦点を当てて分析できていることがわかった．だが，メカニズムの矛盾の分析に関心が集まったため，より規範的な認識的規準をもとに，望ましい統合的理解と判断が促されているとはいえなかった．

    Japan Society for Science Education, 2019, Proceedings of the Annual Meeting of Japan Society for Science Education, 43, 387 - 388, Japanese

  • 環境教育コンテンツ「里山管理ゲーム」評価のための視線計測に関する研究
    川口 漱也, 溝口 博, 江草 遼平, 武田 義明, 山口 悦司, INAGAKI SHIGENORI, 仲西 風人, 朝比奈翔太, 楠 房子, 舟生日 出男, 杉本 雅則
    Jan. 2019, 情報処理学会研究報告, Vol.2019-DCC-21(10) (10), 1 - 3, Japanese
    Symposium

  • Development of design elements of a socio-scientific issue curriculum unit for fostering students’ argumentation for persuasion: Case of the ‘rice seed-based edible vaccine for Japanese cedar pollinosis’ curriculum unit
    Wakabayashi Kazuya, YAMAGUCHI Etsuji, SAKAMOTO Miki, YAMAMOTO Tomokazu, INAGAKI Shigenori
    Jan. 2019, Proceedings of XVIII IOSTE Symposium, 128 - 132, English
    [Refereed]
    International conference proceedings

  • Development of a learning progression for multiple perspective taking in socioscientific issues.
    YAMAGUCHI ETSUJI, WAKABAYASHI Kazuya, SAKAMOTO MIKI, YAMAMOTO Tomokazu, INAGAKI SHIGENORI
    Jan. 2019, Proceedings of XVIII IOSTE Symposium: Future Educational Challenges from Science and Technology Perspectives, 352 - 357, English
    [Refereed]
    International conference proceedings

  • Augmentation of Environmental Education Using a Forest Management Game to Stimulate Learners’ Self-Discovery
    Kawaguchi Shuya, Mizoguchi Hiroshi, Egusa Ryohei, Takeda Yoshiaki, Yamaguchi Etsuji, INAGAKI SHIGENORI, Kusunoki Fusako, Funaoi Hideo, Sugimoto Masanori
    Jan. 2019, Proceedings of XVIII IOSTE Symposium: Future Educational Challenges from Science and Technology Perspectives, 122 - 127, English
    [Refereed]
    International conference proceedings

  • 中学校理科の教師用指導書を対象とした教師の学習支援に関する分析：第1分野「電流とその利用」の事例
    Wakabayashi Kazuya, YAMAGUCHI Etsuji
    日本科学教育学会, Dec. 2018, 科学教育研究, 42(4) (4), 366 - 377, Japanese
    [Refereed]
    Scientific journal
    Link to Kobe Univ. Repository (Kernel)

  • 科学技術の社会問題を取り上げた大学生向け教育プログラムの評価：複数視点取得に着目して
    WAKABAYASHI Kazuya, TOKURA Sayuri, YAMAGUCHI ETSUJI, SAKAMOTO MIKI, YAMAMOTO Tomokazu, INAGAKI SHIGENORI
    若林和也; 都倉さゆり; 山口 悦司; 坂本 美紀; 山本智一; 稲垣 成哲

    日本科学教育学会2018年度第3回研究会
    日本科学教育学会, Dec. 2018, 日本科学教育学会研究会研究報告, 33(3) (3), 25 - 28, Japanese
    Symposium

  • 科学技術の社会問題を取り上げた小学生向け教育プログラムの開発
    TOKURA Sayuri, YAMAGUCHI ETSUJI, SAKAMOTO MIKI, YAMAMOTO Tomokazu, INAGAKI SHIGENORI, WAKABAYASHI Kazuya, MATANO Motoaki
    日本科学教育学会, Dec. 2018, 日本科学教育学会研究会研究報告, 33(3) (3), 21 - 24, Japanese
    Symposium

  • Vegetation succession learning support system for virtual forestry management: Toward the maintenance and conservation of the natural environment
    Kawaguchi Shuya, Mizoguchi Hiroshi, Egusa Ryohei, Takeda Yoshiaki, Yamaguhci Etsuji, INAGAKI SHIGENORI, Nakanishi Futo, Asahina Shota, Kusunoki Fusako, Funaoi Hideo, Sugimoto Masanori
    Dec. 2018, International Journal of Education and Research, 7(1) (1), 203 - 218, English
    [Refereed]
    Scientific journal

  • Gaze-measurement-technology-based evaluation of a vegetation-succession learning system
    KAWAGUCHI Syuya, MIZOGUCHI Hiroshi, EGUSA Ryohei, TAKEDA Yoshiaki, YAMAGUCHI Etsuji, INAGAKI Shigenori, NAKANISHI Futo, Asahina Shota, KUSUNOKI Fusako, FUNAOI Hideo, SUGIMOTO Masanori
    Dec. 2018, International Journal of Education and Research, 6(12) (12), 191 - 200, English
    [Refereed]
    Scientific journal

  • KAWAGUCHI Syuya, MIZOGUCHI Hiroshi, EGUSA Ryohei, TAKEDA Yoshiaki, YAMAGUCHI Etsuji, INAGAKI Shigenori, KUSUNOKI Fusako, FUNAOI Hideo, SUGIMOTO Masanori
    IEEE, Dec. 2018, Proceedings of the 12th International Conference on Sensing Technology (ICST 2018), 353 - 357, English
    [Refereed]
    International conference proceedings

  • Let’s build forests for 300 years: Game-based learning in environmental education
    Kwaguchi Shuya, Mizoguchi Hiroshi, Egusa Ryohei, Takeda Yoshiaki, Yamaguchi Etsuji, INAGAKI SHIGENORI, Nakanishi Futo, Kusunoki Fusako, Funaoi Hideo, Sugimoto Masanori
    Oct. 2018, Proceedings of the 12th European Conference on Games Based Learning, 881 - 886, English
    [Refereed]
    International conference proceedings

  • 田中 維, 江草 遼平, 奥山 英登, 山口 悦司, INAGAKI SHIGENORI, 野上 智行
    We developed and evaluated animation-based learning contents for supporting scientific observations of animals in zoos. The contents provide the viewpoints of scientific observation. In order to evaluate whether the contents support observation, we developed cases of contents for observable features and behaviors of the hind flippers, noses, and claws of seals, and implemented a workshop for parents and children. The participants of the workshop were 15 parent-child pairs. Their average age was 7.0 years (SD = 2.0). We analyzed the video data of these 15 parent-child pairs’ observations using the contents. The results show that most parent-child pairs were able to observe the seals’ features and/or behavior using animation-based learning contents.
    日本科学教育学会, Sep. 2018, 科学教育研究, 42(3) (3), 210 - 224, Japanese
    [Refereed]
    Scientific journal

  • Teacher learning support in Japanese science curriculum materials for secondary school
    Wakabayashi Kazuya, YAMAGUCHI Etsuji
    Sep. 2018, Electronic Proceedings of the ESERA 2017 Conference, 14, 1979 - 1986, English
    [Refereed]
    International conference proceedings

  • Informal reasoning for socio-scientific issues concerning dilemmas faced by genetic medical technologies.
    SAKAMOTO MIKI, ETSUJI Yamaguchi
    Sep. 2018, Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education, (8) (8), 1069 - 1075, English
    [Refereed]
    International conference proceedings

  • Developing digital content that helps zoo visitors comparatively observe animal exhibits
    Egusa Ryohei, Ishida Riho, Ono Shoko, Kusunoki Fusako, Yamaguchi Etsuji, INAGAKI SHIGENORI, Nogami Tomoyuki
    AACE, Jun. 2018, Proceedings of EdMedia 2018, 1382 - 1387, English
    [Refereed]
    International conference proceedings

  • KITAZAWA Takeshi, MOCHIZUKI Toshio, YAMAGUCHI Etsuji

    筆者らは，我が国における学習科学の専門家養成に向けた情報収集を行うために，諸外国における学習科学の教育プログラムについて調査を行ってきた（大浦ほか 2017；河﨑ほか 2017；河野ほか 2017）。この調査の一環として，本稿では，イスラエルのハイファ大学に着目した調査を行った。ハイファ大学の教師教育プログラムでは，学習科学が重視され，これに関する授業が複数開設されていることが明らかになった。

    日本科学教育学会, Mar. 2018, 日本科学教育学会研究会研究報告, 32(6) (6), 1 - 4, Japanese
    Symposium

  • KAWAGUCHI Syuya, MIZOGUCHI Hiroshi, EGUSA Ryohei, TAKEDA Yoshiaki, YAMAGUCHI Etsuji, INAGAKI Shigenori, KUSUNOKI Fusako, FUNAOI Hideo, SUGIMOTO Masanori
    SciTePress, Mar. 2018, Proceedings of 10th International Conference on Computer Supported Education, (Volume 1) (Volume 1), 322 - 327, English
    [Refereed]
    International conference proceedings

  • 石田莉穂, 小野 翔子, 江草 遼平, 楠 房子, 山口 悦司, INAGAKI SHIGENORI, 野上 智行
    筆者らは，動物園において，2 種類の動物を観察し，比較する学習を支援するために，アニメーショ ンを用いた観察支援コンテンツ( 以下，コンテンツ) を開発した．このコンテンツでは，アニメーションを利用して，主に動物の足に関するクイズを2 択または3 択で子どもに提示する．クイズ内容は，ダチョウとエミューの足の違い，ダチョウの歩く時の足の動き，エミューの歩く時の足の指の動き，ダチョウとエミューの足の骨の形態であった．アニメーションを用いた観察支援の有効性を明らかにするために，ワークショップを実施した．ワークショップでは，子どもを対象に，観察開始前に鳥の足の動き方に関する知識の有無を調査した．観察後，子どもの知識獲得の有無を調査するために，コンテンツで扱われた問題と同じ問題に答えさせた．本稿では，これらの選択肢の正誤について分析した．その結果，開発したコンテンツは，2 種類の動物の観察および比較学習を支援したことが明らかになった．
    Japan Society for Science Education, Dec. 2017, 日本科学教育学会研究会研究報告, 32(5) (5), 37 - 40, Japanese
    Scientific journal

  • 中学校理科の教師用指導書を対象とした教師の学習支援に関する分析：第1分野「電流とその利用」の事例
    Wakabayashi Kazuya, YAMAGUCHI Etsuji
    日本科学教育学会, Dec. 2017, 日本科学教育学会研究会研究報告, 32(5) (5), 1 - 6, Japanese
    Symposium

  • 田中 維, 江草 遼平, 楠 房子, 山口 悦司, INAGAKI SHIGENORI, 野上 智行
    筆者らは，動物園において，動物の形態と行動の科学的な観察を支援するために，アニメーショ ンを用いた観察・学習支援システム( 以下，システム) を開発した．このシステムは，アニメーションを利用して，動物の骨の形態と行動に関する観察の視点を3 択クイズ形式で子どもに提示する．クイズ内容は，ペンギンの泳ぎ方，歩き方，翼の骨，足の骨であった．システムの観察・学習支援の有効性を明らかにするために，システムを用いたワークショップを実施した．ワークショップでは，ペンギンの観察前に子どもに正解を予想させ，観察中に再度クイズに答えさせた．さらに，ワークショップ終了直後とワークショップ1 ヶ月後に面接を実施し，これらの面接時にも同様のクイズに回答させた．本稿では，これらの選択肢の正誤を分析した．その結果，開発したシステムは，観察項目によって，観察支援および学習支援の有効性が異なることが明らかになった．
    Japan Society for Science Education, Dec. 2017, 日本科学教育学会研究会研究報告, 32(5) (5), 69 - 72, Japanese
    Scientific journal

  • SATOYAMA: Simulating and teaching game optimal for young children to learn vegetation succession as management of an actual forest
    KAWAGUCHI Syuya, MIZOGUCHI Hiroshi, EGUSA Ryohei, TAKEDA Yoshiaki, YAMAGUCHI Etsuji, INAGAKI Shigenori, KUSUNOKI Fusako, FUNAOI Hideo, SUGIMOTO Masanori
    Dec. 2017, Proceedings of the 25th International Conference on Computers in Education, 796 - 801, English
    [Refereed]
    International conference proceedings

  • Epistemic artifacts for supporting students’ constructing arguments on socio-scientific issues
    YAMAGUCHI Etsuji
    Dec. 2017, Conexão Ciência, 12(esp.2) (esp.2), 115 - 119, English
    [Refereed]
    Scientific journal

  • Educational effectiveness of a system for scientific observation of animals in a zoo
    TANAKA Yui, EGUSA Ryohei, DOBASHI Yuuki, KUSUNOKI Fusako, YAMAGUCHI Etsuji, INAGAKI Shigenori, NOGAMI Tomoyuki
    Dec. 2017, Proceedings of the 25th International Conference on Computers in Education, 715 - 717, English
    [Refereed]
    International conference proceedings

  • Augmentation of museum science education using human-interaction technology
    TAMAKI Haruya, SAKAI Tsugunosuke, OTA Yosuke, YOSHIDA Ryuichi, EGUSA Ryohei, INAGAKI Shigenori, YAMAGUCHI Etsuji, KUSUNOKI Fusako, NAMATAME Miki, SUGIMOTO Masanori, MIZOGUCHI Hiroshi
    Dec. 2017, Conexão Ciência, 12(esp.2) (esp.2), 52 - 55, English
    [Refereed]
    Scientific journal

  • A parents’ evaluation of the Observation Guide supporting zoo visitors’ scientific observations
    TANAKA Yui, YAMAGUCHI Etsuji, INAGAKI Shigenori, EGUSA Ryohei, KUSUNOKI Fusako, OKUYAMA Hideto, NOGAMI Tomoyuki
    Dec. 2017, Conexão Ciência, 12(esp.2) (esp.2), 251 - 255, English
    [Refereed]
    Scientific journal

  • KAWAGUCHI Syuya, MIZOGUCHI Hiroshi, EGUSA Ryohei, TAKEDA Yoshiaki, YAMAGUCHI Etsuji, INAGAKI Shigenori, KUSUNOKI Fusako, FUNAOI Hideo, SUGIMOTO Masanori
    IEEE, Dec. 2017, Proceedings of the 11th International Conference on Sensing Technology, 101 - 104, English
    [Refereed]
    International conference proceedings

  • Tanaka, Y, Egusa, R, Dobashi, Y, Kusunoki, F, Yamaguchi, E, INAGAKI SHIGENORI, Nogemi, T
    ACM, Oct. 2017, CHI PLAY '17 Extended Abstracts Extended Abstracts, 201 - 206, English
    [Refereed]
    International conference proceedings

  • 矛盾した複数の文章の読解を通した情報リテラシーの授業実践
    OHISHI Tomohiro, MOCHIZUKI Toshio, CLARK A. Chinn, RANDI Zimmerman, YAMAGUCHI Etsuji
    日本教育工学会, Jul. 2017, 日本教育工学会研究報告集, 17(3) (3), 177 - 184, Japanese
    Symposium

  • 諸外国における学習科学を応用した教師教育プログラム（1）：ミルズ大学とフロリダ大学の事例
    KAWANO Masami, YAMAGUCHI Etsuji
    日本教育工学会, Jul. 2017, 日本教育工学会研究報告集, 17(3) (3), 165 - 168, Japanese
    Symposium

  • 諸外国における学習科学のための教育プログラム（2）：トロント大学と香港大学の事例
    KAWASAKI Miho, OSHIMA Jun, OSHIMA Ritsuko, YAMAGUCHI Etsuji
    日本教育工学会, Jul. 2017, 日本教育工学会研究報告集, 17(3) (3), 161 - 164, Japanese
    Symposium

  • 諸外国における学習科学のための教育プログラム（1）：ワシントン大学とラトガース大学の事例
    OURA Hiroki, MOCHIZUKI Toshio, YAMAGUCHI Etsuji
    日本教育工学会, Jul. 2017, 日本教育工学会研究報告集, 17(3) (3), 155 - 160, Japanese
    Symposium

  • DEGUCHI Akiko, FUNAOI Hideo, YAMAGUCHI Etsuji, INAGAKI Shigenori
    日本理科教育学会, Jun. 2017, 理科教育学研究, 57(4) (4), 261 - 271, Japanese
    [Refereed]
    Scientific journal

  • YAMAGUCHI Etsuji
    日本理科教育学会, Jun. 2017, 理科教育学研究, 57(4) (4), 369 - 385, Japanese
    [Refereed]
    Scientific journal

  • KAWAGUCHI Syuya, SAKAI Tsugunosuke, TAMAKI Haruya, MIZOGUCHI Hiroshi, EGUSA Ryohei, TAKEDA Yoshiaki, YAMAGUCHI Etsuji, INAGAKI Shigenori, KUSUNOKI Fusako, FUNAOI Hideo, SUGIMOTO Masanori
    SciTePress, Apr. 2017, Proceesings of 9th International Conference on Computer Supported Education, (Volume 1) (Volume 1), 481 - 486, English
    [Refereed]
    International conference proceedings

  • Tanaka, Y, Egusa, R, Dobashi, Y, Kusunoki, F, Yamaguchi, E, INAGAKI SHIGENORI, Nogemi, T
    SciTePress, Apr. 2017, Proceedings of the 9th International Conference on Computer Supported Education, 2, 305 - 310, English
    [Refereed]
    International conference proceedings

  • MURATSU KEITA, INAGAKI SHIGENORI, YAMAGUCHI ETSUJI, YAMAMOTO TOMOKAZU, SAKAMOTO MIKI, KAMIYAMA SHINICHI
    日本理科教育学会, Mar. 2017, 理科教育学研究, 57(3) (3), 261 - 272, Japanese
    [Refereed]
    Scientific journal

  • TANAKA Yui, KUROKAWA Naoya, EGUSA Ryohei, KUSUNOKI Fusako, YAMAGUCHI Etsuji, INAGAKI Shigenori, NOGAMI Tomoyuki
    動物園は，観察を通じて科学教育が行える場所である．動物を観察するためには，観察対象物に関わる知識が必要である．特に子どもが動物を観察できるようになるために，保護者は重要な役割を果たす．本研究は，観察活動中の保護者による言葉がけの実態を明らかにするために，親子の会話を分析する．そのために，動物園における子どもの観察活動を促進する会話フォーム(Patrick & Tunnicliffe, 2013)を，分析フレームワークとして応用した．
    Japan Society for Science Education, 2017, Proceedings of the Annual Meeting of Japan Society for Science Education, 41, 467 - 468, Japanese

  • 中学校の教師用指導書における教師の学習支援：支援の内容に着目した分析事例
    WAKABAYASHI Kazuya, YAMAGUCHI Etsuji
    日本科学教育学会, Dec. 2016, 日本科学教育学会研究会研究報告, 31(4) (4), 5 - 8, Japanese
    Symposium

  • SAKAMOTO MIKI, YAMAGUCHI ETSUJI, 西垣 順子, 益川 弘如, INAGAKI SHIGENORI
    There is an increasing amount of research and practice in relation to socioscientific issues (SSI) in science education. This study reviewed empirical studies evaluating learners' thinking, that is, decision making, informal reasoning, and argumentation regarding SSI, and examined the analytic frameworks used in the studies. A search for relevant articles was conducted mainly i
    日本科学教育学会, Dec. 2016, 科学教育研究, 40(4) (4), 353 - 362, Japanese
    [Refereed]
    Scientific journal

  • Analysis of Students’ Argumentation on Socioscientific Issues Arising from Genetic Medical Technologies
    SAKAMOTO MIKI, YAMAGUCHI ETSUJI, INAGAKI SHIGENORI
    本研究では，大学生を対象に，科学技術の社会問題(SSI)に対する思考を論述課題により調査した．具体的な個別状況を描写したシナリオを提示し，SSIに対する立論と反論を記述させ，アーギュメント構造の観点から，論証構造の複雑さとアーギュメントの多視点性を評価した．どちらの観点でも，反論生成の難しさが明らかになるとともに，立論においても，限定詞や反駁など多様な構成要素を利用したアーギュメントや，複数の証拠を利用して複雑な正当化を行うアーギュメントは，多くないことが示された．
    日本科学教育学会, Dec. 2016, 日本科学教育学会研究会研究報告, 31(4) (4), 31 - 36, Japanese
    Symposium

  • UKIYO-E: “User Knowledge Improvement based on Youth Oriented Entertainment” --Art Appreciation Support by Interacting with Picture--
    TAMAKI Haruya, SAKAI Tsugunosuke, YOSHIDA Ryuichi, EGUSA Ryohei, YAMAGUCHI Etsuji, INAGAKI Shigenori, KUSUNOKI Fusako, NAMATAME Miki, SUGIMOTO Masanori, MIZOGUCHI Hiroshi
    Aug. 2016, Proceedings of the 18th International Conference on Entertainment Computing, 3204 - 3208, English
    [Refereed]
    International conference proceedings

  • ECOME: Body experience-based co-operation between juveniles through mutually excited team gameplay
    SAKAI Tsugunosuke, TAMAKI Haruya, YOSHIDA Ryuichi, EGUSA Ryohei, YAMAGUCHI Etsuji, INAGAKI Shigenori, KUSUNOKI Fusako, NAMATAME Miki, SUGIMOTO Masanori, MIZOGUCHI Hiroshi
    Aug. 2016, Proceedings of the 18th International Conference on Entertainment Computing, 3199 - 3203, English
    [Refereed]
    International conference proceedings

  • DEGUCHI AKIKO, YAMAGUCHI ETSUJI, FUNAOI HIDEO, INAGAKI SHIGENORI

    The objective of the present study is to focus on the "node compression" method (Saito & Tonishi, 2008) proposed in concept mapping research, and to develop software for creating concept maps that support this method. A node compression function has been newly implemented in Inagaki et al. (2001)'s software "Undo-Kun." We carried out a practical evaluation of the software for use in science classes. In the practical evaluation, we examined the classes that used the newly developed concept mapping software with the node compression function in comparison with a control group of classes that used paper-based concept maps. The results showed the concept mapping software with the node compression function improved the user-friendliness of node compression and encouraged the activation of learners' metacognition, and also, deepened the understanding of the learning activity "node compression", in comparison with paper-based concept mapping.

    一般社団法人 日本理科教育学会, Jul. 2016, 理科教育学研究, 57(1) (1), 35 - 44, Japanese
    [Refereed]
    Scientific journal

  • A design research to support elementary students’ epistemic understanding of their scientific argument construction
    SAKAMOTO Miki, YAMAGUCHI Etsuji
    Jun. 2016, Proceedings of International Conference of the Learning Sciences 2016, Vol.2, 1155 - 1156, English
    [Refereed]
    International conference proceedings

  • 動物園来園者を対象とする科学的観察の支援：タブレットを利用した観察行動に関する質的検討
    TANAKA Yui, EGUSA Ryohei, KUSUNOKI Fusako, YAMAGUCHI Etsuji, INAGAKI Shigenori, NOGAMI Tomoyuki, OKUYAMA Hideto, KINOSHITA Tomomi, BANDO Gen
    日本科学教育学会, May 2016, 日本科学教育学会研究会研究報告, 30(7) (7), 59 - 64, Japanese
    Symposium

  • 科学技術の社会問題に関する思考の調査（1）：研究のフレームワーク
    YAMAGUCHI ETSUJI, SAKAMOTO MIKI, 岩鼻 春花, 鷲見 征哉, INAGAKI SHIGENORI
    日本科学教育学会, May 2016, 日本科学教育学会研究会研究報告, 30(7) (7), 25 - 28, Japanese
    Symposium

  • The effectiveness of the Observation Guide application in supporting children’s scientific observations in the zoo
    TANAKA Yui, YAMAGUCHI Etsuji, INAGAKI Shigenori, EGUSA Ryohei, KUSUNOKI Fusako, OKUYAMA Hideto, NOGAMI Tomoyuki
    Apr. 2016, Proceedings of Global Learn 2016, 305 - 309, English
    [Refereed]
    International conference proceedings

  • Instructional strategies for teaching primary students to construct arguments with rebuttals
    KAMIYAMA Shinichi, YAMAMOTO Tomokazu, YAMAGUCHI Etsuji, SAKAMOTO Miki, MURATSU Keita, INAGAKI Shigenori
    Apr. 2016, In J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto & K. Hahl (Eds.), Electronic Proceedings of the ESERA 2015 Conference: Science education research: Engaging learners for a sustainable future, Part7 (co-ed. M. Andrée & M. P. Jiménez-Aleixandre), 997 - 1003, English
    [Refereed]
    International conference proceedings

  • How Japanese curriculum materials can support development of primary teachers’ professional knowledge?
    YAMAGUCHI Etsuji
    Apr. 2016, In J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto & K. Hahl (Eds.), Electronic Proceedings of the ESERA 2015 Conference: Science education research: Engaging learners for a sustainable future, Part14 (co-ed. A. Berry & D. Couso), 2301 - 2306, English
    [Refereed]
    International conference proceedings

  • Articulation of evaluation criteria for improvement pre-service teachers’ argument skills
    YAMAMOTO Tomokazu, YAMAGUCHI Etsuji, NARAMOTO Mayumi, MURATSU Keita, INAGAKI Shigenori
    Apr. 2016, In J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto & K. Hahl (Eds.), Electronic Proceedings of the ESERA 2015 Conference: Science education research: Engaging learners for a sustainable future, Part13 (co-ed. M. Evagorou & M. Michelini), 1943 - 1948, English
    [Refereed]
    International conference proceedings

  • YOSHIDA Ryuichi, SAKAI Tsugunosuke, ISHI Yuki, NAKAYAMA Tomohiro, OGITSU Takeki, TAKEMURA Hiroshi, YAMAGUCHI Etsuji, INAGAKI Shigenori, TAKEDA Yoshiaki, NAMATAME Miki, SUGIMOTO Masanori, KUSUNOKI Fusako, MIZOGUCHI Hiroshi
    Mar. 2016, International Journal on Smart Sensing and Intelligent Systems, 9(1) (1), 21 - 31, English
    [Refereed]
    Scientific journal

  • TANAKA Yui, EGUSA Ryohei, KUSUNOKI Fusako, YAMAGUCHI Etsuji, INAGAKI Shigenori, NOGAMI Tomoyuki
    動物園において，人々は観察を通じて，動物を理解することができる．しかし，人々は余暇のために動物園に来園し，観察を行わない傾向にある．そのため，動物園において，教育支援が行われている．本研究では，一般来園者である子ども向けの教育支援として，観察の視点を紙芝居で提供した研究を整理する．観察の視点を提供するにあたって，観察内容の問題を設定し，予想を立てた上で観察を行うこと，観察可能な視点を提供すること，また，動物に関する観察の視点は，アニメーションを用いて表現することが有効であることが明らかになった．
    Japan Society for Science Education, 2016, Proceedings of the Annual Meeting of Japan Society for Science Education, 40, 45 - 48, Japanese

  • Miki Sakamoto, Etsuji Yamaguchi, Isao Murayama, Sakiko Nakashin, Tomokazu Yamamoto, Keita Muratsu, Shinichi Kamiyama, Shigenori Inagaki
    Japanese Association of Educational Psychology, 2016, Japanese Journal of Educational Psychology, 64(1) (1), 105 - 117, Japanese
    [Refereed]
    Scientific journal

  • Yui Tanaka, Ryohei Egusa, Etsuji Yamaguchi, Shigenori Inagaki, Fusako Kusunoki, Hideto Okuyama, Tomoyuki Nogami
    2016, PROCEEDINGS OF THE 8TH INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION, VOL 2 (CSEDU), (Volume 2) (Volume 2), 353 - 358, English
    [Refereed]
    International conference proceedings

  • Haruya Tamaki, Tsugunosuke Sakai, Ryuichi Yoshida, Ryohei Egusa, Shigenori Inagaki, Etsuji Yamaguchi, Fusako Kusunoki, Miki Namatame, Masanori Sugimoto, Hiroshi Mizoguchi
    2016, PROCEEDINGS OF THE 8TH INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION, VOL 2 (CSEDU), (Volume 2) (Volume 2), 181 - 185, English
    [Refereed]
    International conference proceedings

  • Tsugunosuke Sakai, Haruya Tamaki, Ryuichi Yoshida, Ryohei Egusa, Shigenori Inagaki, Etsuji Yamaguchi, Fusako Kusunoki, Miki Namatame, Masanori Sugimoto, Hiroshi Mizoguchi
    2016, PROCEEDINGS OF THE 8TH INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION, VOL 2 (CSEDU), (Volume 2) (Volume 2), 175 - 180, English
    [Refereed]
    International conference proceedings

  • Haruya Tamaki, Tsugunosuke Sakai, Yosuke Ota, Ryohei Egusa, Shigenori Inagaki, Etsuji Yamaguchi, Fusako Kusunoki, Miki Namatame, Masanori Sugimoto, Hiroshi Mizoguchi
    2016, PROCEEDINGS OF THE 15TH INTERNATIONAL CONFERENCE ON INTERACTION DESIGN AND CHILDREN (IDC2016), 637 - 642, English
    [Refereed]
    International conference proceedings

  • Tsugunosuke Sakai, Haruya Tamaki, Yosuke Ota, Ryohei Egusa, Etsuji Yamaguchi, Shigenori Inagaki, Fusako Kusunoki, Miki Namatame, Masanori Sugimoto, Hiroshi Mizoguchi
    2016, PROCEEDINGS OF THE 15TH INTERNATIONAL CONFERENCE ON INTERACTION DESIGN AND CHILDREN (IDC2016), 654 - 659, English
    [Refereed]
    International conference proceedings

  • Takahiro Kigawa, Taisuke Sakano, Hiroshi Mizoguchi, Fusako Kusunoki, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Masanori Sugimoto, Miki Namatame, Ryohei Egusa
    2016, 2016 IEEE INTERNATIONAL CONFERENCE ON SYSTEMS, MAN, AND CYBERNETICS (SMC), 1764 - 1767, English
    [Refereed]
    International conference proceedings

  • TANAKA Yui, YAMAGUCHI Etsuji, INAGAKI Shigenori, EGUSA Ryohei, KUSUNOKI Fusako, OKUYAMA Hideto, KINOSHITA Tomomi, BANDO Gen
    筆者らは，旭山動物園のアザラシ展示を事例として，「形態と機能を関連づける」観察支援のために開発した紙芝居の有効性を明らかにするために，ワークショップを実施した．ワークショップでは，紙芝居と，紙芝居を縮小した観察カードを併用し，子どもにアザラシを観察させた．本稿では，9 名の子どもを対象として，観察行動における観察カードの利用の有無と，利用方法を明らかにし，観察カードの有効性を検討した．その結果，27 件中 24 件の観察行動で観察カードが利用されていた．また，観察カードの代表的な利用方法として，観察中にアザラシの形態と機能に関する観察の視点を持つ「見比べ」が確認された．その他に，観察項目を確認する「思い出し」，観察した内容を他者へ伝える「提示」，他者の観察内容を知る「参考」があった．これらのことから，観察カードは形態と機能の観察支援に有効であることが分かった．
    日本科学教育学会, Dec. 2015, 日本科学教育学会研究会研究報告, 30(3) (3), 83 - 88, Japanese
    Symposium

  • Review of Analytic Frameworks for Students’ Thinking on Socioscientific Issues
    SAKAMOTO MIKI, YAMAGUCHI ETSUJI, 西垣 順子, 益川 弘如, INAGAKI SHIGENORI
    科学技術の社会問題(SSI)を扱った実践や研究が増加している。本研究ではこのうち，SSIに対する思考、特に意思決定や推論を評価した研究に焦点を当て，使用された評価フレームワークを概観する。主要学術雑誌に掲載された近年のSSI研究14編をレビューした結果，SSIに関する思考の評価フレームワークは，次の3タイプに大別できた。(1)思考の内容：SSIに関する思考に影響を及ぼす要因を思考の内容から捉えるもの，(2)思考の質：アーギュメント構造の観点から思考の質を評価するもの，(3) 思考の内容と質の併用：思考の内容と思考の質を総合的に評価しようとするものである。研究事例の比較検討から，以下のことが明らかになった。思考の内容の評価観点としては，Sadlerらによる推論パターンと，社会志向，科学技術志向といったカテゴリーによって推論の内容を評価する推論モードの2
    日本科学教育学会, Dec. 2015, 日本科学教育学会研究会研究報告, 30(3) (3), 77 - 82, Japanese
    Symposium

  • TANAKA Yui, YAMAGUCHI Etsuji, INAGAKI Shigenori, EGUSA Ryohei, KUSUNOKI Fusako, OKUYAMA Hideto, KINOSHITA Tomomi, BANDO Gen
    動物園は，人々が動物の生態や形態を観察できることから，科学教育の場として重要な役割を果たしている．しかし，多くの人々は余暇を過ごすために動物園へ来園し，科学の学習につながる観察を行わない傾向があるため，観察支援を行う必要がある．そこで筆者らは，旭山動物園において，アザラシの形態とその機能を観察することを目的として，紙芝居を利用したワークショップを実施した．ワークショップでは，足，鼻,爪を観察させた．本稿では，そのワークショップの効果を検討するために，9名の子どもを対象として観察行動を質的に検討し，形態と機能を観察したと解釈できる行動の有無を明らかにした．その結果，足の観察では6名，鼻の観察では9名，爪の観察では5名の子どもに，形態と機能の両方を観察したと解釈できる行動が確認された．
    日本科学教育学会, Nov. 2015, 日本科学教育学会研究会研究報告, 30(2) (2), 51 - 56, Japanese
    Symposium

  • KAMIYAMA SHINICHI, YAMAMOTO TOMOKAZU, YAMAGUCHI ETSUJI, SAKAMOTO MIKI, 村津 啓太, INAGAKI SHIGENORI
    The purpose of this study was to develop the design elements of teaching strategies in order to foster students' ability to construct an argument based on multiple reasoning and to clarify the effectiveness of their design elements. Design elements are guidelines that encourage reflective teaching strategies in science lessons. In this study, three design elements were specified for the lesson preparation phase, and seven design elements were specified for the implementation phase. The lesson was a sixth grade science unit on the nutrition of plants, and the class was taught in a way that guided the students to discover how plants obtain nutrients. In order to evaluate whether the students'ability to construct an argument improved through the lesson that reflected the design elements, two evaluation tasks were given to students: to write an argument on the lesson content, and another argument on a lesson already learned. The results of the former showed that more than 80% of the students were able to construct an argument based on multiple reasoning. Furthermore, the results of the latter showed that the score on the number of reasoning used was significantly higher for the argument written after the lesson compared to the one before it. These findings indicated that the design elements developed in this study were effective for improving the students' ability to construct an argument based on multiple reasoning.
    日本理科教育学会, Jul. 2015, 理科教育学研究, 56(1) (1), 3 - 16, Japanese
    [Refereed]
    Scientific journal

  • KAMIYAMA SHINICHI, YAMAMOTO TOMOKAZU, YAMAGUCHI ETSUJI, SAKAMOTO MIKI, 村津 啓太, INAGAKI SHIGENORI
    The purpose of this study was to develop design elements of teaching strategies to foster students’ ability to construct an argument with rebuttal and to clarify the effectiveness of their design elements. Design elements are guidelines that connect teaching strategies to science lessons. The lesson was a sixth grade science unit on the properties of aqueous solutions. In order to evaluate whether the students’ ability to construct an argument improved through the lessons that reflected the design elements, two evaluation tasks were given to students: to write an argument on the lesson content, and to write another argument on the lessons already learned. The results of the former showed that most students were able to construct an argument with a rebuttal. Furthermore, the results of the latter showed that students’ arguments included more rebuttals after the lessons than before. These findings indicated that the design elements developed in this study were effective for improving the students’ ability to construct an argument with a rebuttal.
    日本理科教育学会, Jul. 2015, 理科教育学研究, 56(3) (3), 309 - 324, Japanese
    [Refereed]
    Scientific journal

  • TANAKA Yui, YAMAGUCHI Etsuji, INAGAKI Shigenori, KUSUNOKI Fusako, EGUSA Ryohei, YAMAHASHI Chika, OKUYAMA Hideto, KINOSHITA Tomomi, BANDO Gen
    動物園は，子どもから大人まで幅広い年齢の人々に対する科学教育の場として期待されている．なぜなら，動物園では実際に生きている動物の行動を直接観察し，動物の生態や形態など学問領域と結びつけられた科学的な観察を行うことができるからである．しかし，動物園来園者は , 多くの場合，科学的な観察をしない．筆者らはこれまで，科学的観察の視点を提供するワークショップを実施することで，動物園での科学的観察支援を行ってきた．本研究では，科学的な観察に向けて，特にアザラシの形態とその機能という，知識を組み合わせて観察するワークショップを実施した．
    日本科学教育学会, May 2015, 日本科学教育学会研究会研究報告, 29(8) (8), 41 - 44, Japanese
    Symposium

  • Life-size board game “Human Sugoroku” to teach children about vegetation succession: Application of human sensing technology to embodied education
    YOSHIDA Ryuichi, ADACHI Takayuki, MURATSU Keita, MIZOGUCHI Hiroshi, KUSUNOKI Fusako, NAMATAME Miki, SUGIMOTO Masanori, YAMAGUCHI Etsuji, INAGAKI Shigenori, TAKEDA Yoshiaki
    May 2015, Proceesings of 7th International Conference on Computer Supported Education, 295 - 300, English
    [Refereed]
    International conference proceedings

  • NAKADAI Takahiro, TAGUCHI Tomoki, EGUSA Ryohei, NAMATAME Miki, SUGIMOTO Masanori, KUSUNOKI Fusako, YAMAGUCHI Etsuji, INAGAKI Shigenori, TAKEDA Yoshiaki, MIZOGUCHI Hiroshi
    SciTePress, May 2015, Proceesings of 7th International Conference on Computer Supported Education, 301 - 306, English
    [Refereed]
    International conference proceedings

  • Ryuichi Yoshida, Ryohei Egusa, Machi Saito, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Hiroshi Mizoguchi
    ACM, Apr. 2015, Proceedings of the 33rd Annual ACM Conference Extended Abstracts on Human Factors in Computing Systems
    International conference proceedings

  • Ryuichi Yoshida, Ryohei Egusa, Machi Saito, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Hiroshi Mizoguchi
    Association for Computing Machinery, Apr. 2015, Conference on Human Factors in Computing Systems - Proceedings, 18, 1283 - 1288, English
    [Refereed]
    International conference proceedings

  • KAMIYAMA Shinichi, YAMAMOTO Tomokazu, YAMGUCHI Etsuji, SAKAMOTO Miki, MURATSU Keita, INAGAKI Shigenori
    本研究の目的は，反論を含むアーギュメントの達成を阻害する要因について，反論理由づけに着目して探索的に検討することであった．Kamiyama et al.（in press）および神山ら（印刷中）によるアーギュメントの評価結果に基づいて，反論理由付けの達成が不十分であった児童5人を抽出して面接し，反論の構成要素に対する児童の理解を評価するための課題を実施した．また，神山ら（印刷中）のアーギュメント評価結果から誤答を抽出して分析し，反論理由付けの誤答パターンと出現度数を明らかにした．面接調査と誤答分析の結果を総合的に考察したところ，反論を含むアーギュメントの達成を阻害する要因は，反論の構成要素に対する理解の不十分さではなく，反論証拠と反論理由付けの結び付けの不十分さにあると推察された．
    Japan Society for Science Education, 2015, Proceedings of the Annual Meeting of Japan Society for Science Education, 39, 434 - 435, Japanese

  • TANAKA Yui, YAMAGUCHI Etsuji, INAGAKI Shigenori, EGUSA Ryohei, KUSUNOKI Fusako, OKUYAMA Hideto, KINOSHITA Tomomi, BANDO Gen
    動物園は動物の生態や形態を観察できることから，人々の科学教育の場として重要な役割を果たす．しかし，動物園来園者は学習ではなく，娯楽のために来園する傾向がある．そこで，本研究では，来園者の観察学習を支援するために紙芝居を用いて実施されたアザラシ展示でのワークショップについて，家族１組の観察行動を分析した．分析は観察行動を記録した後に，観察時の言語的・非言語的行為を書き起こし，その質的分析を行った．その結果，動物の形態とその機能を関連付けた観察をしていたことが示唆された．
    Japan Society for Science Education, 2015, Proceedings of the Annual Meeting of Japan Society for Science Education, 39, 440 - 441, Japanese

  • Chika Yamahashi, Etsuji Yamaguchi, Shigenori Inagaki, Hideto Okuyama, Junko Tajima, Akiko Horita, Chiharu Tanaka, Gen Bando
    2015, XVI INTERNATIONAL ORGANISATION FOR SCIENCE AND TECHNOLOGY EDUCATION SYMPOSIUM (IOSTE BORNEO 2014), 167, 85 - 90, English
    [Refereed]
    International conference proceedings

  • Kazumasa Suzuki, Etsuji Yamaguchi, Hayat Hokayem
    2015, XVI INTERNATIONAL ORGANISATION FOR SCIENCE AND TECHNOLOGY EDUCATION SYMPOSIUM (IOSTE BORNEO 2014), 167, 79 - 84, English
    [Refereed]
    International conference proceedings

  • Keita Muratsu, Shigenori Inagaki, Etsuji Yamaguchi, Tomokazu Yamamoto, Miki Sakamoto, Shinichi Kamiyama
    2015, XVI INTERNATIONAL ORGANISATION FOR SCIENCE AND TECHNOLOGY EDUCATION SYMPOSIUM (IOSTE BORNEO 2014), 167, 91 - 95, English
    [Refereed]
    International conference proceedings

  • Ryuichi Yoshida, Haruya Tamaki, Tsugunosuke Sakai, Ryohei Egusa, Machi Saito, Shinichi Kamiyama, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Hiroshi Mizoguchi
    2015, COLLABORATION AND TECHNOLOGY (CRIWG 2015), 9334, 181 - 189, English
    [Refereed]
    International conference proceedings

  • Ryuichi Yoshida, Haruya Tamaki, Tsugunosuke Sakai, Machi Saito, Ryohei Egusa, Shinichi Kamiyama, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Hiroshi Mizoguchi
    2015, 12TH ADVANCES IN COMPUTER ENTERTAINMENT TECHNOLOGY CONFERENCE (ACE15), (Article No.25) (Article No.25), 1 - 4, English
    [Refereed]
    International conference proceedings

  • Novel Application of Spherical Microphone Array Sensor with Three-Dimensional Directivity for Home and Office Environments
    Takahiro Nakadai, Ryuichi Yoshida, Tomoki Taguchi, Hiroshi Mizoguchi, Ryohei Egusa, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki
    2015, 2015 9TH INTERNATIONAL CONFERENCE ON SENSING TECHNOLOGY (ICST), 757 - 760, English
    [Refereed]
    International conference proceedings

  • Novel Application of Microphone Array Sensor for Children's Language Learning Support - Intelligent Interactive Design Using Voice Separation and Recognition System
    Takahiro Nakadai, Motohiko Hano, Hiroshi Mizoguchi, Ryohei Egusa, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki
    2015, 2015 9TH INTERNATIONAL CONFERENCE ON SENSING TECHNOLOGY (ICST), 434 - 437, English
    [Refereed]
    International conference proceedings

  • Novel Application of Kinect Sensor to Support Immersive Learning within Museum for Children
    Ryuichi Yoshida, Haruya Tamaki, Tsugunosuke Sakai, Takahiro Nakadai, Takeki Ogitsu, Hiroshi Takemura, Hiroshi Mizoguchi, Shinichi Kamiyama, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Miki Namatame, Masanori Sugimoto, Machi Saito, Fusako Kusunoki, Ryohei Egusa
    2015, 2015 9TH INTERNATIONAL CONFERENCE ON SENSING TECHNOLOGY (ICST), 834 - 837, English
    [Refereed]
    International conference proceedings

  • Novel Application of a Range Image Sensor to Eye Gaze Estimation by Using the Relationship between Face and Eye Directions
    Haruya Tamaki, Ryuichi Yoshida, Takeki Ogitsu, Hiroshi Takemura, Hiroshi Mizoguchi, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki, Ryohei Egusa
    2015, 2015 9TH INTERNATIONAL CONFERENCE ON SENSING TECHNOLOGY (ICST), 443 - 446, English
    [Refereed]
    International conference proceedings

  • Electrodermal Activity Based Study on the Relationship Between Visual Attention and Eye Blink
    Tsugunosuke Sakai, Ryuichi Yoshida, Haruya Tamaki, Takeki Ogitsu, Hiroshi Takemura, Hiroshi Mizoguchi, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki, Ryohei Egusa
    2015, 2015 9TH INTERNATIONAL CONFERENCE ON SENSING TECHNOLOGY (ICST), 596 - 599, English
    [Refereed]
    International conference proceedings

  • 動物園来園者の科学的観察を支援する紙芝居の改善：観察行動の評価
    YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori, OKUYAMA Hideto, TAJIMA Junko, TANAKA Chiharu, BANDO Gen
    山橋知香・山口悦司・稲垣成哲・奥山英登・田嶋純子・田中千春・坂東元
    日本科学教育学会, Dec. 2014, 日本科学教育学会研究会研究報告, 29(3) (3), 5 - 8, Japanese
    Symposium

  • 小学生における生態系の理解に関するラーニング・プログレッション：学校の成績と理解の関係性に着目して
    SUZUKI Kazumasa, YAMAGUCHI Etsuji
    鈴木一正・山口悦司
    日本科学教育学会, Dec. 2014, 日本科学教育学会研究会研究報告, 29(3) (3), 1 - 4, Japanese
    Symposium

  • MURATSU Keita, FUNAOI Hideo, KUSUNOKI Fusako, TAKEDA Yoshiaki, INOUE Haruka, YAMAGUCHI Etsuji, INAGAKI Shigenori, SUGIMOTO Masanori, MIZOGUCHI Hiroshi
    We developed and evaluated a Mobile System "Pocket Plant Guide" for supporting the observation of plants. While previous systems used photographs, the "Pocket Plant Guide" uses sketches, which is one of its defining characteristics. This guide contains three types of display as follows; (1) color display of leaves and fruits; (2) display of enlarged leaves and fruits; and (3) display of the underside of the leaves. As a result of an evaluation targeting sixth grade elementary school children, the "Pocket Plant Guide" was quite easy to use and was effective in promoting the observation and understanding of plants.
    日本科学教育学会, Dec. 2014, 科学教育研究, 38(4) (4), 228 - 237, Japanese
    [Refereed]
    Scientific journal

  • Sound-separation system using spherical microphone array with three-dimensional directivity—KIKIWAKE 3D: Language game for children
    NAKADAI Takahiro, NAKAYAMA Tomohiro, TAGUCHI Tomoki, EGUSA Ryohei, NAMATAME Miki, SUGIMOTO Masanori, KUSUNOKI Fusako, YAMAGUCHI Etsuji, INAGAKI Shigenori, TAKEDA Yoshiaki, MIZOGUCHI Hiroshi
    Dec. 2014, International Journal on Smart Sensing and Intelligent Systems, 7(4) (4), 1908 - 1921, English
    [Refereed]
    Scientific journal

  • タブレットPCを利用したコミットメント可視化システム：ユーザビリティに着目した予備的評価
    MURATSU Keita, FUNAOI Hideo, YAMAGUCHI Etsuji, KAMIYAMA Shinichi, INAGAKI Shigenori
    村津啓太・舟生日出男・山口悦司・神山真一・稲垣成哲
    教育システム情報学会, Sep. 2014, 教育システム情報学会研究報告, 29(3) (3), 35 - 36, Japanese
    Symposium

  • Novel application of spherical microphone array sensor with three-dimensional directivity -KIKIWAKE 3D: Language game for children-
    NAKADAI Takahiro, TAGUCHI Tomoki, MIZOGUCHI Hiroshi, EGUSA Ryohei, INAGAKI Shigenori, TAKEDA Yoshiaki, NAMATAME Miki, SUGIMOTO Masanori, KUSUNOKI Fusako, YAMAGUCHI Etsuji
    Instrumentation and Measurement Society, The Institute of Electrical and Electronics Engineers, Sep. 2014, Proceedings of the 8th International Conference on Sensing Technology, 251 - 254, English
    [Refereed]
    International conference proceedings

  • Feasibility study on estimating visual attention using electrodermal activity
    YOSHIDA Ryuichi, NAKAYAMA Tomohiro, OGITSU Takeki, TAKEMURA Hiroshi, MIZOGUCHI Hiroshi, YAMAGUCHI Etsuji, INAGAKI Shigenori, TAKEDA Yoshiaki, NAMATAME Miki, SUGIMOTO Masanori, KUSUNOKI Fusako
    Instrumentation and Measurement Society, The Institute of Electrical and Electronics Engineers, Sep. 2014, Proceedings of the 8th International Conference on Sensing Technology, 589 - 592, English
    [Refereed]
    International conference proceedings

  • Takahiro Nakadai, Tomoki Taguchi, Ryohei Egusa, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Hiroshi Mizoguchi
    ACM, Jun. 2014, Proceedings of the 2014 conference on Interaction design and children
    International conference proceedings

  • 聞き分けゲーム：音源分離技術を利用した児童向けコンピュータ・エンタテインメント
    NAKADAI Takahiro, TAGUCHI Tomoki, EGUSA Ryohei, NAMATAME Miki, SUGIMOTO Masanori, KUSUNOKI Fusako, YAMAGUCHI Etsuji, INAGAKI Shigenori, TAKEDA Yoshiaki, MIZOGUCHI Hiroshi
    中代貴大・田口智貴・江草遼平・生田目美紀・杉本雅則・楠房子・山口悦司・稲垣成哲・武田義明・溝口博
    情報処理学会, Jun. 2014, 情報処理学会研究報告, 2014-EC-32(17) (17), Japanese
    Symposium

  • 人間すごろく：植生遷移学習のための等身大ボードゲーム
    YOSHIDA Ryuichi, ADACHI Takayuki, MURATSU Keita, MIZOGUCHI Hiroshi, NAMATAME Miki, SUGIMOTO Masanori, KUSUNOKI Fusako, YAMAGUCHI Etsuji, INAGAKI Shigenori, TAKEDA Yoshiaki
    吉田龍一・足立孝之・村津啓太・溝口博・生田目美紀・杉本雅則・楠房子・山口悦司・稲垣成哲・武田義明
    情報処理学会, Jun. 2014, 情報処理学会研究報告, 2014-EC-32(17) (17), Japanese
    Symposium

  • SAKAMOTO MIKI, YAMAGUCHI ETSUJI, YAMAMOTO TOMOKAZU, 村津 啓太, INAGAKI SHIGENORI, KAMIYAMA SHINICHI, Nishigaki Junko
    One feature of design-based research is progressive refinement of classroom practice and learning environments through the cycles of design and analysis. In our previous study (Yamamoto et al., 2013), we taught a science unit to fifth graders that dealt with the construction of arguments comprising claim, evidence, and reasoning. Through an analysis of the students' performance after the unit, in this study, classroom practice was revised and its effectiveness was tested. The revisions to the unit were aimed at fostering the transfer of acquired argument skills in line with two design principles: detailed reflection on written arguments and fading scaffolds. One hundred and fourteen fifth graders were taught the revised unit, and then performed two argument tasks. The first argument task required students to write an argument related to the content of the unit after the training. The second argument task, the transfer task, required them to write an argument on other scientific topics which they had learned before. Their performance on these tasks was compared with that of students in the previous study. While students who participated in the revised unit obtained the same scores at the first argument task as students in the baseline unit, they showed more improvement in the transfer task in criteria concerning evidence. More students could justify their claims with both evidence (data) and reasoning (known scientific rationale). These results showed that the two design principles were effective in fostering the transfer of argument skills through the iterant cycles of design and analysis.
    日本科学教育学会, Jun. 2014, 科学教育研究, 38(2) (2), 54 - 64, Japanese
    [Refereed]
    Scientific journal

  • NAKASHIN Sakiko, YAMAGUCHI Etsuji, MURAYAMA Isao, SAKAMOTO Miki, YAMAMOTO Tomokazu, KAMIYAMA Shinichi, MURATSU Keita, INAGAKI Shigenori
    The goals of science education include developing students' capability to engage in scientific inquiry. Asking questions is one of the elements of scientific inquiry. A scientific question is a question that can be answered through experiments and observation, or a theory-inspired question. We focused on the latter because there has been to no study dealing with instructional scaffolding for generating theory-inspired questions. We conjectured that fostering students' meta-understanding of theory would be an instructional scaffolding for generating theory-inspired questions. We implemented a curricular unit for 37 sixth grade elementary school students, adopting the curricular unit designed by previous studies. We also developed a written assessment instrument for assessing students' meta-understanding of theory and students' questions. Results indicate that the curricular unit fostering students' meta-understanding of theory may support them in generating scientific questions.
    日本科学教育学会, Jun. 2014, 科学教育研究, 38(2) (2), 75 - 83, Japanese
    [Refereed]
    Scientific journal

  • YAMAGUCHI Etsuji, FUNAOI Hideo, DEGUCHI Akiko, INAGAKI Shigenori
    日本理科教育学会, Jun. 2014, 理科教育学研究, 55(1) (1), 81 - 93, Japanese
    [Refereed]
    Scientific journal

  • Characteristics of science picture books liked by Japanese children in early childhood
    YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori, KURODA Hideko
    The Emergent Science Network, The Association for Science Education, Jun. 2014, Journal of Emergent Science, 7, 40 - 42, English
    [Refereed]
    Scientific journal

  • Developing voice separation system for support education research: Determining learner reaction without contact
    TAGUCHI Tomoki, EGUSA Ryohei, SUGIMOTO Masanori, KUSUNOKI Fusako, YAMAGUCHI Etsuji, INAGAKI Shigenori, TAKEDA Yoshiaki, MIZOGUCHI Hiroshi
    May 2014, Journal of Convergence Information Technology, 9(3) (3), 12 - 17, English
    [Refereed]
    Scientific journal

  • Multiple line system for visualizing and sharing students’ commitment on the tablet PC
    MURATSU Keita, FUNAOI Hideo, YAMAGUCHI Etsuji, KAMIYAMA Shinichi, INAGAKI Shigenori
    SCITEPRESS, Apr. 2014, Proceedings of the 6th International Conference on Computer Supported Education, 2, 258 - 263, English
    [Refereed]
    International conference proceedings

  • Evaluation of Japanese primary science curriculum materials from the viewpoint of supporting teacher learning
    YAMAGUCHI Etsuji, KANAMORI Akane
    European Science Education Research Association, Apr. 2014, C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part16 (co-ed. P. Kariotoglou & T. Russell), 16 - 21, English
    [Refereed]
    International conference proceedings

  • Evaluation of Japanese pre-service teachers’ arguments on global warming
    YAMAMOTO Tomokazu, YAMAGUCHI Etsuji, MURATSU Keita, NAKASHIN Sakiko, INAGAKI Shigenori
    European Science Education Research Association, Apr. 2014, C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13 (co-ed. L. Avraamidou & M. Michelini), 62 - 67, English
    [Refereed]
    International conference proceedings

  • Enhancing the quality of argumentation through question-focused teaching: A case study of 6th-grade primary school students (11-12 years old) in science lesson on static electricity
    MURATSU Keita, YAMAGUCHI Etsuji, INAGAKI Shigenori, SAKAMOTO Miki, YAMAMOTO Tomokazu, KAMIYAMA Shinichi
    European Science Education Research Association, Apr. 2014, C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 7 (co-ed. M. Evagorou & K. Iordanou), 12 - 18, English
    [Refereed]
    International conference proceedings

  • Characteristics of science picture books liked by Japanese children in early childhood
    YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori, KURODA Hideko
    European Science Education Research Association, Apr. 2014, C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part15 (co-ed. F. Stylianidou & E. Glauert), 41 - 46, English
    [Refereed]
    International conference proceedings

  • Takahiro Nakadai, Tomoki Taguchi, Hiroshi Mizoguchi, Ryohei Egusa, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki
    Abstract Mixed sounds can be separated from multiple sound sources by utilizing a microphone array and signal processing. We believe that promotion of interest in this technique can lead to significant developments in future science and technology. Consequently, in order to experience this technique, we designed a language game for children called “KIKIWAKE 3D” that uses a sound source separation system with the aim of arousing children’s interest in this technology. In this paper, we discuss the development of a spherical microphone array with threedimensional directivity introduced to make the game more interesting and to facilitate a larger number of participants.
    Walter de Gruyter GmbH, Jan. 2014, International Journal on Smart Sensing and Intelligent Systems, 7(5) (5), 1 - 4
    Scientific journal

  • 西垣 順子, 坂本 美紀, 山口 悦司, 稲垣 成哲
    日本教育心理学会, 2014, 日本教育心理学会総会発表論文集, 56, 392 - 392, Japanese

  • Tomoki Taguchi, Takahiro Nakadai, Ryohei Egusa, Miki Namatame, Fusako Kusunoki, Masanori Sugimoto, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Hiroshi Mizoguchi
    2014, PROCEEDINGS FIFTH INTERNATIONAL CONFERENCE ON INTELLIGENT SYSTEMS, MODELLING AND SIMULATION, 330 - 333, English
    [Refereed]
    International conference proceedings

  • Tomohiro Nakayama, Masanori Sugimoto, Takayuki Adachi, Fusako Kusunoki, Keita Muratsu, Etsuji Yamaguchi, Hiroshi Mizoguchi, Shigenori Inagaki, Miki Namatame, Yoshiaki Takeda
    Association for Computing Machinery, 2014, Conference on Human Factors in Computing Systems - Proceedings, 2227 - 2232, English
    [Refereed]
    International conference proceedings

  • Takahiro Nakadai, Tomoki Taguchi, Ryohei Egusa, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Hiroshi Mizoguchi
    Association for Computing Machinery, 2014, ACM International Conference Proceeding Series, 265 - 268, English
    [Refereed]
    International conference proceedings

  • Takahiro Nakadai, Tomoki Taguchi, Hiroshi Mizoguchi, Ryohei Egusa, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki
    2014, 2014 IEEE INTERNATIONAL CONFERENCE ON ROBOTICS AND BIOMIMETICS IEEE-ROBIO 2014, 2383 - 2388, English
    [Refereed]
    International conference proceedings

  • 山本 智一, INAGAKI SHIGENORI, 山口 悦司, 村津 啓太, 坂本 美紀, 西垣 順子, 神山 真一
    An argument is an indispensable process in scientific knowledge construction. This study demonstrates the effectiveness of lessons in constructing a sophisticated argument using appropriate and sufficient evidence. 5th-grade pupils were asked to make arguments for the preservation of mass in a science lesson on "dissolution of substances." Four teaching strategies were set up during the unit's preparatory phase and six during the unit's implementation phase. To examine pupils' arguments, a content knowledge test, and two argument tasks concerning the unit content and previously learned content, respectively, were implemented. The average marks for the content knowledge test were very close to full marks. In the former argument task, except in one indicator, more than 90 percent of the pupils scored full marks in claim, evidence (appropriateness/sufficiency), and reasoning. In the latter argument task, pupils' scores significantly improved after the lesson. Furthermore, a correlation between two argument tasks was found. These results demonstrate that the lesson plan implemented in this study was effective in constructing an argument based on appropriate and sufficient evidence. The study also clarified that future research would be needed for improving pupils' awareness of the insufficiency of a piece of evidence or truncated evidence.
    Japan Society for Science Education, Dec. 2013, 科学教育研究, 37(4) (4), 317 - 330, Japanese
    [Refereed]
    Scientific journal

  • 動物園来園者の観察を支援する紙芝居の評価：面接調査を通して
    YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori, OKUYAMA Hideto, TAJIMA Junko, HORITA Akiko, TANAKA Chiharu, BANDO Gen
    日本科学教育学会, Nov. 2013, 日本科学教育学会研究会研究報告, 28(2) (2), 85 - 88, Japanese
    Symposium

  • MURATSU Keita, YAMAMOTO Tomokazu, YAMAGUCHI Etsuji, INAGAKI Shigenori, NAKASHIN Sakiko, NAKAMURA Yuri
    本研究の目的は，アーギュメント・スキルを育成する修正版教育プログラムの有効性を検証することであった。修正の指針として，（1）学習者が記述したアーギュメントの形成的評価を行う，（2）よりよいアーギュメントの基準を提示し，複数人のグループごとにアーギュメントを協調的に改善させる，という 2 点が設定された。教員志望の大学生を対象に，これらの指針が反映された修正版プログラムを実施した。修正版プログラム前後に行った評価課題を分析した結果，修正版プログラム実施後における「重み付けした結論」の得点は，ベースライン・プログラムと比較して有意に高いことが認められた。この結果から，本研究における教育プログラムの修正は，教員志望の大学生のアーギュメント・スキルを育成する上で一定の有効性があると示唆された。
    日本科学教育学会, Nov. 2013, 日本科学教育学会研究会研究報告, 28(2) (2), 15 - 18, Japanese
    Symposium

  • NAKASHIN Sakiko, YAMAGUCHI Etsuji, MURAYAMA Isao, SAKAMOTO Miki, YAMAMOTO Tomokazu, KAMIYAMA Shinichi, MURATSU Keita, INAGAKI Shigenori
    科学的な問いは，科学的探究を進展するために必要不可欠な要素である（Chin & Osborne,2008）．本研究では，科学的な問いのうち，科学的原理・法則に基づいているという特徴を持つ問いについて，支援の方法を検討した．具体的には，科学的原理・法則に基づいた問いの生成を支援するために，科学的原理・法則のメタ理解を獲得させる理科授業をデザイン・実施した．学習者の問いに関する評価課題を分析したところ，メタ理解を獲得させる授業を通して，学習者の科学的原理・法則に基づいた問いの生成が支援されたことが明らかとなった．
    日本科学教育学会, Nov. 2013, 日本科学教育学会研究会研究報告, 28(2) (2), 45 - 48, Japanese
    Symposium

  • Reform in science education standard in Japan from the perspective of learning progressions
    OSHIMA Jun, YAMAGUCHI Etsuji, SAITO Moegi
    European Association for Research on Learning and Instruction, Aug. 2013, Poster session presented at the 15th Biennial Conference European Association for Research on Learning and Instruction Conference, English
    [Refereed]
    Research society

  • 村津 啓太, 山口 悦司, INAGAKI SHIGENORI, 山本 智一, 坂本 美紀, 神山 真一
    In the field of science education, recent studies have begun to focus on argumentation skills, thereby indicating the importance of intentionally encouraging students to present rebuttals. Based on this trend, teaching strategies have been proposed to encourage such rebuttals. However, within Japanese science education field, a focus on rebuttals is not apparent in almost any known teaching strategy. Hence, using elementary science lessons as a case study, this research aims to investigate, the efficacy of teaching strategies in the IDEAS teaching materials, as proposed by Osborne et al., in promoting rebuttals.
    First, this study reviewed teaching strategies as proposed by the IDEAS teaching materials. Next, lessons reflecting these strategies were conducted with elementary school students. Subsequently, records of argumentative utterances collected during lessons were evaluated and measured against the efficacy of the teaching strategy used. As a result of this evaluation, it was revealed that the number of students who developed their argumentation skills, including the skill to offer rebuttals, increased significantly between the beginning and end of the lessons. From this result, it became clear that the teaching strategy indicated by the IDEAS teaching materials has a certain amount of efficacy. It was also apparent, however, that by the end of the lesson, some students were unable to offer rebuttals. Thus, improving teaching strategies should be focused on in the future.
    日本理科教育学会, Jul. 2013, 理科教育学研究, 54(1) (1), 93 - 104, Japanese
    [Refereed]
    Scientific journal

  • 山口 悦司, 中新 沙紀子, 山本 智一, INAGAKI SHIGENORI
    There are many potential benefits in student engagement in and practice of argument. To foster the argument skills of students, teachers themselves need to have high-level argument skills, since they will otherwise find it very difficult to teach such skills to students. This study focused on the low level of teachers' argument skills. This paper presents the results of a two-year study to provide pre-service teachers with the program to gain high-level argument skills addressing socio-scientific issues. The program revision implemented for the second year of the study allowed the teacher educator to share the argument assessment criteria with the pre-service teachers. The arguments produced by pre-service teachers in the first and second year show that pre-service teachers taking the second-year program produced higher-quality arguments in terms of explaining the reasons why evidence challenges a claim, using evidence to counter evidence against their position, and making sense of tradeoffs between conflicting evidence.
    日本科学教育学会, Jun. 2013, 科学教育研究, 37(2) (2), 149 - 157, Japanese
    [Refereed]
    Scientific journal

  • Tomoki Taguchi, Masafumi Goseki, Ryohei Egusa, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Hiroshi Mizoguchi
    ACM, Apr. 2013, CHI '13 Extended Abstracts on Human Factors in Computing Systems
    International conference proceedings

  • Tomoki Taguchi, Masafumi Goseki, Ryohei Egusa, Fusako Kusunoki, Etsuji Yamaguchi, Shigenori Inagaki, Miki Namatame, Yoshiaki Takeda, Masanori Sugimoto, Hiroshi Mizoguchi
    Association for Computing Machinery, Apr. 2013, Conference on Human Factors in Computing Systems - Proceedings, 2013-, 757 - 762, English
    [Refereed]
    International conference proceedings

  • Teacher learning supports in Japanese elementary science curriculum materials: Are they educative curriculum materials?
    YAMAGUCHI Etsuji, KOMEDA Shyota
    National Association for Research in Science Teaching, Apr. 2013, Paper presented at the National Association for Research in Science Teaching 2013 Annual Meeting [CD-ROM], 17p, English
    [Refereed]
    Research society

  • Teaching strategies of argument to elementary school children: Through practice in the unit of "pendulum movement".
    YAMAMOTO TOMOKAZU, SAKAMOTO MIKI, Yamaguchi Etsuji, Nishigaki Junko, 村津啓太, INAGAKI SHIGENORI, KAMIYAMA SHINICHI
    In recent years, science education has focused on the importance of argument. However, it is noted that even fifth- and sixth-grade elementary school children have difficulty supporting their arguments with reasoning. This study aims to demonstrate the effectiveness of a class that incorporates teaching strategies for constructing arguments that are comprised of claims, evidence, and reasoning. In this study, a class was given on "pendulum movement," a unit taught in science education for fifth graders, with the goal of clarifying factors that affect the pendulum period. Four teaching strategies were incorporated into the unit's preparatory phase and eight strategies were incorporated into the unit's implementation phase. In the content knowledge test, both the children's rate of giving correct answers and their degree of confidence both improved significantly compared with having studied the unit. In an argument task concerning the content of the unit, children scored over 80% in all having criteria concerning claims, evidence and reasoning, with the exception of only one criterion. In another argument task given before and after the unit, both of which concerned matters that had already been learned by the children, their arguments showed significant improvement in some criteria concerning evidence and reasoning. Connections in performance were identified between the argument tasks concerning the content of the unit and those concerning matters already learned. These results demonstrate that the class in this study is effective in developing arguments that are specifically comprised of claims, evidence, and reasoning. As a challenge for the future, we will endeavor to resolves the problem of omission of description, often detected in elementary school children's arguments.
    日本理科教育学会, Mar. 2013, 理科教育学研究, 53(3) (3), 471 - 484, Japanese
    [Refereed]
    Scientific journal

  • 坂本 美紀, 山本 智一, 村津 啓太, 山口 悦司, 稲垣 成哲, 神山 真一, 西垣 順子
    日本教育心理学会, 2013, 日本教育心理学会 日本教育心理学会総会発表論文集, 55(0) (0), 11 - 11, English
    [Refereed]
    Scientific journal

  • Tomohiro Nakayama, Takayuki Adachi, Takeki Ogitsu, Hiroshi Takemura, Hiroshi Mizoguchi, Masanori Sugimoto, Fusako Kusunoki, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda
    ICST, 2013, Proceedings of the International Conference on Sensing Technology, ICST, 466 - 471, English
    [Refereed]
    International conference proceedings

  • Tomoki Taguchi, Masafumi Goseki, Hiroshi Mizoguchi, Ryohei Egusa, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki
    2013, 2013 SEVENTH INTERNATIONAL CONFERENCE ON SENSING TECHNOLOGY (ICST), 827 - 832, English
    [Refereed]
    International conference proceedings

  • Takayuki Adachi, Masafumi Goseki, Keita Muratsu, Hiroshi Mizoguchi, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda
    ACM, 2013, ACM International Conference Proceeding Series, 364 - 367, English
    [Refereed]
    International conference proceedings

  • Full-body Interaction digital game of vegetation succession for children
    Adachi, T, Muratsu, K, Mizoguchi, H, Namatame, M, Sugimoto, M, Kusunoki, F, Yamaguchi, E, Inagaki, S, Takeda, Y
    ICCE, 2013, Proceedings of the 21st International Conference on Computers in Education, 654 - 656, English
    [Refereed]
    International conference proceedings

  • Evaluation of the ‘Pocket Plant Guide’ to support learning about plants in vegetation succession
    Muratsu, K, Kusunoki, F, Takeda, Y, Inoue, H, Funaoi, H, Yamaguchi, E, Inagaki,S, Mizoguchi, H, Sugimoto, M
    ICCE, 2013, Proceedings of the 21st International Conference on Computers in Education, 642 - 644, English
    [Refereed]
    International conference proceedings

  • Takayuki Adachi, Hiroshi Mizoguchi, Miki Namatame, Fusako Kusunoki, Masanori Sugimoto, Keita Muratsu, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda
    ACE, 2013, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 8253, 492 - 496, English
    [Refereed]
    International conference proceedings

  • Development and evaluation of “Pocket Plant Guide” to support the observation and identification of indicator plants for vegetation succession
    Muratsu, K, Kusunoki, F, Takeda, Y, Inoue, H, Yamaguchi, E, Inagaki, S, Mizoguchi, H, Sugimoto, M
    CSEDU, 2013, Proceesings of 5th International Conference on Computer Supported Education, 675 - 679, English
    [Refereed]
    International conference proceedings

  • Takayuki Adachi, Masafumi Goseki, Hiroshi Takemura, Hiroshi Mizoguchi, Fusako Kusunoki, Masanori Sugimoto, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda
    Fuji Technology Press, 2013, Journal of Robotics and Mechatronics, 25(4) (4), 762 - 766, English
    [Refereed]
    Scientific journal

  • SAKAMOTO MIKI, YAMAGUCHI ETSUJI, Nishigaki Junko, YAMAMOTO TOMOKAZU, INAGAKI SHIGENORI
    Science education research on argumentation has increased over the last two decades. This review provides an overview of representative research on students' written argument in science education, and examines analytic frameworks that science educators use to assess the quality of scientific arguments constructed by students. Toulmin's argument pattern has substantially influenced science education research. We first considered Toulmin's argument pattern, and turned our attention to five representative researchers who presented concrete analytic frameworks for written arguments. We discussed the frameworks developed by Linn, Sandoval, McNeill & Krajcik, Kelly, and Zohar, and attempted to discover the common ground to these frameworks. We have organized this review around two issues that seem to be of critical importance to those who study the ways students generate arguments: (1) the structure or complexity of the argument (i.e., the components of an argument) and (2) the content of an argument (i.e., the accuracy or adequacy of the various components in the argument when evaluated from a scientific perspective). It is hoped that this review may contribute to future research on argument by providing a theoretical foundation.
    日本科学教育学会, Dec. 2012, 科学教育研究, 36(4) (4), 356 - 367, Japanese
    [Refereed]
    Scientific journal

  • 幼年期の子どもが嗜好する科学絵本デザイン（2）
    YAMAGUCHI ETSUJI, 山橋知香, 黒田秀子, 稲垣成哲
    Dec. 2012, 稲垣成哲, 27(1) (1), 69 - 72, Japanese
    [Refereed]
    Scientific journal

  • Muratsu Keita, INAGAKI SHIGENORI, Yamaguchi Etsuji, YAMAMOTO TOMOKAZU, SAKAMOTO MIKI, Nishigaki Junko, KAMIYAMA SHINICHI
    「要約」本研究の目的は,主張・証拠・理由付けを含むアーギュメントの構成を促進するようにデザインされた理科授業の有効性を検証することであった.対象は,小学校第 5 学年「振り子の運動」であった.本授業では,アーギュメントの構成を促進するために 11 の教授方略を採用した.単元前後に実施した既習内容に関する 2 つのアーギュメント課題では,単元後に おいて一部に有意な向上が認められた.教授方略にもとづいてデザインされた本授業は,学習者のアーギュメントの構成を促進する上で一定の有効性があると示唆された.
    日本科学教育学会, Dec. 2012, 日本科学教育学会研究会研究報告, 27(1) (1), 129 - 132, Japanese
    [Refereed]
    Symposium

  • iPhone/iPod touch版デジタル運勢ラインシステムの開発と評価
    YAMAGUCHI ETSUJI, 舟生日出男, 稲垣成哲, 出口明子
    Teaching and learning as a conceptual change has become an important theme in science education research. Systems designed both to support teaching and learning as conceptual change and to run on mobile devices have not yet been developed. Mobile devices are expected to play an increasingly prominent role in the progress of education. Further, the development of science education systems designed to support teaching and learning as a conceptual change would be of great value. In this study, we developed a system that runs on mobile devices by improving on the existing Digital Fortune Line (DFL) system. The existing DFL system is, effectively, a digitized version of the paper-based fortune line method widely used in science education up to now. Network-enabled systems in particular aim to contribute to learning for conceptual change by facilitating the visualization and sharing of learners' commitment. On the basis of this system, we developed a new system in this study that runs on the iPhone and iPod Touch. In conjunction with this development, we conducted a preliminary assessment among graduate students aspiring to be teachers, and an assessment based on actual elementary science lessons. The purpose of these assessments was to consider, on the basis of the subjective assessment data of learners and teachers, whether such a system would have good usability and would provide support for learning. The results of these assessments based on the subjective assessments of learners and teachers showed that although the system have modification regarding input of line, the system has good usability on the whole, as well as good potential for supporting learning.
    日本理科教育学会, Nov. 2012, 理科教育学研究, 53(2) (2), 317 - 328, Japanese
    [Refereed]
    Scientific journal

  • Full-body interactive “Board”game for learning vegetation succession based on identification of people and 3D position measurement
    YAMAGUCHI ETSUJI, Goseki, M, Adachi, T, Takemura, H, Mizoguchi, H, Kusunoki, F, Sugimoto, M, Inagaki, S, Takeda, Y, G. Biswas, L.-H. Wong, T. Hirashima, W. Chen
    Nov. 2012, the 20th International Conference on Computers in Education, English
    International conference proceedings

  • Evaluation of a mobile plant-identification system to support the study of vegetation succession
    YAMAGUCHI ETSUJI, Evaluation of a, mobile, ficatio, tudy of, vegetation succession, Kusunoki, F, Takeda, Y, Inagaki, S, Mizoguchi, H, Sugimoto, M, G. Biswas, L.-H. Wong, T. Hirashima, W. Chen
    Nov. 2012, International Conference on Computers in Education, English
    International conference proceedings

  • Study on identification of people and 3D position measurement with ultrasonic sensors and kinect sensors
    YAMAGUCHI ETSUJI, Adachi, T, Goseki, M, Takemura, H, Mizoguchi, H, Kusunoki, F, Sugimoto, M, Inagaki, S, Takeda, Y
    Oct. 2012, International Symposium on Nonlinear Theory and its Applications, 247 - 250, English
    International conference proceedings

  • Enhancement and evaluation of the counting function of the digital fortune line system toward supporting science learning
    YAMAGUCHI ETSUJI, Nakashin, S, Funaoi, H, Murakami, M, Inagaki, S
    Oct. 2012, Proceedings of E-Learn2012, 2044 - 2049, English
    International conference proceedings

  • SAKAMOTO MIKI, YAMAMOTO TOMOKAZU, Yamaguchi Etsuji, Nishigaki Junko, Muratsu Keita, INAGAKI SHIGENORI
    The aim of this research was to investigate the level of argument skills among elementary school students in Japan. This study focused on McNeill & Krajcik (2011)'s first variation of argument, which includes claim, evidence (data) and reasoning (scientific principle) as the essential components, and examined the grade difference and gender difference in argument skills. Participants were 139 Grade 5 students and 139 Grade 6 students. Students were presented two questions with observational and experimental data on scientific topics, and asked to write arguments to answer the questions. Students' written arguments were scored out of two according to the presence and scientific accuracy of each component. Most of the students wrote at least one claim for each question, while about half of the students did not write any evidence or reasoning. Moreover, this study found a difference in students' performance between the two questions. Our results also showed that even in the final grade of elementary school, many or most students have not acquired the skill of stating an argument that connects data with claims using scientific principles. Instructions to improve students' argument skills should be designed.
    日本科学教育学会, Sep. 2012, 科学教育研究, 36(3) (3), 252 - 261, Japanese
    [Refereed]
    Scientific journal

  • Research trends on teaching strategies of argument.
    YAMAMOTO TOMOKAZU, Yamaguchi Etsuji, INAGAKI SHIGENORI, SAKAMOTO MIKI, Nishigaki Junko
    This study aims to identify and categorize the teaching of strategies of argument as proposed in science education studies published in Europe and the US, and to find the design principles that can be used in science education to improve students' argument skills. In recent years, the need to cultivate students' argument skills has been highlighted, and many practical and theoretical research studies on this topic have been conducted. These studies have found that using evidence and constructing well-structured arguments are difficult for students. The development of effective methods of teaching argument is therefore necessary. We derived various teaching strategies from five prior studies which conducted education projects with clear teaching strategies to support students' engagement in written argument, oral argument, and online forms of argument. We analyzed these teaching strategies and identified three design principles: "promoting students' understanding of the value of argument," "explaining the structure of argument and promoting its use," and "encouraging the use of knowledge on the subject in making an argument." These design principles are useful in practical research for the formulation of effective methods to cultivate argument skills in science classes in Japan.
    日本理科教育学会, Jul. 2012, 理科教育学研究, 53(1) (1), 1 - 12, Japanese
    [Refereed]
    Scientific journal

  • Fostering pre-service teachers' argument skills through making sense of tradeoffs in genetically modified food
    YAMAGUCHI ETSUJI, Nakashin, S, Inagaki, S
    Annual Conference of Australasian Science Education Research Association, Jun. 2012, Sippy Downs, English
    Scientific journal

  • YAMAGUCHI ETSUJI, Sakamoto, M, Yamaguchi, E, Nishigaki, J, Yamamoto, T
    The aim of this research was to investigate the level of argument skills among elementary school students in Japan. This study focused on McNeill & Krajcik (2011)'s first variation of argument, which includes claim, evidence (data) and reasoning (scientific principle) as the essential components, and examined the grade difference and gender difference in argument skills. Participants were 139 Grade 5 students and 139 Grade 6 students. Students were presented two questions with observational and experimental data on scientific topics, and asked to write arguments to answer the questions. Students' written arguments were scored out of two according to the presence and scientific accuracy of each component. Most of the students wrote at least one claim for each question, while about half of the students did not write any evidence or reasoning. Moreover, this study found a difference in students' performance between the two questions. Our results also showed that even in the final grade of elementary school, many or most students have not acquired the skill of stating an argument that connects data with claims using scientific principles. Instructions to improve students' argument skills should be designed.
    Japan Society for Science Education, Jun. 2012, Annual Conference of Australasian Science Education Research Association, 36(3) (3), 252 - 261, English
    Scientific journal

  • Practical study on argument skill improvement in pre-service teachers.
    Tomokazu Yamamoto, Etsuji Yamaguchi, Shigenori Inagaki, Hayashi Nakayama, Tomoyuki Nogami
    ESERA 2011, Mar. 2012, E-book proceedings of the ESERA 2011 conference: Science learning and citizenship. Lyon, France: European Science Education Research Association., 12, 223 - 228
    [Refereed]

  • スマートフォンとシミュレーションゲームを用いた森林学習支援システムの評価
    井上 晴香, 楠 房子, 武田 義明, 山口 悦司, 稲垣 成哲
    教育システム情報学会, Mar. 2012, 教育システム情報学会研究報告, 第26巻,第6号,pp.137-140(6) (6), 137 - 140, Japanese
    Scientific journal

  • Development and evaluation of a digital environmental learning game for children.
    Deguchi, A, Takeda, Y, Kusunoki, F, Tanaka, M, Inagaki, S, Yamaguchi, E, Sugimoto, M
    Mar. 2012, Proceedings of ESERA 2011: Part4 ICT and other resources for teaching/learning science, Lyon, France, 26-32., English
    [Refereed]
    Scientific journal

  • 服部 環, 臼井 博, 伊藤 忠弘, 小泉 令三, 橘 春菜, 藤村 宣之, 坂本 美紀, 山口 悦司, 稲垣 成哲, 大島 純, 大島 律子, 村山 功, 中山 迅, 竹中 真希子, 山本 智一, 藤本 雅司, 橘 早苗, 湯澤 正通, 湯澤 美紀, 関口 道彦, 李 思嫻, 齊藤 智
    The Japanese Association of Educational Psychology, 2012, 教育心理学年報, 51, 252 - 258, Japanese

  • 坂本 美紀, 西垣 順子, 山口 悦司, 山本 智一, 稲垣 成哲, 村津 啓太, 神山 真一
    日本教育心理学会, 2012, 日本教育心理学会総会発表論文集, 54, 31 - 31, Japanese

  • ラーニング・プログレッションズ:理科教育における新しい概念変化研究
    山口 悦司, 出口 明子
    心理学評論刊行会, Dec. 2011, 心理学評論, 第54巻,第3号,pp.358-371(3) (3), 358 - 371, Japanese
    Scientific journal

  • 植生遷移ゲームの実践と評価
    楠 房子, 稲垣 成哲, 田中 翠, 山口 悦司, 武田 義明
    Nov. 2011, 教育システム情報学会研究報告, 26(4):18-21., Japanese
    Scientific journal

  • スマートフォンとシミュレーションゲームを用いた森林学習支援システムのデザイン.
    楠 房子, 稲垣 成哲, 山口 悦司, 武田 義明
    日本理科教育学会近畿支部大会実行委員会, Nov. 2011, 平成23年度日本理科教育学会近畿支部大会(滋賀大会)発表論文集, pp.72, 72 - 72, Japanese
    Scientific journal

  • 山本 智一, 坂本 美紀, 山口 悦司, 稲垣 成哲, 村津 啓太, 中山 迅, 大島 純, 大島 律子, 村山 功, 竹中 真希子
    Argument skills have received a lot of attention in recent years. However, few studies report on the argument skills of elementary students, resulting in a lack of knowledge base for learning support. Krajcik & McNeill (2009) propose a hypothetical learning progression for scientific explanations which might grow across grades 1-12. This study focuses on the first variation of that progression. In the simplest variation students should be able to provide a claim and support that claim with evidence. This study aims to 1) give in-class lessons to elementary students designed to help them acquire argument skills and 2) evaluate the effectiveness of the lesson design principles from the perspective of the skill of formulating arguments. From earlier studies, this study extracted three design principles: 1) learning thoroughly about the basic knowledge that concerns the problem domain, 2) collecting multiple pieces of data, sharing them in the classroom, and organizing them into several groups, and 3) making students aware that they are using evidence. In line with these design principles, we gave classes concerning the issue of coexistence of humans and wild animals for third graders. Analyses of results of surveys conducted during the classes revealed a significant increase in the number of students who used evidence to formulate their arguments, indicating successful acquisition of argument skills.
    Japan Society for Science Education, Sep. 2011, 日本科学教育学会『科学教育研究』, 第35巻,第3号,pp.245-255(3) (3), 245 - 255, Japanese
    [Refereed]
    Scientific journal

  • YAMAMOTO TOMOKAZU, SAKAMOTO MIKI, Yamaguchi Etsuji, INAGAKI SHIGENORI, Muratsu Keita, 大島純, 大島律子, 村山功, 竹中真希子
    Argument skills have received a lot of attention in recent years. However, few studies report on the argument skills of elementary students, resulting in a lack of knowledge base for learning support. Krajcik & McNeill (2009) propose a hypothetical learning progression for scientific explanations which might grow across grades 1-12. This study focuses on the first variation of that progression. In the simplest variation students should be able to provide a claim and support that claim with evidence. This study aims to 1) give in-class lessons to elementary students designed to help them acquire argument skills and 2) evaluate the effectiveness of the lesson design principles from the perspective of the skill of formulating arguments. From earlier studies, this study extracted three design principles: 1) learning thoroughly about the basic knowledge that concerns the problem domain, 2) collecting multiple pieces of data, sharing them in the classroom, and organizing them into several groups, and 3) making students aware that they are using evidence. In line with these design principles, we gave classes concerning the issue of coexistence of humans and wild animals for third graders. Analyses of results of surveys conducted during the classes revealed a significant increase in the number of students who used evidence to formulate their arguments, indicating successful acquisition of argument skills.
    日本科学教育学会, Sep. 2011, 科学教育研究, 35(3) (3), 245 - 255, Japanese
    [Refereed]
    Scientific journal

  • Development and evaluation of English listening study materials for business people that use mobile devices: A case study
    Masanori Yamada, Satoshi Kitamura, Noriko Shimada, Talafumi Utashiro, Katsusuke Shigeta, Etsuji Yamaguchi, Richard Harrison, Yuhei Yamauchi, Jun Nakahara
    Sep. 2011, CALICO Journal, 29(1), 44-66(1) (1), 44 - 66, English
    [Refereed]
    Scientific journal

  • 1G2-H1 Practical Study on Argument Skill Improvement in Pre-service Teachers (2)
    YAMAMOTO Tomokazu, YAMAGUCHI Etsuji, INAGAKI Shigenori, NAKAYAMA Hayashi, TAKENAKA Makiko
    Japan Society for Science Education (JSSE), Aug. 2011, 年会論文集, 35, 255 - 256, Japanese
    Scientific journal

  • Evaluation of the user interface design on vegetation interaction game for children.
    Kusunoki, F, Takeda, Y, Tanaka, M, Yamaguchi, E, Deguchi, A, Kamiyama, S, Inagaki, S, Sugimoto, M
    Aug. 2011, Paper presented at the 2011 Visual Information Communication - International Symposium., English
    [Refereed]
    Scientific journal

  • Improvement and evaluation of vegetation interaction game.
    Deguchi, A, Takeda, Y, Kusunoki, F, Tanaka, M, Yamaguchi, E, Inagaki S, Sugimoto, M
    Jul. 2011, Proceedings of the IADIS International Conference Game and Entertainment Technologies 2011, Roma, Italy, 114-118., English
    [Refereed]
    Scientific journal

  • デジタル運勢ラインシステムの開発と評価
    INAGAKI Shigenori, FUNAOI Hideo, YAMAGUCHI Etsuji, MISAWA Naohisa, DEGUCHI Akiko
    Mar. 2011, 理科教育学研究, Vol. 51, No. 3, pp. 33-46, Japanese
    [Refereed]
    Scientific journal

  • Vegetation Game：環境学習を支捷する植生遷移ゲーム
    Fusako Kusunoki, Etshuji Yamaguchi, Yoshiaki Takeda, Akiko Deguchi, Shigenori Inagaki, Masanori Sugimoto
    Nov. 2010, ゲーム学会第9回全国大会講演論文集, 47-48, Japanese
    Scientific journal

  • A curriculum design framework for linking simulation use to practical work: Toward understanding and feeling a sense of reality in the learning about complex systems in nature.
    Yamaguchi E, Deguchi, A, Inagaki, S, Sugimoto, M, Kusunoki, F, Takeda, Y, Kamiyama, S
    Nov. 2010, Conference Proceedings of the XIV International Organization for Science and Technology Education (IOSTE) symposium, Bled, Slovenia, 1231-1239., English
    [Refereed]
    Scientific journal

  • 舟生 日出男, 大黒 孝文, 稲垣 成哲, 山口 悦司, 出口 明子
    In this paper, from the viewpoint that learners explore and construct knowledge actively, we proposed a method of note-taking by arranging concepts and a course for teaching the method through collaboration. We also carried out a practice-session of teaching the method. Through the method of note-taking used in this research, learners extract important concepts from learning materials and structure them as a concept map. The process consists of three phases; cutting, judgment, and relating. These activities, however, are too difficult for cognitively poor learners. So we set up an individual session and a collaborative session. In the individual session, a learner individually carries out cutting, judgment, and relating, and makes a concept map with paper cars and sheets. The purpose of this session is to make the learner think about the learning materials and prepare for the collaborative session. In the collaborative session, learners form small groups, examine their concept maps, and collaboratively make the group's concept map with the software "Undo-Kun". Another purpose of this session is to make the learners mutually learn from their differences and share their methods for arranging concepts. We carried out a teaching practice of "Workings of Current and Magnet" in junior high school, in which 120 students participated. As a result of the evaluation of the practice, the note-taking method and the teaching method proved to be effective.
    Japan Society for Science Education, Jun. 2010, 科学教育研究, Vol 34. No. 2, pp. 86-96(2) (2), 86 - 96, Japanese
    [Refereed]
    Scientific journal

  • 坂本 美紀, 山本 智一, 山口悦司, 稲垣 成哲, 大島 純, 大島 律子, 中山 迅, 竹中 真希子, 村山 功
    Socioscientific issues are plagued by a number of problems wherein the goals are unclear or no specific solution to an issue can be found. These problems are called "ill-defined problems", and the process of identifying or defining such problems is especially important when attempting to find a solution. The purpose of this study was to design a learning unit based on the design principles that activated interactions among learners, and to evaluate whether the learning unit could improve students' abilities in "defining problems." During the lesson, sixth-grade students tackled the electric-power problem-a socioscientific issue-with the aim of proposing solutions based on scientific knowledge. They were encouraged to repeat the collaborative problem-solving cycle and to define their problems for inquiry by themselves at the beginning of each cycle. Knowledge Forum, a CSCL system, provided support for the students in tackling the problem. In Knowledge Forum, students could externalize their products at the previous cycle in a communal database in order to share and examine their products. A comparison among the student-defined problems showed that students began defining more comprehensive problems in the later problem-solving cycle, and the design principles discussed here were shown to be effective.
    Japan Society for Science Education, Jun. 2010, 科学教育研究, 34(2) (2), 145 - 153, Japanese
    [Refereed]
    Scientific journal

  • 中山 迅, 山口 悦司, 里岡 亜紀
    Recently, the importance of science communication has been increasing. Science teachers are also becoming active science communicators outside school. Now, science communicators have many opportunities to receive training at science museums and science centers. However the main role of a science teacher is to teach students in school. This gives rise to the question: can a science teacher trained as a science communicator become an excellent science teacher in school? If we can clarify this question, we will be able to know the potential significance of science communication training. In the present case study, we developed and implemented science communication training, and tried to determine whether and how developing a science teacher's competency as a science communicator is effective in developing competency as a science teacher. We used a Pedagogical Content Knowledge perspective in order to clarify what aspects of competency were developed. Specifically, qualitative analysis of the effects of science communication activity training with tephra as the educational content on improvement of PCK for science teaching in lower secondary school was performed by using concept mapping and an interview survey. The findings suggest the potential significance of the science communication training.
    Japan Society for Science Education, Jun. 2010, 日本科学教育学会『科学教育研究』, 第34巻,第2号,pp.220-236(2) (2), 220 - 236, Japanese
    [Refereed]
    Scientific journal

  • Vegetation interaction
    Akiko Deguchi, Shigenori Inagaki, Fusako Kusunoki, Etsuji Yamaguchi, Yoshiaki Takeda, Masanori Sugimoto
    Jun. 2010, In H. S., 493-495., English
    [Refereed]
    Scientific journal

  • Development of Science Teaching Methods for Fostering Students' Scientific Descriptive Power (4)
    Abe Naoto, Kaneshige Yukihiro, Fukuyama Satoe, Yokokura Yasuhiro, Koishi Norihiro, Hinomiya Ikkou, Kinugasa Takahiro, Kobayashi Hironori, Yamaguchi Etsuji, Nakayama Hayashi
    Miyazaki University, Mar. 2010, Journal of the Research Center for Educational Practice, 18, 167 - 175, Japanese
    Research institution

  • 坂本 美紀, 山口 悦司, 稲垣 成哲, 大島 純, 大島 律子, 村山 功, 中山 迅, 竹中 真希子, 山本 智一, 藤本 雅司, 橘 早苗
    When attempting to obtain agreement from various stakeholders, people need to propose new ideas, such as conditions for agreement or alternative plans, in order to achieve overall agreement, as opposed to simply reinforcing their own opinion by means of evidence. The present authors developed a curriculum for elementary school students to engage in knowledge-building arguments on a socioscientific issue. The curriculum was changed based on epistemic agency, a design principle of knowledge building. Effects of the curriculum were examined across 2 years. A comparison of the quality of the students' arguments showed that the students expressed proposal-type opinions, considering pros and cons, in the improved curriculum more than the baseline curriculum, indicating that the students' knowledge-building arguments had improved. Differences in the students' learning activities were also examined in relation to the changes in the design of the lesson. Discussion clarified how support contributed to the improvement of the students' knowledge building arguments.
    The Japanese Association of Educational Psychology, Mar. 2010, 教育心理学研究, Vol 58. No. 1, pp. 95-107(1) (1), 95 - 107, Japanese
    [Refereed]
    Scientific journal

  • 坂本 美紀, 山口 悦司, 稲垣 成哲, 村山 功, Knowledge Forum Japan Research Group
    日本教育心理学会, 2010, 日本教育心理学会総会発表論文集, 52, 500 - 500, Japanese

  • Miki Sakamoto, Etsuji Yamaguchi, Shigenori Inagaki, Jun Oshima, Ritsuko Oshima, Isao Murayama, Hayashi Nakayama, Makiko Takenaka, Tomokazu Yamamoto, Masaji Fujimoto, Sanae Tachibana
    Japanese Association of Educational Psychology, 2010, Japanese Journal of Educational Psychology, 58(1) (1), 95 - 107, Japanese
    Scientific journal

  • Vegetation Interaction Game: Digital SUGOROKU of Vegetation Succession for Children
    Akiko Deguchi, Shigenori Inagaki, Fusako Kusunoki, Etsuji Yamaguchi, Yoshiaki Takeda, Masanori Sugimoto
    2010, ENTERTAINMENT COMPUTING - ICEC 2010, 6243, 493 - +, English
    [Refereed]
    International conference proceedings

  • TACHIBANA Sanae, INAGAKI Shigenori, MURAYAMA Isao, YAMAGUCHI Etsuji, SAKAMOTO Miki, OSHIMA Jun, OSHIMA Ritsuko, NAKAYAMA Hayashi, TAKENAKA Makiko, FUJIMOTO Masaji, YAMAMOTO Tomokazu
    In science education, fostering scientific thinking is important, though few examples of scientific thinking are known. Sakamoto et al. (2007) advocated "meta-understanding of scientific principles" as one area of scientific thinking. If one is capable of meta-understanding, one is able to approach unknown phenomena with the assumption that scientific principles are applicable. Sakamoto and her colleague claim to have verified the existence of meta-understanding and the possibility of teaching it to elementary school students. However, we think they failed to provide proof, because their definition of meta-understanding is somewhat confused. Through inspection of the idea of "meta-understanding of scientific principles" and a process of inference with this meta-understanding, we refined the definition of meta-understanding introducing an important distinction they missed: whether a key causal mechanism of phenomena is known to students or not. Based on our new definition, we designed a clearer experiment which contained two pairs of tasks. We predicted a different response pattern for each pair of tasks, where the original paper expected no difference. As the result of the experiment supported our predictions, we achieved a more reliable verification of meta-understanding.
    Japan Society for Science Education, Dec. 2009, Journal of Science Education in Japan, 33(4) (4), 362 - 369, Japanese
    [Refereed]
    Scientific journal

  • 理科を教えることに関する教師の学習能力:小学校教師を目指す大学生による教授資料からの学習を事例として
    山口 悦司, 稲垣 成哲, 野上 智行
    Many of previous studies focused on the "current learning results" of science teachers. However, almost no studies have been made focusing on the theme "future learning potential." Currently, curriculum reforms are under way across the entire field of science education around the world. So, this theme would become even more important in future research on science teacher education. In this study, as the first step toward this theme, we conducted survey to clarify Japanese elementary teachers' ability to learn how to teach science from instructional materials. Results are follows: (1) Prior to taking science education programs, it is possible for pre-service teachers to learn the basic structure of Japan's elementary science lessons, under which teachers are required to convert what they want to teach into what their students want to learn, while enabling students to experience the process of scientific inquiry. (2) However, pre-service teachers cannot learn internationally appreciated teaching methods that both student- and science-oriented approach are well blended. (3) Also, pre-service teachers can learn teaching techniques and teaching materials for elementary science lessons from the instructional materials. (4) However, they tend to have difficulties in learning "unit-specific" teaching techniques and teaching materials. Finally, we discussed requirements of science teacher education program.
    Society of Japan Science Teaching, Jul. 2009, 理科教育学研究, Vol 50. No. 1, pp. 75-84(1) (1), 75 - 84, Japanese
    [Refereed]
    Scientific journal

  • 思考プロセスにおける差分の吟味に基づくリフレクションを支援するソフトウェアの開発
    出口 明子, 舟生 日出男, 山口 悦司, 稲垣 成哲
    人工知能学会, Jul. 2009, 人工知能学会研究会資料, SIG-ALST-A901-07(07/25),pp.39-, 39 - 44, Japanese
    Scientific journal

  • Development of science teaching methods for fostering students' scientific descriptive power (3)
    Kaneshige Yukihiro, Yokokura Yasuhiro, Koishi Norihiro, Hinomiya Ikkou, Abe Naoto, Yamamoto Yoshitaka, Kinugasa Takahiro, Kobayashi Hironori, Yamaguchi Etsuji, Nakayama Hayashi
    Miyazaki University, Mar. 2009, Journal of the Research Center for Educational Practice, 17, 67 - 75, Japanese
    Research institution

  • Reflective mapping software for supporting reflection through comparing with other learners' thinking process
    Akiko Deguchi, Hideo Funaoi, Etsuji Yamaguchi, Shigenori Inagakid
    2009, Proceedings of the 17th International Conference on Computers in Education, ICCE 2009, 356 - 360, English
    International conference proceedings

  • YAMAGUCHI Etsuji
    In recent United States, research field related curriculum and teacher show a new trend. New concept "educative curriculum materials" had been proposed, and theoretical and practical researches have been developed. The commonly used curriculum materials provide routine knowledge for planning and implementing the lessons to teachers. On the other hand, educative curriculum materials provide adaptive knowledge for acting in the unknown situation adequately to teachers. What is the teacher model that this new concept proposes? What kind of significance does it have for research and practices related curriculum and teacher? In addition, what kind of suggestion does it have for Japanese research and practices? In this study, I examine theoretical and practical research of the educative curriculum materials and investigate answers for these questions. First of all, I review background of research about educative curriculum materials. As a result of review, two key factors are pointed out as the background. One is the reflection for the curriculum-teacher relationship in 1960's modernization of education. Another is the accumulation of findings related how teachers use the curriculum materials. The possibilities are found out by these findings that teacher could change, in other words, teacher could learn through the use of the curriculum materials. Second, I clarify teacher learning using educative curriculum materials through research in mathematical education and science education. In the case of mathematical education, it is made clear that the educative curriculum materials, which are made to provide the teacher knowledge about learning content and how to teach mathematics, could support the learning of the teacher. The teacher acquires the new method of the lesson thorough the educative curriculum materials as the main source of information for their professional development. In the case of science education, the research shows that teachers learn through using the educative curriculum materials. The teachers use the educative curriculum materials not routinely, but adaptively in form to integrate with the teachers' intellectual resources. Finally, I discuss significance of the "educative curriculum materials" concept from the viewpoint of the teacher model, and its implications for Japanese research and practices. About the former, it is considered that this concept proposes a new teacher model. This model is not that the teachers implement the existing curriculum effectively, and not that the teachers create the original curriculum. This is the model that the teachers use the existing curriculum adaptively. There is the significance of this teacher model in showing concretely "the teachers mature through the existing curriculum and create the new curriculum in that." About the latter, two implications of the new concept for Japanese research and practices are pointed out. One is that the concept could encourage the research related curriculum and teacher. Another is that the concept makes clear that the teacher's manual of the textbook could become the object of the new research and practices.
    The Japanese Society for Curriculum Studies, 2009, The Japanese Journal of Curriculum Studies, 18, 31 - 43, Japanese

  • 坂本 美紀, 山口 悦司, 稲垣 成哲, 村山 功, Knowledge Forum Japan
    日本教育心理学会, 2009, 日本教育心理学会総会発表論文集, 51, 260 - 260, Japanese

  • Etsuji Yamaguchi, Shigenori Inagaki, Masanori Sugimoto, Fusako Kusunoki, Akiko Deguchi, Yuichiro Takeuchi, Takao Seki, Sanae Tachibana, Tomokazu Yamamoto
    2009, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 5660, 228 - 245, English
    [Refereed]
    International conference proceedings

  • Development and Evaluation of a Digital Vegetation Interaction Game for Children
    Akiko Deguchi, Shigenori Inagaki, Fusako Kusunoki, Etsuji Yamaguchi, Yoshiaki Takeda, Masanori Sugimoto
    2009, ENTERTAINMENT COMPUTING - ICEC 2009, 5709, 288 - +, English
    [Refereed]
    International conference proceedings

  • Oshima J, Oshima R, Inagaki S, Fujimoto M, Murayama I, Nakayama H, Takenaka M, Sakamoto M, Yamaguchi E, Yamamoto T
    The purpose of the study was to develop the assessment tool to capture learners' epistemic agency (Scardamalia, 2002). By referring to studies on scripted cooperation, we developed the script completion task for pairs of elementary school students to engage in. Students' developed scripts for collaboratively solving a socio-scientific problem in two consecutive lesson units were analyzed by the four commitments of knowledge building discourse (Bereiter, 1994).
    Computer-Supported Collaborative Learning Conference, CSCL, Dec. 2008, Computer-Supported Collaborative Learning Conference, CSCL, (PART 3) (PART 3), 107 - 108, Japanese
    Scientific journal

  • 野外体験の効果を増幅させる植生遷移ゲームの開発
    出口 明子, 楠 房子, 稲垣 成哲, 杉本 雅則, 山口 悦司, 北野 達也, 武田 義明
    Dec. 2008, 情報処理学会研究報告, Vol. 2008,No. 129,pp.23-28, Japanese
    Scientific journal

  • 協同学習における基本的構成要素の活性化支援:ジョンソンらの協同学習論に基づいた思考外化テクノロジ利用のデザイン原則の提案
    大黒 孝文, 出口 明子, 山口 悦司, 舟生 日出男, 稲垣 成哲
    The objective of this study is to clarify how idea-externalizing technology should be used in activating, as a whole, the five basic elements of Cooperative Learning proposed by Johnson et al. (1998). We began with a theoretical review by examining previous studies concerning the functions and applications of technology used to support cooperative learning in science education and the adjoining fields, so as to identify the measures considered effective in activating each of the basic elements of Cooperative Learning. We then put together individual measures adopted in respective studies, to generalize them as measures for activating the basic elements of Cooperative Learning. As a result, we identified design principles regarding the use of idea-externalizing technology for activating all of the five basic elements. To verify these hypothetical principles, we conducted an experiment using the concept mapping software "Undo-kun". In the experiment we gave science lessons in the unit of "Understanding Reproduction and Genetics" to 3 classes of 118 third-year junior high school students (14-15 years old), with Undo-kun application devised on the basis of our design principles. Our analysis, mainly of video-recorded classroom episodes of the experiment, led us to conclude that the use of Undo-kun on the basis of these design principles is effective in activating all of the five basic elements of Cooperative Learning. The results therefore constitute demonstrative support of the hypothetical principles proposed in this study.
    Society of Japan Science Teaching, Nov. 2008, 日本理科教育学会『理科教育学研究』, 第49巻,第2号,pp.41-58(2) (2), 41 - 58, Japanese
    [Refereed]
    Scientific journal

  • Development of Science Teaching Methods for Fostering Students' Scientific Descriptive Power (2)
    Kumamoto Shuichi, Koishi Norihiro, Kaneshige Yukihiro, Yokokura Yasuhiro, Hinomiya Ikkou, Yamaguchi Etsuji, Nakayama Hayashi
    Miyazaki University, Mar. 2008, Journal of the Research Center for Educational Practice, 16, 1 - 10, Japanese
    Research institution

  • Enhancement of the Digital Fortune Line System for accelerating mutual examination of learners' conceptual ecologies
    Etsuji Yamaguchi, Hideo Funaoi, Shigenori Inagaki, Akiko Deguchi, Naohisa Misawa, Shinichi Kamiyama
    2008, Proceedings - ICCE 2008: 16th International Conference on Computers in Education, 617 - 621, English
    International conference proceedings

  • YAMAGUCHI Etsuji
    This study attempted to clarify diSessa & Cobb's "Ontological Innovation", a new perspective on theorization of practices in design-based research at United States, and examined the suggestions for future studies about theorization of practices in Japanese research of educational methods, as obtained from study of the "Ontological Innovation" perspective. First of all, I outlined the current state of theorization of practices in the design-based research of the United States. It was focused on discussion about the base of theorization and the type of theories in design-based research. Second, according to diSessa & Cobb, I examined of the "Ontological Innovation" perspective. Third, I discribed about "meta-representational competence" and "sociomathematical norms" as cases of ontological examination in some detail. Finally, on the basis of the findings detailed above, I discussed suggestions for future studies about theorization of practices in Japanese research of educational methods.
    National Association for the Sudy of Educational Methods, 2008, Research Journal of Educational Methods, 33, 73 - 84, Japanese

  • Learning about science with parents: development of the hands-on science educational program for children and parents that allows them to do science experiments utilizing cell phones
    Jun Nakahara, Etsuji Yamaguchi, Toshihisa Nishimori, Toshio Mochizuki, Mai Nakano, Yutaka Furuta, Seiji Sekine, Jun'ichi Ofusa, Youji Takigawa, Yuhei Yamauchi
    教育システム情報学会編集事務局, Dec. 2007, Transactions of Japanese Society for Information and Systems in Education, 24(3) (3), 155 - 166, Japanese
    [Refereed]
    Scientific journal

  • Evaluation of digital fortune line system: How does it mediate sharing of learners' commitment?
    Naohisa Misawa, Etsuji Yamaguchi, Shigenori Inagaki, Hideo Funaoi, Akiko Deguchi, Masaji Fujimoto
    Nov. 2007, W. Chen & H. Ogata (Eds.) The Supplementary Proceedings of International Conference on Computers in Education (ICCE) 2007 Poster Papers, 5-6, English
    [Refereed]
    International conference proceedings

  • 1G1-B1 A Case Study of In-Service Training in Museum for Science Teachers as Science Communicators (3) : Analysis of response to the questionnaire from participants to the home education class
    SATOOKA Aki, NAKAYAMA Hayashi, YAMAGUCHI Etsuji, KUSHIMA Noriyuki, MATSUDA Kiyotaka, YAMAMOTO Takuya
    Japan Society for Science Education (JSSE), Aug. 2007, 年会論文集, 31, 55 - 56, Japanese
    Scientific journal

  • 協同学習における対面的-積極的相互作用の活性化：テクノロジを利用した思考の外化に着目して
    大黒 孝文, 出口 明子, 山口 悦司, 舟生 日出男, 稲垣 成哲
    The purpose of this study was to examine the effectiveness of "technology-supported externalization of student thinking" in order to activate "face-to-face promotive interaction," one of the five basic elements of cooperative learning advocated by Johnson et al. (1998). To achieve this purpose, we examined the following two points. First, to examine effective methods for activating "face-to-face promotive interaction" theoretically, we reviewed previous research related to support for student interaction in science teaching, and in other adjoining academic fields. As a result, we generated the theoretical hypothesis that "technology-supported externalization of student thinking" is able to activate "face-to-face promotive interaction." Second, to test this hypothesis, we conducted experimental lessons using both "technology supported externalization of student thinking" and "five basic elements of cooperative learning." The technology support used was the concept mapping software "Undo-kun," and lessons were conducted in three ninth-grade classes (120 students). The results of an analysis of student interaction while using the software and a questionnaire-based survey showed that using the software in cooperative learning is effective in activating student "face-to-face promotive interaction." We conclude that these result empirically prove the adequacy of our hypothesis.
    Society of Japan Science Teaching, Jul. 2007, 理科教育学研究, 第48巻,第1号,pp.35-49(1) (1), 35 - 49, Japanese
    [Refereed]
    Scientific journal

  • 出口 明子, 稲垣 成哲, 山口 悦司, 舟生 日出男
    The purpose of this study was to review research in information technology usage for supporting learners' reflection in science education in order to clarify recent trends. Firstly, we overviewed the previous research in science education and other neighboring academic fields, and colected the research related to information technology usage for supporting learners' reflection. Secondly, we classified these research into five categories:the four categories "Process Display", Process Prompting", "Process Modeling", "Reflective Social Discourse", which had been advocated by Lin et al. (1999), and another category that includes combinations of the categories showed in Lin et al. (1999), then we described brief overviews of each research. Finally, we discussed prospects for future research on information technology usage for supporting learners' reflection in science education.
    Japan Society for Science Education, Jun. 2007, 科学教育研究, 第31巻,第2号,pp.71-85(2) (2), 71 - 85, Japanese
    [Refereed]
    Scientific journal

  • Digital Fortune Line System: Technology for Promoting Conceptual Change through Visualization and Sharing of Learnersﾕ Conceptual Ecologies. Proceedings of World Conference of Educational Multimedia
    Etsuji Yamaguchi, Akiko Deguchi, Naohisa Misawa, Hideo Funaoi, Shigenori Inagaki, Masaji Fujimoto
    Jun. 2007, Proceedings of World Conference on Educational Multimedia, Hypermedia & Telecommunications 2006. Orlando, FL, United States, 3837-3842, English
    [Refereed]
    International conference proceedings

  • Thinking Process Based Reflection Promotes Conceptual Change: In the lesson of “Three States of Matter” Using Concept Mapping Software for Reconstructing Learning Processes
    Deguchi, A, Inagaki, S, Yamaguchi, E, Funaoi, H
    Apr. 2007, Proceedings of the National Association for Research in Science Teaching 2007 Annual Meeting, New Orleans, LA.[CD-ROM], 9p, English
    [Refereed]
    International conference proceedings

  • 坂本 美紀, 村山 功, 山口 悦司, 稲垣 成哲, Knowledge Forum Japan, Research Group(大島純, 大島律子, 中山迅, 竹中真希子, 山本智一, 藤本雅司, 竹下裕子, 早苗
    Students sometimes fail to give a theory-based explanation of phenomena after they learn scientific principles. The present study investigated the optimum method to train students in scientific thinking in elementary school science lessons. We conducted three experimental lessons to foster students' meta-understanding of scientific principles about combustion. Sixth graders collaboratively inquired into the difficult-to-understand phenomena of combustion for a theory-based explanation. Based on students' achievements in the previous year, the curriculum had been improved twice. At the end of the lesson, students were asked to explain the new phenomena of combustion in a test. We analyzed students' written responses and evaluated their meta-understanding based on two indices: understanding that principles can be applied to any examples, and thinking about phenomena based on that understanding. The results showed that the improvements in the curriculum brought about more elements referred to in the explanations, more students who mentioned all elements, and some descriptions reflecting their reverse reasoning. It appears that the improved curriculum contributed to the enhancement of students' meta-understanding of scientific principles.
    Japan Society for Science Education, Feb. 2007, 『日本科学教育学会研究会研究報告』, 第21巻,第5号,pp.99-104(4) (4), 220 - 227, Japanese
    Scientific journal

  • 山口 悦司
    一般社団法人 日本科学教育学会, 2007, 科学教育研究, 31(1) (1), 50 - 51, Japanese

  • NAKAYAMA Hayashi, YAMAGUCHI Etsuji, SATOOKA Aki, KUSHIMA Noriyuki, MATSUDA Kiyotaka, YAMAMOTO Takuya
    Recently, the Japanese government is planning to develop science communicators. A science teacher might be a science communicator for students at school. But s/he is not a science communicator for their parents. The purpose of this case study is to develop a good practice for an in-service training for a science teacher to acquire competence as a science communicator for the parents, and assess the development of her competency as a science communicator. This practice is developed in partnership with science museum staff, university staff, and a junior high school science teachers. The practice has four phases : (a) indoor training at museum, (b) outdoor training, (c) discussion of the teaching plan for "Katei-Kyouiku-Gakkyu" (Home Education Class : Japanese popular educational activities for students' parents held at schools) by a junior high school science teacher, and (d) implementation of "Katei-Kyouiku-Gakkyu." These phases were designed to cultivate a teacher's pedagogical content knowledge of teaching parents in the school. According to the result of assessment a science teacher developed as a science communicator successfully.
    Japan Society for Science Education, Dec. 2006, Journal of Science Education in Japan, 30(5) (5), 316 - 331, Japanese
    [Refereed]
    Scientific journal

  • Shigenori Inagaki, Etsuji Yamaguchi, Akiko Deguchi, Hideo Funaoi, Toshio Mochizuki, Hideyuki Suzuki, Hiroshi Kato
    Kneading Board is a system that assists learners' emergent division of labor in the form of collaborative learning. In science education, collaborative learning is attracting the attention of many teachers who are attempting to use it through information technology. Kneading Board enables semantic network representation similar to that in conventional systems for concept mapping, with enhancement of collaborative creation and cross-referencing features. It can be assumed, therefore, that teachers can make effective use of Kneading Board in science classes. In this study, to examine the effectiveness of this system, we conducted a experimental lesson and analyzed learners' practices. Kneading Board was introduced into a class of 38 sixth-graders in an elementary school affiliated to a university. The lesson, "Anatomy and Physiology of the Human Body," took a total of 15 hours. Two or three learners shared each PC, and four or six learners collaboratively created a semantic network. Various types of data were collected from the class, and then analyzed. We obtained the following three findings : (1) Analysis of operations recorded by the system revealed that learners frequently used Kneading Board's ability to assist in collaborative creation and cross-referencing ; (2) Analysis of video records of learners' verbal and nonverbal actions revealed that various features of Kneading Board assisted in the emergence, maintenance and reorganization of division of labor ; and (3) Analysis of answers to the questionnaire and interviews revealed that learners were using Kneading Board happily and recognized it as a useful and easy-to-operate learning tool. They highly evaluated that through the use of Kneading Board, they could increased their awareness of each other's collaborative behavior.
    Japan Society for Science Education, Dec. 2006, Journal of science education in Japan, 30(5) (5), 269 - 284, Japanese
    [Refereed]
    Scientific journal

  • SATOOKA Aki, NAKAYAMA Hayashi, YAMAGUCHI Etsuji
    我々は,身近な自然としてのテフラ(火山砕屑物)について中学生が科学者の支援を受けながら行う協同学習のモデルを開発する研究に着手した。今回の実践では,科学者のアウトリーチ活動により,中学生の火山灰研究が科学的な手法を用いながら発展した事例を報告する。
    Japan Society for Science Education (JSSE), Nov. 2006, JSSE Research Report, 21(2) (2), 5 - 8, Japanese
    Research institution

  • NAKAYAMA Hayashi, UDATSU Tetsuro, INAGAKI Shigenori, TAKAHASHI Jiro, YAMAGUCHI Etsuji, SATOOKA Aki, DAIKOKU Takafumi, FUKUMATSU Toichi, TSUZUKI Akiko, MATSUMAE Takashi
    研究者が参加してインターネット上で中学生が行うテフラに関する学校間協同学習を計画し,2006年度に実施中である。この企画では,鹿児島県南部の海中にある鬼界カルデラから噴出したアカホヤ・テフラを宮崎県の2校,兵庫県神戸市の1校,愛媛県松山市の1校の中学生が,選択教科理科の学習として観察する計画が予定されている。本報告では,研究者が行ったアウトリーチ活動の概要と,現時点における生徒の評価の一部を報告する。
    Japan Society of Science Education, Nov. 2006, JSSE Research Report, 21(2) (2), 13 - 18, Japanese
    Research society

  • Etsuji Yamaguchi, Jun Nakahara, Toshihisa Nishimori, Toshio Mochizuki, Mai Nakano, Yutaka Furuta, Seiji Sekine, Jun'ichi Ofusa, Youji Takigawa, Yuhei Yamauchi
    There has been a noticeable trend in recent years, in which not only schools, but also society as a whole, attempt to help children learn science. However, few studies have been conducted on improving the science learning environment at home. Our research team has therefore developed an educational program called "OYAKO de Science," meaning "parent-child science program," which supports children and their parents in learning science through hands-on experiments at home. This program has been designed to teach participants about light for three weeks. The program consists of two workshops, which all participants attend, and learning activities in which each parent-child pair can participate at home on their own. To improve the science learning environment at home, three essential factors were incorporated into this program: hands-on experiments that would involve both child and parent; learning cycle of "prediction-experiment-result-explanation"; continuous learning through the use of cell phones. 60 pairs of parent and 4th or 5th grade child participated in this demonstration project. The result of project assessment showed the following three points: (a) The children participating in "OYAKO de Science" enjoyed performing experiments with their parents. They thought much about light in predicting the outcomes of the experiments, and while referring to the other children's predictions, they reviewed their own; at the same time, they became more motivated in the experiments they were going to perform. Furthermore, they were able to carry out the experiments mostly during the three-week program, and highly evaluated the use of cell phones as learning support tools, (b) The participants in "OYAKO de Science" were able to improve two important aspects in their learning environments at home: personal relevance-the ability to relate what one has learned to events in one's own life; uncertainty-recognition of the fact that science involves inventing theories and that it is influenced by people's ideas, (c) The three essential factors of "OYAKO de Science" were associated with improving the two aspects of the learning environment at home, "personal relevance" and "uncertainty."
    Japan Society for Science Education, Sep. 2006, Journal of science education in Japan, 30(3) (3), 145 - 158, Japanese
    [Refereed]
    Scientific journal

  • Digital fortune line system: Externalizing and sharing learners' commitments
    Funaoi, H, Misawa, N, Deguchi, A, Inagaki, S, Yamaguchi, E
    Sep. 2006, Proceedings of E-Learn 2006, pp.2823-2828, English
    [Refereed]
    International conference proceedings

  • SATOOKA Aki, NAKAYAMA Hayashi, YAMAGUCHI Etsuji, KUSHIMA Noriyuki, MATSUDA Kiyotaka, YAMAMOTO Takuya
    前報では,博物館と連携して一人の理科教師を保護者向けのサイエンス・コミュニケータとして育成し,その力量を向上させる研修プログラムの計画について報告した.本報では,対象となった理科教師の力量向上の評価を教授学的内容知識(PCK)の観点で実施した.分析の結果から,教師は,博物館・フィールドでの研修や家庭教育学級の実施を通して,火山灰に関する豊富で再体制化された知識,保護者の知識構成を促進するための,より洗練それた知識,「保護者は自分と類似した形でカテゴリ化された火山灰と土壌に関する知識を構成しているという知識」を獲得したことが分かった.
    Japan Society for Science Education (JSSE), Aug. 2006, JSSE Research Report, 21(1) (1), 23 - 28, Japanese
    Symposium

  • SAKAMOTO Miki, INAGAKI Shigenori, YAMAGUCHI Etsuji, FUJIMOTO Masaji, YAMAMOTO Tomokazu, TAKENAKA Makiko, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, OHMIDO Nobuko
    筆者らは,CSCLシステムであるKnowledge Forumを活用した小学生のための科学教育カリキュラムを開発・評価している.本研究では,遺伝子組換え食品問題に対する社会的意思決定を扱うカリキュラムを,知識構築に関するデザイン原則のひとつである認識主体性の観点から改善し,有効性を評価した.評価の指標は,この問題に対する個人的意見であり,単元開始時,中盤,終了後の3時点で測定し,学習の進行に伴う変化を改善前のカリキュラムでの結果と比較した.その結果,改善後のカリキュラムでは,単元の中盤から提案型の意見が出現し,単元後にはほぼ全員が,条件や代替策を示した賛成意見を記述した.児童の認識主体性を考慮した授業デザインの変更により,共同体にとって価値あるアイディアの創出という知識構築のレベルを,さらに向上させることができた.
    Japan Society for Science Education (JSSE), Aug. 2006, JSSE Research Report, 21(1) (1), 83 - 88, Japanese
    Symposium

  • 1G2-D5 Development of Model for Collaborative Learning in Home and Abroad about Tephra by Using Internet (1) : A Plan of Developing the Model and A Case of Practice
    NAKAYAMA Hayashi, UDATSU Tetsuro, INAGAKI Shigenori, TAKAHASHI Jiro, YAMAGUCHI Etsuji, SATOOKA Aki, DAIKOKU Takafumi
    Japan Society for Science Education (JSSE), Aug. 2006, 年会論文集, 30, 209 - 210, Japanese
    Scientific journal

  • 2C-04 遺伝子組換え食品問題に対する社会的意思決定をテーマにしたCSCLシステム活用型科学教育カリキュラム : 知識構築の観点からみた小学生の社会的意思決定(授業研究・学習指導, 日本理科教育学会 第56回全国大会)
    藤本 雅司, 稲垣 成哲, 山口 悦司, 坂本 美紀, 竹中 真希子, 大島 純, 大島 律子, 村山 功, 中山 迅, 橘 早苗, 山本 智一
    日本理科教育学会, Aug. 2006, 日本理科教育学会全国大会要項, (56) (56), 290 - 290, Japanese
    Scientific journal

  • Oshima J, Oshima R, Murayama I, Inagaki S, Takenaka M, Yamamoto T, Yamaguchi E, Nakayama H
    The purpose of this study is to refine Japanese elementary science activity structures by using a CSCL approach to transform the classroom into a knowledge-building community. We report design studies on two science lessons in two consecutive years and describe the progressive refinement of the activity structures. Through comparisons of student activities on- and off-line, it was found that the implementation of a CSCL environment facilitated students' idea-centered activity. The task requirement for students to engage in collective and reciprocal activities reflecting on their own ideas was also effective if it required students to use their conceptual understanding for producing something concrete.
    International Journal of Computer-Supported Collaborative Learning, Jun. 2006, International Journal of Computer-Supported Collaborative Learning, 1(2) (2), 229 - 246, Japanese
    Scientific journal

  • 稲垣 成哲, 舟生 日出男, 山口 悦司, 三澤 尚久, 出口 明子
    筆者らは,科学教育の実践研究において広く利用されてきている運勢ライン法のシステムを開発した.開発理念は「学習へのコミットメントの外化・共有化」であり,そのデザイン指針は次の3点であった.(1)学習者が自分自身のコミットメントを表現する,(2)学習者同士がお互いのコミットメントを参照する,(3)学習者や教師がコミットメントの変化を把握する.実装されたシステムは,OS環境に依存しないサーバ・クライアント型のものである.
    Japan Society of Science Education, Jun. 2006, 日本科学教育学会研究会研究報告, 第20巻,第6号,pp.53-56(6) (6), 53 - 56, Japanese
    Scientific journal

  • Developing a Good Practice of an In-service Training for a Science Teacher to Acquire Competence As a Science Communicator for the Parents
    Hayashi Nakayama, Etsuji Yamaguchi, Aki Satooka, Noriyuki Kushima, Kiyotaka Matsuda, Takuya Yamamoto
    May 2006, Proceedings of the 9th International Conference on Public Communication of Science and Technology, (9) (9), 466 - 471, English
    [Refereed]
    International conference proceedings

  • Jun Oshima, Ryosuke Horino, Ritsuko Oshima, Tomokazu Yamamoto, Shigenori Inagaki, Makiko Takenaka, Etsuji Yamaguchi, Isao Murayama, Hayashi Nakayama
    Mar. 2006, Teaching Education, 17(1) (1), 43 - 57, English
    [Refereed]
    Scientific journal

  • YAMAGUCHI Etsuji, INAGAKI Shigenori, DEGUCHI Akiko, FUNAOI Hideo, UEDA Kouji, DAIKOKU Takafumi
    近年のわが国では,他の教科と比べて,理科の勉強を大切であると認識している中学生は少ない.本研究では,このような現状を改善する実践的な試みの一つとして,リフレクション支援のITである再構成型コンセプトマップ作成ソフトウェアを利用した理科授業を実施し,授業におけるソフトウェア利用と中学生にとっての理科の勉強の大切さとの関係性について調査した.理科の勉強を大切だと思っていなかった生徒に焦点を当てて質問紙調査の結果を検討したところ,理科の勉強を大切だと認識していなかった生徒のほとんどが,ソフトウェアを利用した授業後に理科の勉強を大切だと認めるようになり,ソフトウェアの有効性を認めながら学習を展開していたことが明らかになった.
    Japan Society for Educational Technology, Mar. 2006, Japan journal of educational technology, 29(Suppl.) (Suppl.), 157 - 160, Japanese

  • Akiko Deguchi, Masanori Sugimoto, Tomokazu Yamamoto, Etsuji Yamaguchi, Fusako Kusunoki, Takao Seki, Shigenori Inagaki, Sanae Tachibana, Yuichiro Takeuchi
    2006, Proceeding of the 2006 Conference on Interaction Design and Children, IDC '06, 2006, 45 - 48, English
    [Refereed]
    International conference proceedings

  • Oyako de Science (Learning About Science with Parents): Developing an educational program for scientific experiments using cell phones
    Jun Nakahara, Etsuji Yamaguchi, Toshihisa Nishimori, Toshio Mochizuki, Mai Nakano, Yutaka Furuta, Seiji Sekine, Junichi Ofusa, Yuhei Yamauchi
    2006, FOURTH IEEE INTERNATIONAL WORKSHOP ON WIRELESS, MOBILE AND UBIQUITOUS TECHNOLOGY IN EDUCATION, PROCEEDINGS, 134 - +, English
    [Refereed]
    International conference proceedings

  • 出口 明子, 藤本 雅司, 桑木 房子, 山口 悦司, 舟生 日出男, 稲垣 成哲
    筆者らは,再構成型コンセプトマップ作成ソフトウェアの実践研究に取り組んできている.本研究では,本ソフトウェアを導入したカリキュラムを開発・改善することを目的として,小学校第4学年理科「状態変化」に関する2004年度版のカリキュラムを改善し,2006年度の授業に導入した.両年度における児童らの概念理解を比較した結果,2006年度においてより深い理解がなされていることがわかった.また,カリキュラム改善に関する教師の評価において,教師は,カリキュラムの改善が児童の概念理解を深める上で有効であったと評価していることが明らかになった.
    Japan Society of Science Education, 2006, 日本科学教育学会研究会研究報告, 第21巻,第1号,pp.103-108(1) (1), 103 - 108, Japanese
    Scientific journal

  • 稲垣 成哲, 舟生 日出男, 山口 悦司, 出口 明子
    This research is a case study that discusses researchers' collaboration with instructors in teaching science. As a practical case, a learning community that uses "Concept Mapping Software for Reconstructing Learning Processes (it goes by the name of "Undo-kun")" was selected. To study difficulties in the increasing use of this software, we reviewed its development and past use from December 1998 to December 2005. The learning community using this software has consisted of seven layers of groups. It proved to be important that the fourth-layer group, at a greater distance from the researchers, should play a major role in increasing the present use of this software while collaborating with the first, second, and third layer groups in research and development. We corresponded by e-mail with members of the fourth layer group, and interviewed them. Descriptions of their features and roles have revealed that members of the fourth-layer group ("active group") are increasing the use of this software in educational practice from a different standpoint from the research and development group, while sharing the significance and value of this software with them.
    Japan Society for Science Education, 2006, 科学教育研究, 第30巻,第3号,pp.132-144(3) (3), 132 - 144, Japanese
    [Refereed]
    Scientific journal

  • 三澤 尚久, 稲垣 成哲, 舟生 日出男, 山口 悦司, 出口 明子, 上田 浩司, 大黒 孝文
    アナロジーを活用した理解深化支援の効果を検討するために,中学校理科「電流と電圧」において授業実践を実施した。その際,学習者支援の道具として再構成型コンセプトマップ作成ソフトウェアを導入した。その結果,アナロジーとソフトウェア導入による電気分野の理解深化支援への可能性が示唆された。
    Japan Society of Science Education, 2006, 日本科学教育学会研究会研究報告, 第21巻,第1号,pp.109-112(1) (1), 109 - 112, Japanese
    Scientific journal

  • Situated Evaluation of Concept Mapping Software with Bookmarking Function for Supporting Reflection and Dialogue: Interaction Analysis of Collaborative Learning Processes
    Deguchi, A, Inagaki, S, Yamaguchi, E, Funaoi, H
    2006, Proceedings of World Conference on Educational Multimedia, Hypermedia & Telecommunications 2006. Orlando, FL, United States, pp.2111-2118, English
    [Refereed]
    International conference proceedings

  • Oshima J, Oshima R, Murayama I, Horino R, Inagaki S, Yamamoto T, Takeshita Y, Fujimoto M, Takenaka M, Yamaguchi E, Nakayama H, Sakamoto M
    Although constructivism has been prevailed across schools in Japan, what they call constructivism is a "shallow" one (Scardamalia, & Bereiter, 2002). In collaboration with teachers at a laboratory school, we have been conducting design studies on a lesson for knowledge building from the perspective of "deep" constructivism. For embodying such a new lesson, a CSCL technology called Knowledge Forum® has been introduced. Through the progressive refinement of lesson plans, we have been involved in creating pedagogical design principles (Linn, Davis, & Bell (Eds.), 2004) by referring to the metaprinciples on knowledge building (Scardamalia, 2002). In this report, we describe our refinement process of a fifth-grade lesson on genetically modified foods through two years, and discuss how the pedagogical design principles can be transformed into design elements. © 2005 International Society of the Learning Sciences.
    Computer Supported Collaborative Learning 2005: The Next 10 Years - Proceedings of the International Conference on Computer Supported Collaborative Learning 2005, CSCL 2005, Dec. 2005, Computer Supported Collaborative Learning 2005: The Next 10 Years - Proceedings of the International Conference on Computer Supported Collaborative Learning 2005, CSCL 2005, 321 - 330, Japanese
    Scientific journal

  • NAKAYAMA Hayashi, YAMAGUCHI Etsuji, SATOOKA Aki, KUSHIMA Noriyuki, MATSUDA Kiyotaka, YAMAMOTO Takuya
    本研究では, 理科教師を科学コミュニティと学校の保護者や地元のコミュニティの接点に位置する者ととらえ, 保護者らに科学を伝えるサイエンス・コミュニケータとしての力量を育成する教員研修プログラムの事例を作り出す試みに取り組むことにした。具体的には, 次のような取り組みに着手する。(1)博物館・中学校, 大学のスタッフが協力して本研究のメンバーの一人である理科教師の科学コミュニケータとしての力量を向上させた上で実際に保護者らに科学を伝える活動に従事するまでの研修プログラムを作成・実施する。(2)理科教師の成長を認知的な観点から分析して研修プログラムの評価を行う。今回は, これらにかかわる一連の研究の全体計画を明らかにすることを目的とする。
    Japan Society for Science Education (JSSE), Nov. 2005, JSSE Research Report, 20(4) (4), 51 - 54, Japanese
    Symposium

  • HORINO Ryosuke, OSHIMA Jun, OSHIMA Ritsuko, YAMAMOTO Tomokazu, INAGAKI Shigenori, TAKENAKA Makiko, YAMAGUCHI Etsuji, MURAYAMA Isao, NAKAYAMA Hayashi
    This study reports how a teacher succeeded in improving his epistemological knowledge on student learning through his participation in the design study. The teacher has been involved in our collaborative design studies for several years. We videotaped our research meetings, collected his reports on practices, and interviewed with him. Our analyses manifested that the teacher gradually developed his epistemological expertise through his collaboration with learning scientists in research meetings. Furthermore, our analysis on the interview with the teacher suggested that several variables such as the participatory structure, previous experiences by the teacher, and his academic interests in the design study itself, facilitated his development.
    Japan Society for Educational Technology, Oct. 2005, Japan Journal of Educational Technology, 29(2) (2), 143 - 152, Japanese
    [Refereed]
    Scientific journal

  • SAKAMOTO Miki, FUJIMOTO Masaji, INAGAKI Shigenori, YAMAGUCHI Etsuji, TAKENAKA Makiko, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, OHMIDO Nobuko, TACHIBANA Sanae, YAMAMOTO Tomokazu
    筆者らは, CSCLシステムであるKnowledge Forumを小学校へ導入し, 遺伝子組換え食品問題に対する社会的意思決定をテーマとした, 小学生のための科学教育カリキュラムを開発・改善している.本研究では, 改善したカリキュラムの有効性を評価する一環として, 単元開始時, 中盤, 終了後の3時点で, 遺伝子組換え食品問題に対する個人的意見を記述させ, 学習の進行に伴う変化を検討した.その結果, 学習の進行に伴って賛否の立場の分布が変容したことに加え, その理由の記述が, イメージによるものから, エビデンスに基づくものや提案型のものへと変化したことが明らかになった.カリキュラムの目標である社会的意思決定の能力を獲得したことにより, 学習者は, 論争性の把握や対立の解消が明示的に要求されない場面においても, 賛否両論のエビデンスやそのバランスを考慮して, 建設的な意見を表明できるようになったといえる.
    Japan Society for Science Education (JSSE), Sep. 2005, JSSE Research Report, 20(2) (2), 1 - 6, Japanese
    Symposium

  • INAGAKI, Shigenori, FUNAOI, Hideo, YAMAGUCHI, Etsuji, DEGUCHI, Akiko
    本研究は, 科学教育研究における研究者と実践者, ないしは, 社会との連携の問題を考察するための事例研究である.取り上げる事例は, 稲垣ら(2005)と同様に「再構成型コンセプトマップ作成ソフトウェア(あんどう君)」にかかわる学習コミュニティとする.当該コミュニティの発展に寄与した第4層グループ(アクティブ・グループ)のメンバーを対象にして, 電子メールによる聞き取り調査と面接調査を実施し, その特徴と役割について記述した.その結果, アクティブ・グループのメンバーは, 第1層から第3層までの研究開発グループとソフトウェアの意義や価値を共有しつつも, その普及においては, 研究開発グループとは異なるスタンスに立ち, より教育実践の側からのアプローチをしていることがわかった.
    Japan Society of Science Education, Sep. 2005, 日本科学教育学会研究会研究報告, 20・2, p15--p18(2) (2), 15 - 18, Japanese
    Scientific journal

  • FUJIMOTO Masaji, SAKAMOTO Miki, INAGAKI Shigenori, TAKENAKA Makiko, YAMAGUCHI Etsuji, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, OHMIDO Nobuko, TACHIBANA Sanae, YAMAMOTO Tomokazu
    筆者らは, CSCLシステムのKnowledge Forumを活用し, 遺伝子組換え食品問題に対する社会的意思決定をテーマとした科学教育カリキュラムを開発・改善している.2004年度版カリキュラムは, 2003年度版カリキュラムの評価結果で指摘された問題点を改善したものであった.本研究では, 改善したカリキュラム評価の一環として, 概念的理解とイメージの変容に関する評価結果を年度間で比較した.その結果, 遺伝子組換え食品に関する社会的な論争性の理解を深めるとともに, 遺伝子組換え食品に対するネガティブなイメージをポジティブとネガティブが混在するイメージへ変容させる点において, 2004年度版カリキュラムの高い効果が認められた.
    Japan Society for Science Education (JSSE), Aug. 2005, JSSE Research Report, 20(1) (1), 15 - 20, Japanese
    Symposium

  • DEGUCHI, Akiko, YAMAGUCHI, Etsuji, FUNAOI, Hideo, INAGAKI, Shigenori
    In this study, we have enhanced a concept mapping software for reconstructing learning processes. The new function is the bookmarking function. This function enables the user to mark a point of choice in the concept mapping process and saves that point on the computer. The software is expected to further support learners' reflection and dialogue as follows : (1) provides easier access to the chosen focusing points in the thinking process, (2) facilitates self-awareness of the learner's thinking process by playing back only the bookmarked point, and (3) supports the learner in explaining his/her thinking process to others by playing back only the bookmarked point. To evaluate the effectiveness of the software, we conducted an experiment in laboratory settings. The results of (a) measurements of time to display the points, (b) analysis of utterances in explaning the thinking process, (c) a questionnaire-based survey show that the bookmarking function provides easier access to focusing points, facilitates self-awareness of the thinking process and supports explaining the thinking process to others.
    Japan Society for Science Education, Jun. 2005, 日本科学教育学会『科学教育研究』, 29・2, p120-p132(2) (2), 120 - 132, Japanese
    [Refereed]
    Scientific journal

  • Development and Evaluation of Concept Mapping Software with Bookmarking Function for Supporting Reflection and Dialogue
    Deguchi Akiko, Yamaguchi Etsuji, Funaoi Hideo, Inagaki Shigenori
    Jun. 2005, Proceedings of World Conference of Educational Multimedia, Hypermedia and Telecommunications 2005, , p3547-p3554, English
    [Refereed]
    International conference proceedings

  • TAKENAKA, Makiko, YAMAGUCHI, Etsuji, INAGAKI, Shigenori
    The purpose of this study was to review research in computer usage for science education in order to clarify recent trends. A newly emerging area of research in computer usage for education is called CSCL. CSCL is the initial of Computer Support for Collaborative Learning. First, we made an overview of the development of this emerging area. Second, we confirmed that research of CSCL is progressing gradually in the field of science education research by analysing of articles in international and Japanese journals on science education. Third, we showed concrete examples of CSCL research from the viewpoint of how it supports the learning. Finally, we discussed prospects for future research on CSCL and their implications for science education.
    Japan Society for Science Education, Jun. 2005, 日本科学教育学会『科学教育研究』, 29・2, p157-172(2) (2), 157 - 172, Japanese
    [Refereed]
    Scientific journal

  • DEGUCHI, Akiko, INAGAKI, Shigenori, FUNAOI, Hideo, YAMAGUCHI, Etsuji
    筆者らは, 再構成型コンセプトマップ作成ソフトウェアの開発と機能拡張に取り組んできている.本研究では, ソフトウェアに「リンキングワードの位置調節機能」と「絵・写真ラベルのサイズ設定機能」を新たに実装し, それらの機能について, 教師を対象とした評価を実施した.その結果, 2つの機能の操作性は肯定的に評価された.各機能の有効性についても, 教師の学習指導や子どもたちの学習を支援できるものとして評価されたことがわかった.
    Japan Society of Science Education, May 2005, 日本科学教育学会研究会研究報告, 19・6, p11-p16(6) (6), 11 - 16, Japanese
    Scientific journal

  • SUZUKI Mariko, IMAI Yasushi, OKUMURA Kenji, NAGATA Tomoko, KATO Hisae, HAKOYA Masaki, NAKAHARA Jun, INAGAKI Shigenori, YAMAGUCHI Etsuji, FUNAOI Hideo
    本研究では, 中学校理科においてpeer learningの特性を有した授業を実施し, その授業とpeer learningの特性を有していない授業における, 生徒の学習内容理解の違いを分析した.その結果, peer learningの特性を有した授業で学んだ生徒は, そうでない授業で学んだ生徒よりも, 学習内容をより理解していたことが確認された.
    日本教育工学会, Mar. 2005, Japan journal of educational technology, 28, 217 - 220, Japanese

  • TAKENAKA Makiko, INAGAKI Shigenori, YAMAGUCHI Etsuji, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, YAMAMOTO Tomokazu
    A growing body of research shows that analogies may be powerful tools for guiding students from their naive conceptions towards science concepts. Recent research indicates that students' well-understandings of base domain and their own analogical mapping between base and target domain can be effective in fostering conceptual change. However, the research fails to foster students' conceptual change as many as possible. The purpose of this study is to assess the efficacy using Web Knowledge Forum, a CSCL system, to support analogies bringing most of students' conceptual change. First of all, we try to localize the interface of Web Knowledge Forum for supporting students' well-understandings of base domain and their own analogical mapping. Second, we conduct an experimental lesson using Web Knowledge Forum. This lesson is designed to learn animal growth and development during 5th grade science unit. Base domain in this lesson is human, target domain is other animals. Third, we analyze students' understandings about base domain and target domain before and after the lesson, and relation their conceptual change and analogical mapping between base and target using Web Knowledge Forum. Th
    Japan Society for Science Education (JSSE), Mar. 2005, Journal of science education in Japan, 29(1) (1), 25 - 38, Japanese
    [Refereed]
    Scientific journal

  • DEGUCHI, Akiko, INAGAKI, Shigenori, YAMAGUCHI, Etsuji, FUNAOI, Hideo
    筆者らは, 再構成型コンセプトマップ作成ソフトウェアの開発と機能拡張に取り組んできている.本研究では, 再生プロセスのブックマーク機能について, その学習支援に関する有効性を実践的に検証するため, 本ソフトウェアを導入した授業をデザインし, ブックマーク機能利用場面の相互行為分析を行った.分析結果を考察することで, ブックマーク機能は, 授業の中で子どもたちが自らの思考過程のうち焦点をあてたいポイントにアクセスすること, 自らの思考過程を自覚しつつ, それを他者に説明すること, 他者の思考過程を理解することを支援するのに有効な機能であると示唆された.
    Japan Society of Science Education, Mar. 2005, 日本科学教育学会研究会研究報告, 19・4, p39-p44(4) (4), 39 - 44, Japanese
    Scientific journal

  • Research on Practical Evaluation of the Collaborative Concept Mapping Software to Reconstruct Learning Processes
    FUNAOI, Hideo, INAGAKI, Shigenori, YAMAGUCHI, Etsuji, DEGUCHI, Akiko
    Mar. 2005, 日本科学教育学会『科学教育研究』, 29・1, p12-p24, Japanese
    [Refereed]
    Scientific journal

  • FUJIMOTO Masaji, INAGAKI Shigenori, TAKENAKA Makiko, YAMAGUCHI Etsuji, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, SAKAMOTO Miki, OHMIDO Nobuko, YAMAMOTO Tomokazu, TACHIBANA Sanae, TAKESHITA Yuko
    筆者らは, CSCLシステムのKnowledge Forumを導入し, 遺伝子組換え食品問題に対する社会的意思決定をテーマとした小学生のための科学教育カリキュラムを開発している.2004年度は, 基礎的内容に関する理解の促進, および社会的意思決定の洗練という観点から, 昨年度のカリキュラムを改善した.基礎的内容に関する理解度を評価した結果, 昨年よりも理解度が向上したことが明らかになった.
    Japan Society for Science Education (JSSE), Jan. 2005, JSSE Research Report, 19(3) (3), 33 - 38, Japanese
    Symposium

  • ABE Akane, INAGAKI Shigenori, FUJIMOTO Masaji, TAKENAKA Makiko, YAMAGUCHI Etsuji, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, SAKAMOTO Miki, TAKESHITA Yuko, YAMAMOTO Tomokazu
    本研究では, CSCLシステム"Knowledge Forum"を利用して, 社会的な営みとしての科学実践を実現する理科授業のデザインに着手した.社会的な営みとしての科学実践とは, 「疑問や予想に基づいて仮説を設定し, 仮説を検証するための実験を計画し, 実験結果に基づいて結論を導く」といった一連の科学的思考を, 積極的に他者と協力・分業・対立する中で遂行するということを意味している.本論文では, 小学校第6学年の単元「燃焼」の授業の概要と, 協調的な仮説設定に関する分析結果を報告する.
    Japan Society for Science Education (JSSE), Jan. 2005, JSSE Research Report, 19(3) (3), 27 - 32, Japanese
    Scientific journal

  • SUZUKI hideyuki, YAMAMOTO tomokazu, INAGAKI shigenori, YAMAGUCHI etsuji, MOCHIZUKI toshio, DEGUCHI akiko
    バフチンの対話理論に基づけば、「考えること」は他者の声との対話である。すなわち、人は、自分の「考え」に対して発せられるだろう様々な他者の声を想定し、それらの声に対して返答を与えたり、声と声の関係を調整したりすることをとおして考えを深めていくのである。このような多声的な思考観に立って、筆者は、「多声相互コメント」「多声スクリプト構成」という二つの訓練手法を提唱してきている。小学6年生理科の「人と自然環境」の単元において、これらの手法を取り入れたディベート活動をおこなったので、その結果について報告する。
    Japan Society of Science Education, 2005, JSSE Research Report, 20(3) (3), 11 - 16, Japanese

  • DEGUCHI, Akiko, 山口 悦司, INAGAKI, Shigenori, FUNAOI, Hideo, DAIKOKU, Takafumi, SUYA, Noriko
    筆者らは, 再構成型コンセプトマップ作成ソフトウェアの開発と機能拡張に取り組んできている.本研究では, 再生プロセスのブックマーク機能について, その学習支援に関する有効性を実践的に検証するため, 本ソフトウェアを導入した授業をデザインし, 授業に参加した生徒122名を対象に質問紙調査を実施した.その結果, ブックマーク機能は, 生徒らが自らの思考過程を自覚したり, 自らの思考過程を他者に説明したり, 他者の思考過程の説明を聞いたりするのに有効な機能であることが示唆された.
    Japan Society of Science Education, Jan. 2005, 日本科学教育学会研究会研究報告, 19・3, p45-p50(3) (3), 45 - 50, Japanese
    Scientific journal

  • FUJIMOTO Masaji, SAKAMOTO Miki, INAGAKI Shigenori, TAKENAKA Makiko, YAMAGUCHI Etsuji, OSHIMA Jun, OHSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, OHMIDO Nobuko, TACHIBANA Sanae, YAMAMOTO Tomokazu
    筆者らは,CSCLシステムのKnowledge Forumを小学校へ導入し,遺伝子組換え食品問題に対する社会的意思決定をテーマとした小学生のための科学教育カリキュラムを開発・改善している.2004年度は,基礎的内容に関する理解促進および社会的意思決定の洗練という観点から,2003年度版カリキュラムを改善している.実験授業を実施し,学習者の社会的意思決定を適切性の観点から評価したところ,2004年度の達成度が2003年度よりも向上したことがわかった.
    Japan Society for Science Education, 2005, Proceedings of the Annual Meeting of Japan Society for Science Education, 29(0) (0), 527 - 528, Japanese
    Scientific journal

  • SAKAMOTO Miki, FUJIMOTO Masaji, INAGAKI Shigenori, YAMAGUCHI Etsuji, TAKENAKA Makiko, OSHIMA Jun, OHSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, OHMIDO Nobuko, TACHIBANA Sanae, YAMAMOTO Tomokazu
    筆者らは,遺伝子組換え食品問題に対する社会的意思決定をテーマとした小学生のための科学教育カリキュラムを開発している.本研究では,このカリキュラムの評価の一環として,育成した社会的意思決定の力,すなわち賛否両論を踏まえ,そのバランスを考慮しながらコンセンサスを創出する能力が,他の科学技術問題に転移するかどうか検討した.カリキュラムの前後で,原子力発電に関する社会的意思決定を学習者に課し,記述の内容を比較した結果,転移が認められ,特にコンセンサスの観点で向上が見られた.
    Japan Society for Science Education, 2005, Proceedings of the Annual Meeting of Japan Society for Science Education, 29(0) (0), 525 - 526, Japanese
    Scientific journal

  • YAMAGUCHI, Etsuji, FUNAOI, Hideo, DEGUCHI, Akiko, INAGAKI, Shigenori
    筆者らは,コンセプトマップの作成プロセスを自動的に保存し,それを自由に再生・修正できるソフトウェアを開発している. 2004年度は,ブックマーク機能,ワークシート作成機能, QuickTime書き出し機能を新たに実装することで,ソフトウェアの最大の特徴である再生機能の拡張に取り組んでいる.本稿では.2004年度に取り組んできた再生機能の拡張について報告する.
    Japan Society of Science Education, Nov. 2004, 日本科学教育学会研究会研究報告, 19・2, p67-p72(2) (2), 67 - 72, Japanese
    Scientific journal

  • Concept Mapping Software to Reconstruct Learning Processes: Enhancement Based on the Teachers' Requests and Its Evaluation from the Viewpoint of Teachers
    Deguchi Akiko, Yamaguchi Etsuji, Funaoi Hideo, Inagaki Shigenori
    Nov. 2004, Proceedings of International Conference on Computers in Education, , p935-p940, English
    [Refereed]
    International conference proceedings

  • SAKAMOTO Miki, TAKENAKA Makiko, INAGAKI Shgienori, YAMAGUCHI Etsuji, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, YAMAMOTO Tomokazu, FUJIMOTO Masaji, OHMIDO Nobuko, TAKESHITA Yuko
    筆者らは,CSCLシステムであるKnowledge Forumを利用し,遺伝子組み換え食品問題に刻する社会的意志決定をテーマとした授業のデザイン実験を実施している.本研究の目的は,小学生を対象とした実験授業における,単元目標の達成を評価することである.達成の評価は,単元内および単元の前後で測定した指標に基づき,遺伝子組み換え食品についての基礎的内容の理解,概念的知識とイメージの変容,社会的意志決定の達成度の3つの観点から実施した.この評価により,児童の理解や達成が不十分だった側面を明らかにするとともに,Knowledge Forumの学習環境および授業デザインにおける改善点について検討した.
    Japan Society for Science Education (JSSE), Oct. 2004, JSSE Research Report, 19(1) (1), 39 - 44, Japanese
    Symposium

  • INAGAKI Shigenori, YAMAMOTO Tomokazu, KURODA Hideko, TACHIBANA Sanae, TAKESHITA Yuko, FUJIMOTO Masaji, OHSHIMA Jun, NAKAYAMA Hayashi, YAMAGUCHI Etsuji, MURAYAMA Isao, TAKENAKA Makiko, OHSHIMA Ritsuko, FUNAOI Hideo, DEGUCHI Akiko, SUZUKI Hideyuki, KATO Hiroshi, OHKUBO Masahiko, TAKEDA Yoshiaki, TAINOSHO Yoshiaki, KOISHI Hirofumi, DOI Shozo, ITO Masako, SAKAMOTO Miki, HATONO Itsuo, IKARI Miwa, MOCHIZUKI Toshio, OGAWA Masakata, OHMIDO Nobuko
    本研究では,神戸大学発達科学部附属住吉小学校をフィールドとして展開されているCSCLシステムを利用した授業のデザイン実験の実際について,Knowledge Forum,再構成型コンセプトマップ作成ソフトウェア「あんどう君」,ケータイ利用の野外情報共有システム(clippic)の事例を公開授業として報告する.
    Japan Society for Science Education (JSSE), Oct. 2004, JSSE Research Report, 19(1) (1), 1 - 4, Japanese
    Scientific journal

  • DEGUCHI, Akiko, YAMAGUCHI, Etsuji, INAGAKI, Shigenori, FUNAOI, Hideo
    筆者らは,再構成型コンセプトマップ作成ソフトウェアの開発に取り組んできている.本研究では,ソフトウェアに新たに実装した再生プロセスのブックマーク機能の有効性を検証するため,大学生・大学院生を対象とした評価実験を実施した.2つの調査結果から,ブックマーク機能は再生機能の有効性をこれまで以上に高めるものであり,学習者が再生機能を利用する際,自らの思考過程を自覚したり,自らの思考過程を他者に説明したりするのに有効な機能であることが示唆された.
    Japan Society of Science Education, Oct. 2004, 日本科学教育学会研究会研究報告, 19・1, p25-p28(1) (1), 25 - 28, Japanese
    Scientific journal

  • Jun Oshima, Ritsuko Oshima, Isao Murayama, Shigenori Inagaki, Makiko Takenaka, Hayashi Nakayama, Etsuji Yamaguchi
    Aug. 2004, International Journal of Science Education, 26(10) (10), 1199 - 1221, English
    [Refereed]
    Scientific journal

  • 2E-01 小学校3年生理科の学校間協働学習における「ヘルパー」の役割 : NHK教育TV「ふしぎいっぱい」の場合(教育工学・視聴覚・情報教育, 日本理科教育学会第54回全国大会)
    都築 章子, 中山 迅, 山口 悦司, 牛嶋 克宏, 竹田 一則, 竹内 慎一, 後藤 大介
    日本理科教育学会, Aug. 2004, 日本理科教育学会全国大会要項, (54) (54), 277 - 277, Japanese
    Scientific journal

  • 2C-02 Knowledge Forum を利用した理科授業のデザイン実験 : 小学校第6学年「燃焼」における学習環境の評価(授業研究・学習指導, 日本理科教育学会第54回全国大会)
    藤本 雅司, 竹中 真希子, 稲垣 成哲, 山口 悦司, 大島 純, 大島 律子, 村山 功, 中山 迅, 竹下 裕子, 山本 智一, 坂本 美紀
    日本理科教育学会, Aug. 2004, 日本理科教育学会全国大会要項, (54) (54), 272 - 272, Japanese
    Scientific journal

  • 2C-01 Knowledge Forum を利用した理科授業のデザイン実験 : 小学校第6学年「燃焼」における学習環境の開発(授業研究・学習指導, 日本理科教育学会第54回全国大会)
    竹中 真希子, 藤本 雅司, 稲垣 成哲, 山口 悦司, 大島 純, 大島 律子, 村山 功, 中山 迅, 山本 智一, 竹下 裕子, 坂本 美紀
    日本理科教育学会, Aug. 2004, 日本理科教育学会全国大会要項, (54) (54), 271 - 271, Japanese
    Scientific journal

  • 6I7-33 The Application Limit of Principles as Issue of Scientific Thinking
    Murayama Isao, Oshima Jun, Oshima Ritsuko, Inagaki Shigenori, Nakayama Hayashi, Yamaguchi Etsuji, Takenaka Makiko, Sakamoto Miki, Yamamoto Tomokazu, Takeshita Yuko
    Japan Society for Science Education (JSSE), Jul. 2004, 年会論文集, 28, 545 - 546, Japanese
    Scientific journal

  • 6I7-13 CSCL Environment for Science Education on the Theme of Social Decision-Making about Genetic Modification Foods : Analyses of Achievement of Social Decision-Making
    FUJIMOTO Masaji, INAGAKI Shigenori, TAKENAKA Makiko, YAMAGUCHI Etsuji, YAMAMOTO Tomokazu, SAKAMOTO Miki, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, OHMIDO Nobuko, TAKESHITA Yuko
    Japan Society for Science Education (JSSE), Jul. 2004, 年会論文集, 28, 427 - 428, Japanese
    Scientific journal

  • 6I7-12 CSCL Environment for Science Education on the Theme of Social Decision-Making about Genetically Modified Foods : How Students Change Their Conceptual Understanding and Image
    SAKAMOTO Miki, INAGAKI Shigenori, TAKENAKA Makiko, YAMAGUCHI Etsuji, FUJIMOTO Masaji, YAMAMOTO Tomokazu, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, OHMIDO Nobuko, AKESHITA Yuko
    Japan Society for Science Education (JSSE), Jul. 2004, 年会論文集, 28, 425 - 426, Japanese
    Scientific journal

  • 6I7-11 CSCL Environment for Science Education on the Theme of Social Decision-Making about Genetic Modification Foods : Analysis of Students' Understanding of Basic Contents
    YAMAMOTO Tomokazu, INAGAKI Shigenori, TAKENAKA Makiko, YAMAGUCHI Etsuji, FUJIMOTO Masaji, SAKAMOTO Miki, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, OHMIDO Nobuko, TAKESHITA Yuko
    Japan Society for Science Education (JSSE), Jul. 2004, 年会論文集, 28, 423 - 424, Japanese
    Scientific journal

  • 里岡亜紀, 中山迅, 山口悦司, 伊東嘉宏, 串間研之, 末吉豊文, 永井秀樹
    The purpose of this paper is to introduce an example of pupils' investigative learning in tidal flats supported by museum staff. We conducted a lower secondary school pupils' field learning supported by a museum in cooperation with a school. Six grade nine pupils started to investigate tidal flats as the study of an optional science course in their school. They were guided and supported by a science teacher who asked the museum staff to advice her and her pupils. In order to explore their learning outcomes, we examined the progress of pupils' conceptual understandings about tidal flats during educational practice. Their understanding about the tidal flats became more detailed, developing from a vague notion of "tidal flats" to one of ecosystem.
    Japan Society for Science Education, Jun. 2004, 科学教育研究, 28(2) (2), 122 - 131, English
    [Refereed]
    Scientific journal

  • DEGUCHI, Akiko, YAMAGUCHI, Etsuji, FUNAOI, Hideo, INAGAKI, Shigenori
    筆者らは,再構成型コンセプトマップ作成ソフトウェアの開発に取り組んできている.本研究では,ユーザーのニーズを反映した機能拡張がそのニーズを満たすものであるのかどうかを明らかにするために,教師を対象とした評価を行った.その結果,各機能の操作性が高く評価されたことがわかった.各機能の有効性についても,教師の学習指導や子どもたちの学習を支援できるものとして高く評価されたことがわかった.
    Japan Society of Science Education, Jun. 2004, 日本科学教育学会研究会研究報告, 18・6, p37-p40(6) (6), 37 - 40, Japanese
    Scientific journal

  • INAGAK, Shigenori, YAMAGUCHI, Etsuji, FUNAOI, Hideo, DEGUCHI, Akiko
    筆者らは再構成型コンセプトマップ作成ソフトウェア「あんどう君」の開発に取り組んできている.本稿では,「あんどう君」の概要について紹介するとともに,近年,本ソフトウェアが教育実践研究でどのように利用されてきているかについて,その利用のタイプ分けを試みることを通して,実践研究の動向を概観する.
    Japan Society of Science Education, May 2004, 日本科学教育学会研究会研究報告, 18・5, p49-p52(5) (5), 49 - 52, Japanese
    Scientific journal

  • NAKAYAMA Hayashi, USHIJIMA Katsuhiro, YAMAGUCHI Etsuji, TSUZUKI Akiko, TAKEDA Kazunori, TAKEUCHI Shinichi, GOTO Daisuke
    観察と実験の実施が重視される教科としての理科では, 授業へのICT導入が順調とは言えない.本研究では, 電子掲示板を利用した理科の学校間協同学習によって, 児童による観察や実験を中心とした学習を促進できる事例を示そうとした.電子掲示板の対話分析や児童を対象とした質問紙調査の結果から, その可能性が示唆された.
    Japan Society for Educational Technology, Apr. 2004, Japan Journal of Educational Technology, 28(Suppl.) (Suppl.), 93 - 96, Japanese
    [Refereed]
    Scientific journal

  • 博物館における宮崎大学，中学校と連携した理科の学習支援
    串間研之, 末吉豊文, 中山迅, 山口悦司, 里岡亜紀, 伊東嘉宏, 永井秀樹
    Mar. 2004, 宮崎県総合博物館研究紀要, 25, 66 - 69, Japanese
    Research society

  • 小学校と中学校の合同理科授業
    山口悦司, 中山迅, 岡田能直, 岩切信二郎, 岩切宏樹, 阪元聡, 国生尚, 隈元修一, 福松東一, 小石紀博
    Mar. 2004, 宮崎大学教育文化学部附属教育実践総合センター研究紀要, (12) (12), 1 - 14, Japanese
    Research institution

  • Integrated Study and Science Education : Introduction of The Germination Map of Japan
    Yamaguchi Etsuji, Nakayama Hayashi, Nakanishi Suguru, Iwakiri Shinjiro
    総合的学習と理科教育との関係を考察するためには, 「理科教育に関係する私たちは,総合的学習をどういうものにしていくか」という問いについて検討する必要がある。本稿の目的は,前述の問いを考察する際の具体的な素材を提供するために,宮崎大学教育文化学部の理科教育と同附属小学校が中心に取り組んでいる全国的な教育プロジェクト「全国発芽マップ」を紹介することであった。###全国発芽マップの設立の背景や目的,設立から現在に至るまでの学習活動の展開を紹介することで,前述の問いについて考察するための具体的な素材を提供できた。また,この問いに対する予備的な考察として, 「教科教育の理科の学習を質的に向上させることにつながるような,栽培を中心とした学習活動にする」という暫定的な回答について議論した。
    Miyazaki University, Mar. 2004, Journal of the Research Center for Educational Practice, 11(11) (11), 33 - 39, Japanese
    Research institution

  • A Sociocultural Approach to Science Learning in the Classroom: Lotman's Notion of "Functional Dualism of Texts in a Cultural System" and Wertsch's Notion of "Privileging
    INAGAKI, Shigenori, YAMAGUCHI, Etsuji
    Jan. 2004, 理科教育学研究, 44・2, p11-p26, Japanese
    [Refereed]
    Scientific journal

  • FUNAOI, Hideo, YAMAGUCHI, Etsuji, INAGAKI, Shigenori
    The purpose of this study is to evaluate the effectiveness of the collaborative concept mapping software to reconstruct learning processes on reflection and dialogue. The functional features of the software are as follows: learners can (a) play back all the creation processes of their concept map, (b) improve their concept map anytime by undoing, and (c) create a concept map collaboratively on a computer network. 40 students were asked to evaluate the effectiveness of the software on their reflection and dialogue in the questionnaire and the interview. Analysis of their responses reveals that most students evaluated the effectiveness highly.
    Japan Society for Science Education, Dec. 2003, 科学教育研究, 27・5, p318-p332(5) (5), 318 - 332, Japanese
    [Refereed]
    Scientific journal

  • INAGAKI, Shigenori, YAMAGUCHI, Etusji, DEGUCHI, Akiko, TAKESHITA, Yuko, FUNAOI, Hideo, MOCHIZUKI, Toshio, SUZUKI, Hideyuki, KATO, Hiroshi
    創発的分業支援システムKneading Boardの実践的な評価の一環として,小学校6年生理科「人体」の授業に本システムを導入し,実験授業を実施した.実験授業は,1クラスを対象に計15時間で行われた.実験授業に参加した子どもたちの操作履歴,質問紙調査,面接調査の結果の分析によって本システムを評価したところ,他のユーザのシートヘのアクセスの容易さ,同様に他のユーザのマウスカーソルの表示などのアウェアネスの有効性を認めることができた.
    Japan Society of Science Education, Nov. 2003, 日本科学教育学会研究会研究報告, 18・3, p47-p52(3) (3), 47 - 52, Japanese
    Scientific journal

  • SAKAKIBARA, Manabu, YAMAGUCHI, Etsuji, FUNAOI, Hideo, INAGAKI, Shigenori
    本研究では,再構成型コンセプトマップ作成ソフトウェアを利用することで,榊原(2003)の単元「電流と電磁石」における学習者の思考過程を評価した.本稿では,2名の子どもたちの磁力に対する考えの変容過程を追跡した事例について報告する.
    Japan Society of Science Education, Nov. 2003, 日本科学教育学会研究会研究報告, 18・3, p43-p46(3) (3), 43 - 46, Japanese
    Scientific journal

  • IMAHARA, Junko, YAMAGUCHI, Etsuji, FUNAOI, Hideo, INAGAKI, Shigenori
    小学校第5学年の単元「てんびんとてこ」において,再構成型コンセプトマップ作成ソフトウェアを活用した授業を実践した.本稿では,この授業のデザインを具体的に紹介するとともに,ソフトウェアの再生機能が子どもたちの学習や教師の学習指導をいかに支援していたのかについて報告する.
    Japan Society of Science Education, Nov. 2003, 日本科学教育学会研究会研究報告, 18・3, p39-p42(3) (3), 39 - 42, Japanese
    Scientific journal

  • Teachers and Researchers as a Design Team: Changes in their Relationship through the Design Experiment Approach with a CSCL Technolog
    Jun Oshima, Ritsuko Oshima, Isao Murayama, Shigenori Inagaki, Hayashi Nakayama, Etsuji Yamaguchi, Makiko Takenaka
    Oct. 2003, Communication & Information, 3(1) (1), 105 - 127, English
    [Refereed]
    Scientific journal

  • Recent World Trends in Science Museums and Centers: What Can We Learn from Them?
    KAWAKAMI Shogo, FUJII Hiroki, IKARI Miwa, YAMAGUCHI Etsuji, OGAWA Masakata, MIYAKE Shiho, INAGAKI Shigenori, NOGAMI Tomoyuki
    Aug. 2003, Proceedings of the Joint Seminar under the Japan-Korea Basic Scientific Cooperation Program, 7-18, English
    International conference proceedings

  • Development of an Educational Program in Cooperation with Miyazaki Prefectural Museum of Nature and History and Lower Secondary Schools : Field Study in a tidal flats near the school
    SATOOKA Aki, NAKAYAMA Hayashi, YAMAGUCHI Etsuji, ITO Yoshihiro, KUSHIMA Noriyuki, SUEYOSHI Toyofumi, NAGAI Hideki
    Japan Society for Science Education (JSSE), Jul. 2003, 年会論文集, 27, 243 - 246, Japanese
    Scientific journal

  • 2B4-14 理科の教育 TV 番組とインターネットを利用する学校間協働学習の試み (4) : 3 年生「ふしぎいっぱい」
    小牧 啓介, 中山 迅, 山口 悦司, 松本 正則, 竹内 慎一, 杉山 優
    一般社団法人日本科学教育学会, Jul. 2003, 年会論文集, 27, 165 - 166, Japanese
    Scientific journal

  • Learning Environments for Science Education Using a CSCL System : Analogy and Conceptual Understanding about "Animal Growth and Development
    YAMAGUCHI Etsuji, TAKENAKA Makiko, INAGAKI Shigenori, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, YAMAMOTO Tomokazu
    Japan Society for Science Education (JSSE), Jul. 2003, 年会論文集, 27, 439 - 440, Japanese
    Scientific journal

  • Learning Environments for Science Education Using a CSCL System : Design Experiment of a Science Lesson about "Animal Growth and Development"
    TAKENAKA Makiko, YAMAGUCHI Etsuji, INAGAKI Shigenori, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, YAMAMOTO Tomokazu
    Japan Society for Science Education (JSSE), Jul. 2003, 年会論文集, 27, 437 - 438, Japanese
    Scientific journal

  • Collaborative Learning for Science Education Using Knowledge Forum : Analyses of Knowledge Building Activities on the Learning Unit "Genetic Modification Foods Problem"
    YAMAMOTO Tomokazu, TAKENAKA Makiko, INAGAKI Shigenori, YAMAGUCHI Etsuji, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi
    Japan Society for Science Education (JSSE), Jul. 2003, 年会論文集, 27, 163 - 164, Japanese
    Scientific journal

  • YAMAGUCHI, Etsuji, IKARI, Miwa, INAGAKI, Shigenori, NOGAMI, Tomoyuki, MIZOBE, Kazushige
    This study was conducted to determine whether a successful in-service teacher training program using IT networks could be realized while minimizing costs, with a view towards practical application of such a program. For minimizing costs, we tried to develop a program by recording lectures by attached school teachers. These teachers usually went to nearby public schools to provide lectures on teaching methods. We tried to record the lecture as it is using a video-camera, and editing of the video simply using a nonlinear editing software. Consequently the costs of time, human resource, and workload for development of a program were minimized. The theme of this program was assessment of integrated study. To evaluate the usefulness of the program, it was introduced into the program of a public elementary school. Via a questionnaire, thirtyeight teachers were asked to evaluate the program in terms of appropriateness of its content, videos and texts, and its effectiveness on future training. An analysis of their responses reveals that most of the teachers found the training program to be highly fruitful. This study demonstrates that a successful in-service training program can be achieved while keeping costs to a minimum.
    Japan Society for Science Education, Jun. 2003, 科学教育研究, 27・2, p143-p154(2) (2), 143 - 154, Japanese
    [Refereed]
    Scientific journal

  • Teachers and Researchers as a Design Team: changes in their relationship through a design experiment using Computer Support for Collaborative Learning (CSCL) technology
    Oshima Jun, Oshima Ritsuko, Inagaki Shigenori, Takenaka Makiko, Nakayama Hayashi, Yamaguchi Etsuji, Murayama Isao
    Jun. 2003, Education, Communication & Information, 3・1, p105-p127, English
    [Refereed]
    Scientific journal

  • Design Principles on Participatory Structures in Japanese Elementary Science Curriculum
    Oshima Jun, Oshima Ritsuko, Murayama Isao, Inagaki Shigenori, Takenaka Makiko, Yamamoto Tomokazu, Yamaguchi Etsuji, Nakayama Hayashi
    Apr. 2003, Paper presented at the annual meeting of the American Educational Research Association, ,, English
    [Refereed]
    Scientific journal

  • 情報通信ネットワークを利用した理科の現職教員研修プログラム
    YAMAGUCHI, Etsuji, IKARI, Miwa, MIZOBE, Kazushige, INAGAKI, Shigenori, NOGAMI, Tomoyuki
    The purpose of this study is to propose a prototype of a new in-service science teachers training program using IT networks. The newly-developed program focuses on the use of concept maps in science classes. This paper describes the details of the program and the process of developing that. The program are based on educational practices at Akashi Elementary School, which is attached to the Faculty of Human Development, Kobe University. Digital data used in the program consists of video clips of the classes, commentaries or text outlines describing each of the video clips, and pictures of concept maps drawn up by students. There are three stages of the program : introduction, application, and development. In the introduction stage, merits of concept maps and the way of drawing them are explained. The application stage focuses on the science classes using concept maps and their lesson plans. In the development stage, trainees make lesson plans by themselves based on knowledge and experience in the introduction and the application stages. The program contents consist of the following: (1) Introduction; (2) How to make a concept map; (3) Case example using concept maps (a) (lesson version): Whole class makes one concept map; (4) Case example using concept maps (a) (explanation version); (5) Case example using concept maps (b) (lesson version): Each student draws his/her own concept map; (6) Case example using consept maps (b) (explanation version); (7) Task: Lesson plan based on concept maps drawn by students; (8) References of concept maps.
    Society of Japan Science Teaching, Mar. 2003, 理科教育学研究, 43・3, p29-p40(3) (3), 29 - 40, Japanese
    [Refereed]
    Scientific journal

  • SUZUKI, Hideyuki, KATO, Hiroshi, YAMAGUCHI, Etsuji, INAGAKI, Shigenori
    This paper reports the consequences of our design project that introduced computer-based education into an elementary school.In the project, an outside support-team helped a teacher become a local expert in the school.The team was comprised of industrial researchers and academic researchers.Participatory observation and close examination of conversation among project participants revealed that (1)The teacher acquired computer skills and became a computer expert in the school, (2) The teacher failed to become a local expertwho helpscolleagues acquire computer skills and use computers in class activites, (3) Supporters from outside the school effectively supported the teacher in his role of computer expert.However, they were not able to support him fully as a local expert in the schoolcommunity.Based on theseresults, implications for fostering local experts are provided in the conclusion.
    Japan Society for Educational Technology, Mar. 2003, 日本教育工学雑誌, 26・4, p309-p323(4) (4), 309 - 323, Japanese
    [Refereed]
    Scientific journal

  • フィールド学習を通して進める中学校と博物館の連携に関する事例的研究:宮崎県総合博物館の場合
    中山迅, 山口悦司, 里岡亜紀
    Mar. 2003, 科学教育研究第27巻第1号pp.71-81, 27(1) (1), 71 - 81, Japanese
    [Refereed]
    Scientific journal

  • TAKENAKA Makiko, YAMAMOTO Tomokazu, INAGAKI Shigenori, YAMAGUCHI Etsuji, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi
    本研究は,Web Knowledge Forumを利用した2つの実験授業における学習支援者の非同期的な足場かけの質的検討を行った。具体的には,(1)足場かけとして作成されたノートにはどのような内容が書かれており,それはいかに子どもたちの学習を支援していたのか。(2)非同期的な足場かけの有効性は子どもたちや教師によってどのように認められていたのか,について明らかにすることを目的とし,WKFに作成されたノート,および子どもたちと担当教師に実施した面接における回答を分析した。
    Japan Society for Science Education (JSSE), Mar. 2003, JSSE Research Report, 17(5) (5), 63 - 68, Japanese
    Scientific journal

  • IKARI Miwa, YAMAGUCHI Etsuji, YAMAMOTO Tomokazu, FUJII Hiroki, NOGAMI Tomoyuki
    The purpose of this study is to analyze the contents of worksheets and their structure included in the booklet "Die Ausstellung Energietechnik im Deutschen Museum". The contents of worksheets cover the gamut of the Lehrplan (school curriculum) on energy technology for 10th grade physics of the Gymnasium in Bavaria. With regard to the structure of worksheets, two parts are mixed as follows : (1) The worksheets explain the theories and concepts about energy and present the facts about energy technology. (2) The worksheets encourage students to apply theories, concepts and facts to realistic problems. Teacher's notes are provided on the use of the worksheets.
    Japan Society for Science Education, 2003, Journal of Science Education in Japan, 27(1) (1), 60 - 70, Japanese

  • 小牧 啓介, 中山 迅, 山口 悦司, 松本 正則, 竹内 慎一, 杉山 優
    一般社団法人 日本科学教育学会, 2003, 日本科学教育学会年会論文集, 27(0) (0), 165 - 166, Japanese

  • Development and Evalnation of an In-service Training System using IT networks
    YAMAGUCHI, Etsuji, SHIBA, Mariko, IKARI, Miwa, INAGAKI, Shigenori, FUNAKJOSHI, Shunsuke
    Dec. 2002, 日本教育工学会誌, 26, 67-72, Japanese
    [Refereed]
    Scientific journal

  • YAMAGUCHI, Etsuji, INAGAKI, Shigenori, FUNAOI, Hideo
    We developed a concept mapping software to reconstruct learning processes. The functional features of the software are the following two : a learner can (a) play back all the creation processes of his/her concept map, (b) improve his/her concept map anytime. The purpose of this study is to anylyze the effects of playback and improvement function on learner's reflection and dialogue about their learning processes, through desigaing an experiment where learners use both this software and a software which has this function deleted. In hte experiment, 40 undergranuate and grduate students were paired. They reflected on their own thinking processcs of concept mapping on "genetics" and "photosynthesis nad breathing" and explained the thinking processes to each other. They were asked to evaluate the reflection and dialogue in a questionnaire and interview. Analysis of their responses reveal that most of students evaluate highly reflection and dialogue using the software with playback and improvement function from all viewpoints.
    Japan Society for Science Education, Dec. 2002, 科学教育研究, 26・5, p336-p349(5) (5), 336 - 349, Japanese
    [Refereed]
    Scientific journal

  • Knowledge building environment for science education : Designing learning activities with a CSCL system
    TAKENAKA Makiko, INAGAKI Shigenori, YAMAGUCHI Etsuji, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, YAMAMOTO Tomokazu
    Nov. 2002, 日本教育工学会大会講演論文集, 18, 69 - 72, Japanese
    [Refereed]
    Scientific journal

  • 再構成型コンセプトマップ作成ソフトウェアに関する実践的研究：小学校の授業における利用可能性の検討
    YAMAGUCHI, Etsuji, INAGAKI, Shigenori, FUNAOI, Hideo, HIKIDA, Naoko
    We developed concept mapping software to reconstruct learning processes. The functional features of the software are that a learner can (a) play back all the creation processes of his/her concept map and (b) improve his/her concept map anytime. The purpose of this study was to evaluate the usability and usefulness of the software through designing 5th grade science lessons. These lessons were designed to teach how matter dissolves in water. First, in the questionnaire, 39 students of two classes were asked to evaluate the convenience of the software's user interface, the effectiveness of its functions, and its usability in lessons. Most students gave positive evaluations of the software for various reasons. Second, two teachers of the classes were asked in individual interviews to evaluate the software for students and teachers. The teachers noted the convenience of the user interface for students and the effectiveness of the playback function for both students and teachers. Third, we applied interaction analysis with video technology to the learning processes of one group of students using the playback function of the software, and we found that it contributed to the student's understanding of the solution. After consideration of these results, we discuss evaluation of the software and future work on the project.
    Society of Japan Science Teaching, Nov. 2002, 理科教育学研究, 43・2, p15-p28(2) (2), 15 - 28, Japanese
    [Refereed]
    Scientific journal

  • YAMAGUCHI Etsuji, NAKAYAMA Hayashi, SATOOKA Aki, KUSHIMA Noriyuki, NAGAI Hideki, SUEYOSHI Toyofumi, ITO Yoshihiro
    筆者らは,宮崎県総合博物館と公立中学校が連携することで,中学校理科のカリキュラムに組み込んだ形の干潟の学習を中心とした教育プログラムを開発しようとしている.本研究では,教育プログラム開発状況の報告の一環として,博物館が主催する中学校近隣の干潟観察会への参加,教師と博物館と大学関係者によるミーティング,2学期最初の理科授業の実際について報告する.それとともに,観察会における生徒や教師と博物館スタッフの「出会い」が,中学校-博物館の連携体制,2学期の授業における生徒の学習や教師の授業デザインにもたらした効果について考察する.
    Japan Society for Science Education (JSSE), Oct. 2002, JSSE Research Report, 17(2) (2), 23 - 26, Japanese
    Symposium

  • Effectiveness of the Collaborative Concept Mapping System on Supporting Collaborative Learning
    FUKUI, Mayumi, KATO, Hiroshi, FUNAOI, Hideo, SUZUKI, Hideyuki, YAMAGUCHI, Etsuji, INAGAK, Shigenori
    教育システム情報学会事務局, Oct. 2002, 教育システム情報学会誌, 19・4, p292-p297(4) (4), 292 - 297, Japanese
    [Refereed]
    Scientific journal

  • Development of an Educational Program in Cooperation with Miyazaki Prefectural Museum of Nature and History and Lower Secondary Schools : Establishment of the Cooperation
    NAKAYAMA Hayashi, YAMAGUCHI Etsuji, SATOOKA Aki, ITO Yoshihiro, KUSHIMA Kenji, NAGAI Hideki, SUEYOSHI Toyofumi
    Japan Society for Science Education (JSSE), Sep. 2002, 年会論文集, 26, 129 - 130, Japanese
    Scientific journal

  • Inter-Schools Collaborative Learning Using the Educational TV Program of Science and the Internet (2) : Fushigi-Ippai
    NOMURA Hidefumi, NAKAYAMA Hayashi, YAMAGUCHI Etsuji, TAKEDA Kazunori, KUWAYAMA Hiroaki, TAKEUCHI Shinichi, SUGIYAMA Masaru, YOSHIMOTO Jyurin
    Japan Society for Science Education (JSSE), Sep. 2002, 年会論文集, 26, 243 - 244, Japanese
    Scientific journal

  • Concept Mapping: A Review of Research and Implications for Science Education
    YAMAGUCHI, Etsuji, INAGAKI, Shigenori, FUKUI, Mayumi, FUNAOI, Hideo
    Sep. 2002, 理科教育学研究, 43・1, p29-p51, Japanese
    [Refereed]
    Scientific journal

  • Yamaguchi Etsuji, Ikari Miwa, Inagaki Shigenori, Nogami Tomoyuki
    This paper describes training programs newly developed for the Video on Demand (VOD) and TV conference-based in-service teachtr training system. Prior to program development. we surveyed all 26 teachers of the target training school regarding their desire for training. Based on the result, we developed two training programs:"Use of concept maps in interdisciplinary and comprehensive lessons" and "Strategy for developing interdisciplinary and comnrchcnsive units." These programs are based on the educational oractice of Akashi Primary School, attached to the Faculty of Human Development at Kobe University. To evaluate the programs, three surveys were carried out. First, a questionnaire survey concerning the two programs for trainees and trainers (24 in total) showed that program contents and structure wore highly evaluated. Also, most respondents admitted that the effects of the newly developed program-based training were similar to those of conventional training. Second, a free-comment type questionnaire survey concerning the contents of "strategy for developing interdisciplinary and comprehensive units". was conducted for 22 trainees. This program was experimentally implemented with a TV conference. The survey yielded the following comments: "The program enabled me to understand Akashi Primary Schools strategy for developing interdisciplinary and comprehensive units" and "The program will help us to develop units." Third, for TV conference evaluation, 16 conference attendees were interviewed. Respondents highly evaluated the conference environment created by the VOD and TV conference system, since they could consult video and texts on web pages related to the program during the conference. This study demonstrates the potential for practical application of VOD and TV conference-based in-service teacher training programs.
    Japan Society for Science Education, Sep. 2002, Journal of Science Education in Japan, 26・3, p235-p254(3) (3), 235 - 254, English
    [Refereed]
    Scientific journal

  • 情報通信ネットワークを利用した現職教員研修プログラムの開発と評価：地域との連携を通したダンスセラピーに関する研修の実証的評価
    YAMAGUCHI, Etsuji, SHIBA, Mariko, IKARI, Miwa, IGARASHI, Yuko, NAKASUMI, Yoshiki, FUJII, Mieko, MIZOHATA, Tatsuya, HANAKI, Saori, YAMASAKI, Izumi, FUNAKOSHI, Shunsuke, JYO, Hitoshi, INAGAKI, Shigenori, Yuka, ASADA, Tadashi, IKUTA, Takashi, NOJIMA, Eiichirou, ITO, Motomu, NOGAMI, Tomoyuki
    日本教育工学会, Aug. 2002, 日本教育工学雑誌, 26・増, p27-p82, 67 - 72, Japanese
    [Refereed]
    Scientific journal

  • Computer Supported Collaborative Learning Design Experiments in Japanese Elementary Science Education
    Oshima Jun, Oshima Ritsuko, Murayama Isao, Inagaki Shigenori, Nakayama Hayashi, Yamaguchi Etsuji, Takenaka Makiko
    Apr. 2002, Paper presented at the annual meeting of the American Educational Research Association, ,, English
    [Refereed]
    Scientific journal

  • TAKENAKA Makiko, INAGAKI Shigenori, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, YAMAGUCHI Etsuji, NAKAYAMA Hayashi, YAMAMOTO Tomokazu
    We designed two CSCL-based science lessons for the 6 th grade classroom, i. e. air and how things burn, and the characteristics of various solutions. The CSCL technology we used was Web Knowledge Forum, the second generation of CSILE software. In the both cases, we designed a lesson in which Web Knowledge Forum was used as an on-line communication tool. The design in the second lesson was revised by providing students with cognitive scaffolds so that they could more articulately manage their knowledge as socially constructed. Comparative analyses manifested that students in the second lesson were more engaged in science activities through social construction of their knowledge in Web Knowledge Forum.
    Japan Society for Science Education (JSSE), Mar. 2002, Journal of science education in Japan, 26(1) (1), 66 - 77, Japanese
    [Refereed]
    Scientific journal

  • Study on assessment of lower secondary school students' ability to observe science lessons : fundamental analysis of the work sheets
    Yamaguchi Etsuji, Nakayama Hayashi, Sakamoto Satoshi, Iwakiri Hiroki, Kokusyo Hisashi, Okada Yoshinao, Kumamoto Syuichi
    筆者らは,2002年度の教育実習生に授業観察ワークシートを利用させることを通して,教育実習生の理科授業観察能力の特徴について,1999年度より継続した検討を試みている.本研究では,その基礎的作業として,小学校教育実習生のワークシートについて各項目の記述の有無を分析した.###分析の結果,「教科学習にかかわる児童・生徒の理解」「指導法」に関する授業観察能力は高く,「教科内容の理解」「評価」「まとめと今後への示唆」「理科固有の項目」に関する授業観察能力が低い傾向にあることが明らかとなった.本研究の結果は,1999年度および2000年度の先行研究の結果と同様であり,小学校の教育実習生に一般的にみられる特徴であることが考察された.
    Miyazaki University, Mar. 2002, Journal of the Center for Educational Research and Practices, 9(9) (9), 91 - 97, Japanese
    Research institution

  • IKARI Miwa, YAMAGUCHI Etsuji, YAMAMOTO Tomokazu, FUJII Hiroki, NOGAMI Tomoyuki
    科学系博物館における来館者の学習支援のあり方を探る試みの一環として,ワークシートの開発に着目した.本研究では,学校の科学教育カリキュラムの内容を積極的に反映させたワークシートについての基礎的資料を得るために,ドイツ博物館のブックレット「ドイツ博物館におけるエネルギー技術の展示」を取り上げて,そこに収録されているワークシートを検討した.
    Japan Society of Science Education, 2002, JSSE Research Report, 17(2) (2), 33 - 38, Japanese

  • Collaborative concept mapping software to reconstruct learning processes
    H Funaoi, E Yamaguchi, S Inagaki
    2002, INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION, VOLS I AND II, PROCEEDINGS, , p305-p310, 306 - 310, English
    [Refereed]
    International conference proceedings

  • 情報通信ネットワークを利用した現職教員研修プログラムの開発と評価：ダンスセラピーに関するプログラム
    YAMAGUCHI, Etsuji, SHIBA, Mariko, IKARI, Miwa, IGARASHI, Yuko, NAKASUMI, Yoshiki, FUJII, Mieko, MIZOHATA, Tatsuya, HANAKI, Saori, YAMASAKI, Izumi, FUNAKOSHI, Shunsuke, JYO, Hitoshi, INAGAKI, Shigenori, Yuka, ASADA, Tadashi, IKUTA, Takashi, NOJIMA, Eiichirou, ITO, Motomu, NOGAMI, Tomoyuki
    In this paper, first of all, we describes the training program about introduction of dance therapy to school education, newly developed for the Video On Demand (VOD) and TV conference-based in-service teacher training system. Second, we describes the TV conference using this program and examines evaluation by teachers.
    The Institute of Electronics, Information and Communication Engineers, Jan. 2002, 電子情報通信学会技術研究報告（教育工学）, ET2001・97, p107-p114(609) (609), 107 - 114, Japanese
    Scientific journal

  • 再構成型コンセプトマップ協調作成ソフトウェアの開発と評価：小学校教師からみた授業利用の可能性
    FUKUI, Mayumi, FUNAOI, Hideo, YAMAGUCHI, Etsuji, INAGAKI, Shigenori
    The purpose of this study is to enhance the concept mapping software to reconstruct learning processes, which we have developed. This software facilitates learners to share a concept map and access it synchronously on intranet. The functions of this software are expected to be able to support collaborative learning sufficiently in addition to reflection of learners. In this paper we report outline of this software and result of the experiment in which primary school teachers evaluated the software from the viewpoint of whether it can be used in class or not.
    The Institute of Electronics, Information and Communication Engineers, Jan. 2002, 電子情報通信学会技術研究報告（教育工学）, ET2001・90, p53-p60(609) (609), 53 - 60, Japanese
    Scientific journal

  • Design Experiments for Integrating a CSCL Technology into Japanese Elementary Science Education
    Oshima Jun, Oshima Ritsuko, Murayama Isao, Inagaki Shigenori, Nakayama Hayashi, Yamaguchi Etsuji, Takenaka Makiko
    Jan. 2002, Proceedings of CSCL 2002, , p613-p614, English
    [Refereed]
    Scientific journal

  • TAKENAKA Makiko, YAMAMOTO Tomokazu, INAGAKI Shigenori, YAMAGUCHI Etsuji, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi
    Knowledge Forum^<[○!R]>は, 学習者の協調的な知識構築活動を支援するデータベース型のCSCLシステムである.本研究では, サーバー・クライアント版(Ver.2.1.10)のKnowledge Forum^<[○!R]>を, 日本の小学校で初めて利用したデザイン実験の概要について報告する.実験授業は, 小学校5年生を対象に「遺伝子組み換え食品」をテーマにした単元で実施した.また, 子どもたちの知識の編集活動に関する基礎的分析を行なった.
    Japan Society for Science Education, 2002, Proceedings of the Annual Meeting of Japan Society for Science Education, 26(0) (0), 153 - 154, Japanese

  • YAMAMOTO Tomokazu, TAKENAKA Makiko, INAGAKI Shigenori, YAMAGUCHI Etsuji, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi
    筆者らは, これまで, 小学校の理科授業において, Knowledge Forum^<[○!R]>を使ったデザイン実験を行ってきた。その中で, 子どもたちが協調的に知識構築していくために, 他者のノートを参照する活動が重要であることを指摘してきた.本研究では, 「遺伝子組み換え食品」を題材とした実験授業で子どもたちが他者のノートの情報を有効に活用できる学習環境をデザインし, 相互の知識を参照していく活動について, データベース上のノートの作成数とそれらが読まれた回数を分析した.
    Japan Society for Science Education, 2002, Proceedings of the Annual Meeting of Japan Society for Science Education, 26(0) (0), 239 - 240, Japanese

  • INAGAKI, Shigenori, FUNAOI, Hideo, YAMAGUCHI, Etsuji
    The purpose of this study is to develop and evaluate a concept mapping software to reconstruct learning processes. This software supports that a learner externalizes and reflects his/her thinking processes as creation processes of a concept map. The functional features of software are as follows : a learner can (a) play back all the creation processes of his/her concept map, (b) improve his/her concept map anytime. 20 primary school teachers were asked to evaluate the convenience of the user interface, the effectiveness of the functions, and the usability in lessons in the questionnaire. Analysis of their responses reveal that most teachers evaluate the software highly from all viewpoints.
    Japan Society for Science Education, Dec. 2001, 科学教育研究, 25・5, p304-p315(5) (5), 304 - 315, Japanese
    [Refereed]
    Scientific journal

  • YAMAGUCHI Etsuji, NAKAYAMA Hayashi, SATOOKA Aki, NAGAI Hideki, SUEYOSHI Toyofumi
    筆者らは, 宮崎県内の博物館と中学校が連携することで, 自然史博物館の利用を中学校理科のカリキュラムに組み込んだ形の, 学習者の概念的理解の促進を主軸に据えた教育プログラムを開発しようとしている.本研究では, この開発の準備段階として, 宮崎県総合博物館の自然史展示の概要, ロンドン自然史博物館における"Investigate"の概要, 熊野江中学校の学習者の実態に対する予備的調査について報告する.
    Japan Society for Science Education (JSSE), Nov. 2001, JSSE Research Report, 16(2) (2), 13 - 16, Japanese
    Symposium

  • NOGAMI Tomoyuki, KANZAKI Ayako, YAMAGUCHI Etsuji, INAGAKI Shigenori
    教師の共同による総合的なカリキュラム開発の方法論について考察するために, 「知識変換プロセス」を分析の視点として, 総合的カリキュラム開発の先進校である神戸大学発達科学部附属明石小学校における総合的な学習の単元開発過程を分析した.
    Japan Society of Science Education, Nov. 2001, Proceedings of Regional Conference of Japan Society for Science Education, 第16巻,第2号,pp.37-40(2) (2), 37 - 40, Japanese
    International conference proceedings

  • MIZOBE Kazushige, NAKAJIMA Teruhisa, MORII Hiroyuki, IKARI Miwa, YAMAGUCHI Etsuji, INAGAKI Shigenori, NOGAMI Tomoyuki
    情報通信ネットワークにおけるVODの映像配信システムとテレビ会議システムを併用した現職教員研修プログラムを開発した。本プログラムが運用される現職教員研修システムは, 明石市の所有するCATV網などの基盤インフラを借用し, 非同期・分散型環境としての授業などの動画配信と, 同期・集合型環境としての研修担当者と研修受講者の対話を実現している。開発したプログラムは, 「総合的な学習」に関するものであり, 小学校教師を対象としている。開発したプログラムは, 全4部構成であった。
    Japan Society of Science Education, Nov. 2001, Proceedings of Regional Conference of Japan Society for Science Education, 第16巻,第2号,pp.33-36(2) (2), 33 - 36, Japanese
    International conference proceedings

  • A Design Experiment of Science Class Using A CSCL System : Discourse on Knowledge Forum^ in The Change of The Drawing of Combustion Model
    Nomura Hidefumi, NAKAYAMA Hayashi, INAGAKI Shigenori, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, YAMAGUCHI Etsuji, TAKENAKA Makiko, YAMAMOTO Tomokazu
    Japan Society for Science Education (JSSE), Jul. 2001, 年会論文集, 25, 449 - 450, Japanese
    Scientific journal

  • Teachers and Researchers as a Design Community:Changes in Their Relationship Through A Design Experiment Approach With a CSCL Technology
    Jun Oshima, Ritsuko Oshima, Isao Murayama, Shigenori Inagaki, Hayashi Nakayama, Etsuji Yamaguchi, Makiko Takenaka
    Apr. 2001, Paper Presented at the annual meeting of the American Educational Research Association, Seattle,USA, English
    [Refereed]
    International conference proceedings

  • 稲垣 成哲, 杉本 雅則, 楠 房子, 吉川 厚, 橋爪 宏達, 杉本 美穂子, 佐伯 胖, 須藤 正人, 鈴木 栄幸, 舟生 日出男, 竹中 夏希子, 大島 純, 大島 律子, 村山 功, 中山 迅, 山口 悦司, 長戸 基, 山本 智一, 加藤 浩
    Japan Society for Science Education, 2001, Proceedings of the Annual Meeting of Japan Society for Science Education, 25(0) (0), 127 - 128, Japanese
    Scientific journal

  • YAMAGUCHI Etsuji, UETSUJI Yukiko, NOGAMI Tomoyuki, INAGAKI Shigenori
    The purpose of this study is to prove the relationship between integrated study and existing subjects from the viewpoint of the pupils. Nine integrated-study units provided by Akashi Junior High School Attached to the Faculty of Human Development at Kobe University, as a pilot school for the Cross-curricular approach, are examined. The survey, using a questionnaire, was conducted among 39 pupils in the 7th grade, 39 pupils in the 8th grade, and 40 pupils in the 9th grade. Analysis showed that pupils consider six units are related to multiple subjects. The study proved that the Cross-curricular approach planned by the instructors has been realized from the viewpoint of the pupils.
    Japan Society for Science Education, Dec. 2000, Journal of Science Education in Japan, 第24巻第4号pp.253-263(4) (4), 253 - 263, Japanese
    [Refereed]
    Scientific journal

  • Curriculum Design for Knowledge Building Using a CSCL System
    INAGAKI Shigenori, OSHIMA Jun, OSHIMA Ritsuko, NAKAYAMA Hayashi, MURAYAMA Isao, YAMAGUCHI Etsuji, TAKENAKA Makiko
    Japan Society for Science Education (JSSE), Jul. 2000, 年会論文集, 24, 143 - 144, Japanese
    Scientific journal

  • INAGAKI, Shigenori, YAMAGUCHI, Etsuji
    The purpose of this study is to investigate primary teachers' understanding, and determine their awareness of students' ideas in the area of electric current. 315 primary teachers were asked to indicate their understanding and predict their students' answers in a questionnaire. Analysis of their responses reveal that most of the teachers understood the electric current of simple circuits in a 'scientifically acceptable' way, and identified all students' ideas. However, they were unable to predict with any accuracy the different types of students' ideas.
    Japan Society for Science Education, Mar. 2000, 科学教育研究, 24・1, p11-p19(1) (1), 11 - 19, Japanese
    [Refereed]
    Scientific journal

  • 学びの社会的編成：作品づくりについての再検討
    INAGAKI, Shigenori, YAMAGUCHI, Etsuji
    日本生活科教育学会, Feb. 2000, 日本生活科教育学会『せいかつか』, 7, p65-p72(7) (7), 65 - 72, Japanese
    [Refereed]
    Scientific journal

  • 稲垣 成哲, 山口 悦司
    日本教育心理学会, 2000, 日本教育心理学会総会発表論文集, 42, S91, Japanese

  • An ethnographic investigation of the learning of a teacher-as-local-expert in the first phase of introducing computers into an elementary school
    H Suzuki, H Kato, E Yamaguchi, S Inagaki
    2000, PDC 2000: PROCEEDINGS OF THE PARTICIPATORY DESIGN CONFERENCE, , p166-p173, 166 - 173, English
    [Refereed]
    International conference proceedings

  • 再構成型コンセプトマップ作成ソフトウェアのデザイン
    INAGAKI, Shigenori, FUNAOI, Hideo, YAMAGUCHI, Etsuji
    Apr. 1999, 日本科学教育学会研究会研究報告, 13・6, p51-p54, 229 - 230, Japanese
    Scientific journal

  • UETSUJI, Yukiko, NOGAMI, Tomoyuki, INAGAKI, Shigenori, YAMAGUCHI, Etsuji
    Akashi junior high school, attached to the faculty of Human Development at Kobe University, has developed an approach called "Cross-curriculum" as a pilot attempt at Integrated Study. In this study, through participant observation of classes and interviews with teachers, the design and management characteristics of the Cross-curriculum in the school were clarified, and the problems were discussed. Consequently, the following two problems need to be resolved when carrying out such cross-curricular learning : 1) Cross-curricular learning must be integrated with existing subjects. 2) Communication between teachers must be encouraged.
    Japan Society for Science Education, Mar. 1999, 科学教育研究, 23・1, p25-p32(1) (1), 25 - 32, Japanese
    [Refereed]
    Scientific journal

  • YAMAGUCHI, Etsuji, INAGAKI, Shigenori
    In this paper, we first discussed the theoretical viewpoint of "ethnomethodology" and "situated approach to scientific discovery". According to this viewpoint, science learning cannot be understood as a process happening in an individual mind. Rather, science learning seems to be socially accomplished through science classroom interaction. We need to analyze in detail such interaction in order to understand the micro-processes of science learning. Secondly we conducted and interaction analysis of "discovering" in the 5th grade lesson. Based on audio recordings, video recordings, and their transcripts, we demonstrated how teacher and students socially accomplished the discovery of scientific principles about the motion of pendulums. Through their interactions, teacher and students highlighted the results of their inquiry activities using "marking" or "juxtaposition", that is, socially designed "findings". Implications are drawn for science education.
    Japan Society for Science Education, Dec. 1998, 科学教育研究, 22・4, p204-p214(4) (4), 204 - 214, Japanese
    [Refereed]
    Scientific journal

  • 教室における言語コミュニケーションと理科学習：社会文化的アプローチ
    INAGAKI, Shigenori, YAMAGUCHI, Etsuji, UETSUJI, Yukiko
    Nov. 1998, 日本理科教育学会研究紀要, 39・2, p61-p79(2) (2), 61 - 79, Japanese
    [Refereed]
    Scientific journal

  • 学びの社会的編成：相互行為としての支援
    INAGAKI, Shigenori, YAMAGUCHI, Etsuji
    Feb. 1998, 日本生活科教育学会『せいかつか』, 5, p58-p65(5) (5), 58 - 65, Japanese
    [Refereed]
    Scientific journal

  • 理科授業のエスノグラフィー：リソースに媒介された教師—子どもの関係性の会話分析的検討
    INAGAKI, Shigenori, YAMAGUCHI, Etsuji
    Nov. 1997, 日本理科教育学会研究紀要, 38・2, p135-p146(2) (2), Japanese
    [Refereed]
    Scientific journal

  • Knowledge Web: The Development of a Tool for Representing Student's Ideas in Science Learning
    MIZOBE, Kazushige, NOGAMI, Tomoyuki, YAMAGUCHI, Etsuji, INAGAKI, Shigenori
    Nov. 1997, 日本理科教育学会研究紀要, 38・2, p147-p161(2) (2), Japanese
    [Refereed]
    Scientific journal

  • 理科授業におけるインタラクションに関する研究：コンセプトマップを表現のリソースとして使用した協同的な学習を事例にして
    YAMAGUCHI, Etsuji, INAGAKI, Shigenori, NOGAMI, Tomoyuki
    Mar. 1997, 日本理科教育学会研究紀要, 37・3, p1-p13(3) (3), 1 - 13, Japanese
    [Refereed]
    Scientific journal

  • 学びの社会的編成：フィールドワークにおける相互行為の分析
    INAGAKI, Shigenori, YAMAGUCHI, Etsuji
    Feb. 1997, 日本生活科教育学会『せいかつか』, 4, p55-p60, Japanese
    [Refereed]
    Scientific journal

  • INAGAKI, Shigenori, YAMAGUCHI, Etsuji
    状況的認知の立場において,教室の実践は,教師や子どもたちが協同で達成するものとして捉えられている。その内実にアプローチしていく手段としては,実践における相互行為を詳細に分析してその過程を明らかにするという方法が採用されている。本研究ではこのような立場から科学教育のあり方を問い直していく試みの一環として,総合学習における学びを事例としてそこでの相互行為を詳細に分析した。分析の結果を対話の学びという観点から考察していく中で,有益な示唆を得ることができた。
    Japan Society of Science Education, Oct. 1996, 日本科学教育学会研究会研究報告, 11・1, p19-p24(1) (1), 19 - 24, Japanese
    Scientific journal

  • 教室の権力関係と状況的認知：理科教育への社会・文化的アプローチ
    YAMAGUCHI, Etsuji, INAGAKI, Shigenori
    Aug. 1996, 理科の教育, 45・8, p44-p49(8) (8), 44 - 49, Japanese
    Scientific journal

  • UETSUJI Yukiko, NOGAMI Tomoyuki, YAMAGUCHI Etsuji, INAGAKI Shigenori
    クロス・カリキュラムに関する諸問題を実践的に検討するために,神戸大学発達科学部附属明石中学校の「環境・国際理解学習」を事例に取り上げた。調査は,VTRにおける授業記録,教師及び生徒を対象にした質問紙であった。3つの単元を追跡・分析し,その結果をクロス・カリキュラムの構想と運営という観点から考察した。クロス・カリキュラムの構想においては,従来の教科といわゆる総合的な学習とが相補的に連携していたこと,運営面においては,克服すべき課題が山積していたことがわかった。
    Japan Society of Science Education, 1996, JSSE Research Report, 11(3) (3), 19 - 24, Japanese

  • 上野 直樹, 吉岡 有文, 稲垣 成哲, 山口 悦司, 塚野 弘明, 有元 典文
    日本教育心理学会, 1996, 日本教育心理学会総会発表論文集, 38, S70 - S71, Japanese

■ MISC
  • 山口悦司, 坂本美紀, 俣野源晃, 山本智一, 川崎弘作, 長沼祥太郎, 毛利圭汰, 村山留美子
    Lead, May 2025, 日本科学教育学会研究会研究報告, 39(5) (5), 67 - 70, Japanese, Domestic magazine
    Report scientific journal

  • 口羽駿平, 山口悦司, 坂本美紀, 山本智一, 原愛佳, 近江戸伸子, 村山留美子, 俣野源晃, 澁野哲
    Dec. 2023, 日本科学教育学会研究会研究報告, 38(2) (2), 219 - 222, Japanese
    Report scientific journal

  • 口羽駿平, 山口悦司, 坂本美紀, 山本智一, 原愛佳, 近江戸伸子, 俣野源晃, 澁野哲
    May 2023, 日本科学教育学会研究会研究報告, 37(6) (6), 59 - 62, Japanese
    Report scientific journal

  • KOBAYASHI Wakana, YAMAGUCHI Etsuji, AOKI Ryota, TAKEDA Yoshiaki, MIZOGUCHI Hiroshi, KUSUNOKI Fusako, FUNAOI Hideo, SUGIMOTO Masanori, TANAKA Tatsuya, INAGAKI Shigenori
    里山における生物多様性や環境保全の学習支援を目指して，武田ほか(印刷中)は「里山管理ゲーム」を開発してきた．本ゲームではプレイヤーが里山の管理人となり，約150年間の里山管理を体験できる．この体験を通して，里山の生物多様性や環境保全に関する知識獲得が期待されている．しかし，これまで小学校の授業実践における本ゲームの活用とその学習支援上の有効性の検討はされていない．本研究では里山管理ゲームを用いた小学校理科の授業を行い，ゲームプレイ中の相互行為分析を通したシカ駆除の知識獲得過程の事例的検討を行った．その結果，シカ駆除の必要性に関する知識を獲得できていたペアでは，長期的に見てシカを駆除すべきであるということへの気付きが達成されていたことがわかった．一方，シカ駆除の必要性に関する知識を獲得できていなかった児童を含むペアでは，長期的に見てシカを駆除すべきであるということへの気付きが達成されていなかったことが明らかとなった．
    Japan Society for Science Education, 23 Feb. 2023, JSSE Research Report, 37(5) (5), 107 - 110, Japanese, Domestic magazine
    Report scientific journal

  • TANAKA Tatsuya, YAMAGUCHI Etsuji, KOBAYASHI Wakana, AOKI Ryota, TAKEDA Yoshiaki, MIZOGUCHI Hiroshi, KUSUNOKI Fusako, FUNAOI Hideo, SUGIMOTO Masanori, INAGAKI Shigenori
    本研究の目的は，「里山管理に関する知識獲得を支援するためのツール」として開発された「里山管理ゲーム」を小学校理科授業に導入し，生物多様性を豊かにするための人と環境との関わりを捉えることを目指した小学校理科授業の単元をデザインすることであった．本研究で導入された「里山管理ゲーム」は，学習者が里山の管理人となり，1ゲームで10ターン（約150年間）の里山管理を体験することができるものであった．本研究でデザインされた授業の単元は，小学校第6学年理科の内容B生命「（3）生物と環境」であった．本単元の内容は，「生命」についての基本的な内容のうちの「生物と環境の関わり」に関わるものであり，中学校第2分野「生物と環境」，「自然環境の保全と科学技術の利用」の学習につながるものであった．開発された単元では，「里山管理ゲーム」を活用した授業を単元導入として実施した．これにより，単元全体を通して，人の生活と持続可能な環境との関わり方としての「保全」の視点を児童が意識できるようにした．
    Japan Society for Science Education, 23 Feb. 2023, JSSE Research Report, 37(5) (5), 103 - 106, Japanese, Domestic magazine
    Report scientific journal

  • 武田義明, 溝口博, 楠房子, 舟生日出男, 杉本雅則, 山口悦司, 稲垣成哲
    Japan Society for Science Education, Feb. 2023, 日本科学教育学会研究会研究報告, 37(5) (5), 97 - 102, Japanese, Domestic magazine
    Report scientific journal

  • 口羽 駿平, 山口 悦司, 坂本 美紀, 山本 智一, 原 愛佳, 近江戸 伸子, 俣野 源晃, 澁野 哲
    Japan Society for Science Education, Feb. 2023, 日本科学教育学会研究会研究報告, 37(5) (5), 75 - 78, Japanese, Domestic magazine
    Report scientific journal

  • 口羽駿平, 山口悦司, 俣野源晃, 坂本美紀
    Japan Society for Science Education, Dec. 2022, 日本科学教育学会研究会研究報告, 37(4) (4), 143 - 146, Japanese, Domestic magazine
    Report scientific journal

  • 俣野源晃, 山口悦司, 渡辺桜, 置塩佳奈
    Japan Society for Science Education, Dec. 2022, 日本科学教育学会研究会研究報告, 37(4) (4), 61 - 64, Japanese, Domestic magazine
    Report scientific journal

  • 里山管理ゲーム：効果的な環境教育のための植生遷移学習支援システム
    川口 漱也, 溝口 博, 江草 遼平, 武田 義明, 山口 悦司, 稲垣 成哲, 楠 房子, 舟生 日出男, 杉本 雅則
    Aug. 2018, 日本理科教育学会（SJST2018）全国大会発表論文集第16号, 494 - 494, Japanese

  • KAWAGUCHI Shuya, MIZOGUCHI Hiroshi, Egusa Ryohei, Takeda Yoshiaki, Yamaguchi Etsuji, Inagaki Shigenori, Kusunoki Fusako, Funaoi Hideo, Sugimoto Masanori
    In order to solve many of the issues currently facing forests worldwide, as well as to move toward a global, sustainable society, it is important for children to learn about vegetation succession. While experiencing concepts first-hand can deepen one's understanding of knowledge learned from textbooks, vegetation succession occurs over a long period of time, making it a difficult match for this type of learning. For this study, we developed a forest management game in which learners can experience related concepts in a virtual environment. This system allows users to experience vegetation succession by managing forests where this succession has occurred over hundreds of years. As the first step toward this system, we have developed and experienced to children a system that gives experience of vegetation succession.
    The Japan Society of Mechanical Engineers, Jun. 2018, The Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec), 2018, 2P2-B06(1) - 2P2-B06(2), Japanese

  • 矛盾した複数の文章の読解を通した情報リテラシーの授業開発
    MOCHIZUKI Toshio, OHISHI Tomohiro, CLARK A. Chinn, RANDI M. Zimmerman, YAMAGUCHI Etsuji
    実教出版, Apr. 2018, 実教出版『情報教育資料』, (46) (46), 13 - 16, Japanese
    [Invited]
    Introduction commerce magazine

  • 学習科学を応用したイノベーティブな教育の理論と方法に関する国際調査研究
    YAMAGUCHI Etsuji
    日本学術振興会, Mar. 2018, 『科研費NEWS』2017年度第4号, 6, Japanese
    [Invited]
    Others

  • 植生遷移の学習支援のための里山管理ゲーム
    川口漱也, 溝口博, 江草遼平, 武田義明, 山口悦司, 稲垣成哲, 楠房子, 舟生日出男, 杉本雅則
    Aug. 2017, 日本理科教育学会（SJST2017）全国大会発表論文集第15号, 511 - 511, Japanese

  • Epistemic practice to improve elementary students' construction of scientific arguments: A case analysis of the effects caused by commenting on peers' arguments using epistemic criteria
    Miki Sakamoto, Etsuji Yamaguchi
    Jul. 2016, INTERNATIONAL JOURNAL OF PSYCHOLOGY, 51, 512 - 513, English
    Summary international conference

  • 能動的な絵画鑑賞に向けた絵画鑑賞支援システムに関する研究
    玉木 晴也, 酒井 嗣之介, 吉田 龍一, 太田 耀介, 竹村 裕, 溝口 博, 楠 房子, 江草 遼平, 稲垣 成哲, 山口 悦司, 杉本 雅則, 生田目 美紀
    Jun. 2016, 日本機械学会ロボティクス・メカトロニクス講演会2016(ROBOMECH2016)講演論文集, 2016, 2A2-13b6 (1) - 2A2-13b6 (2), Japanese

  • フルボディインタラクションを用いた子供の協調性向上のための協同ゲーム
    酒井嗣之介, 玉木晴也, 太田耀介, 竹村裕, 江草遼平, 山口悦司, 稲垣成哲, 楠房子, 生田目美紀, 杉本雅則, 溝口博
    Jun. 2016, 日本機械学会ロボティクス・メカトロニクス講演会2016(ROBOMECH2016)講演論文集, 2016, 2A2-13a2 (1) - 2A2-13a2 (2), Japanese

  • 15B01 反論を含むアーギュメント構成能力の育成を目指した授業の評価 : 小学校第6学年「水溶液の性質」の事例(授業研究,一般研究発表(口頭発表))
    神山 真一, 山本 智一, 山口 悦司, 坂本 美紀, 村津 啓太, 稲垣 成哲
    日本理科教育学会, 2015, 日本理科教育学会全国大会要項, (65) (65), 280 - 280, Japanese

  • 家屋内の異音検出に向けた3次元指向特性を有する球面配置マイクロホンアレイに関する研究
    中代貴大, 田口智貴, 江草遼平, 江草遼平, 生田目美紀, 杉本雅則, 楠房子, 山口悦司, 稲垣成哲, 武田義明, 溝口博
    2015, 日本ロボット学会学術講演会予稿集(CD-ROM), 33rd

  • 13C02 科学技術の社会問題を扱ったアーギュメントの評価枠組みの事例的検討(授業研究,一般研究発表(口頭発表))
    坂本 美紀, 山口 悦司, 西垣 順子, 益川 弘如, 稲垣 成哲
    日本理科教育学会, 2015, 日本理科教育学会全国大会要項, (65) (65), 254 - 254, Japanese

  • 1B2-A10 Improvement of Supporting Zoo Visitors' Scientific Observation Through the Picture-Story Shows : Subjective Evaluation by Visitors
    YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori, OKUYAMA Hideto, TAJIMA Junko, TANAKA Chiharu, BANDO Gen
    Japan Society for Science Education (JSSE), 13 Sep. 2014, 年会論文集, 38, 543 - 544, Japanese

  • 1B2-A9 Development of a Picture-story Show and a Workshop for Supporting Anima1 ObseNation of Zoo Visitors
    OKUYAMA Hideto, TAJIMA Junko, TANAKA Chiharu, BANDO Gen, YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 13 Sep. 2014, 年会論文集, 38, 541 - 542, Japanese

  • 1B2-A11 Career Support for Doctoral Students : A Case Study in Aix-Marseille School of Economics in France
    DAIKOKU Masahiro, KUSUNOKI Fusako, TERANO Takao, YAMAGUCHI Etsuji, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 13 Sep. 2014, 年会論文集, 38, 545 - 546, Japanese

  • 1G3-L2 Learning Progression for Elementary Students' Reasoning about Ecosystems : Focusing on the Relation between Four Correlations
    SUZUKI Kazumasa, YAMAGUCHI Etsuji
    Japan Society for Science Education (JSSE), 13 Sep. 2014, 年会論文集, 38, 419 - 420, Japanese

  • 1G3-K2 Evaluation of Science Lessons for Developlng Argument Skills Consist of Multiple Reasonlng : A Case Study on"Nutrition of Plants"in Sixth-Grade of Elementary School
    KAMIYAMA Shinichi, YAMAMOTO Tomokazu, YAMAGUCHI Etsuji, SAKAMOTO Miki, MURATSU Keita, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 13 Sep. 2014, 年会論文集, 38, 409 - 410, Japanese

  • 1G3-K4 Improvement and Evaluation of Teaching Strategies for Promoting Rebttals in Oral Argumentation: Focusing Understanding of the Criteria for Rebuttals
    MURATSU Keita, INAGAKI Shigenori, YAMAGUCHI Etsuji, YAMAMOTO Tomokazu, SAKAMOTO Miki, KAMIYAMA Shinichi
    Japan Society for Science Education (JSSE), 13 Sep. 2014, 年会論文集, 38, 413 - 414, Japanese

  • Human SUGOROKU : Life-size Board Game for Children to Learn Vegetation Succession
    Ryuichi Yoshida, Takayuki Adachi, Keita Muratsu, Hiroshi Mizoguchi, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki, Etsuji Yamaguchi, Shigenori Inagaki, Yoshiaki Takeda
    In this study, we developed a simulation game called "Human SUGOROKU" that consists of a full-body interaction system to enable elementary school students to enjoy and learn vegetation succession. The students' sense of immersion is improved by enabling them to play this game using their body movements. This paper describes the structure of this system and the interview results.
    Information Processing Society of Japan (IPSJ), 30 May 2014, IPSJ SIG technical reports, 2014(17) (17), 1 - 4, Japanese

  • KIKIWAKE: Computer Entertainment for Children Using Sound Source Separation Technology
    Takahiro Nakadai, Tomoki Taguchi, Ryohei Egusa, Miki Namatame, Masanori Sugimoto, Fusako Kusunoki, Etsuji Yamaguchi, Sigenori Inagaki, Yoshiaki Takeda, Hiroshi Mizoguchi
    Mixed sounds can be separated from multiple sound sources by combining microphone array with signal processing. This technology can be separated three words uttered at the same time. It leads to future technical development that children are interested in this technology. The authors developed the game of using mixed and separated voice called "KIKIWAKE" by combining microphone array with signal processing.
    Information Processing Society of Japan (IPSJ), 30 May 2014, IPSJ SIG technical reports, 2014(18) (18), 1 - 2, Japanese

  • KIKIWAKE : Computer Entertainment for Children Using Sound Source Separation Technology
    NAKADAI TAKAHIRO, TAGUCHI TOMOKI, EGUSA RYOHEI, NAMATAME MIKI, SUGIMOTO MASANORI, KUSUNOKI FUSAKO, YAMAGUCHI ETSUJI, INAGAKI SIGENORI, TAKEDA YOSHIAKI, MIZOGUCHI HIROSHI
    Mixed sounds can be separated from multiple sound sources by combining microphone array with signal processing. This technology can be separated three words uttered at the same time. It leads to future technical development that children are interested in this technology. The authors developed the game of using mixed and separated voice called "KIKIWAKE" by combining microphone array with signal processing.
    The Institute of Electronics, Information and Communication Engineers, 30 May 2014, Technical report of IEICE. Multimedia and virtual environment, 114(73) (73), 91 - 92, Japanese

  • P-4 動物園来園者の科学的観察を支援する紙芝居の改善 : 大人における学習成果の評価(ポスター発表,研究発表)
    山橘 知香, 山口 悦司, 稲垣 成哲, 奥山 英登, 田嶋 純子, 田中 千春, 坂東 元
    日本理科教育学会近畿支部大会実行委員会, 2014, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2014, 58 - 58, Japanese

  • P-3 小学生における生態系の理解に関するラーニング・プログレッション : 性別と理解の関係性に着目して(ポスター発表,研究発表)
    鈴木 一正, 山口 悦司
    日本理科教育学会近畿支部大会実行委員会, 2014, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2014, 57 - 57, Japanese

  • PO-15 動物園来園者の科学的観察を支援する紙芝居の改善 : 描画法を利用した学習成果の評価(ポスター発表)
    山橋 知香, 山口 悦司, 稲垣 成哲, 奥山 英登, 田嶋 純子, 平野 京子, 田中 千春, 坂東 元
    日本理科教育学会, 2014, 日本理科教育学会全国大会要項, (64) (64), 483 - 483, Japanese

  • 24E-702 科学的な問いの生成を支援する理科授業 : 面接調査による問いの生成プロセスの分析(授業研究,学習指導,一般研究発表(口頭発表))
    坂本 美紀, 山口 悦司, 村山 功, 中新 沙紀子, 山本 智一, 神山 真一, 村津 啓太, 稲垣 成哲
    日本理科教育学会, 2014, 日本理科教育学会全国大会要項, (64) (64), 366 - 366, Japanese

  • 24E-704 複数の理由付けを利用するアーギュメント構成能力の育成を目指した授業デザイン : 小学校第6学年「植物の養分」の事例(授業研究,学習指導,一般研究発表(口頭発表))
    神山 真一, 山本 智一, 山口 悦司, 坂本 美紀, 村津 啓太, 稲垣 成哲
    日本理科教育学会, 2014, 日本理科教育学会全国大会要項, (64) (64), 368 - 368, Japanese

  • 24E-703 口頭のアーギュメンテーションにおける反論を促進する教授方略の改善と評価(授業研究,学習指導,一般研究発表(口頭発表))
    村津 啓太, 稲垣 成哲, 山口 悦司, 山本 智一, 坂本 美紀, 神山 真一
    日本理科教育学会, 2014, 日本理科教育学会全国大会要項, (64) (64), 367 - 367, Japanese

  • Evaluation of Educational Program Using The Picture-Story Show at Zoo
    OKUYAMA Hideto, TAJIMA Junko, HORITA Akiko, BANDO Gen, YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 06 Sep. 2013, 年会論文集, 37, 408 - 409, Japanese

  • 1A2-L05 Method for Unifying Coordinate Systems of Multiple Various Sensors toward "Human SUGOROKU"(Digital Human)
    NAKAYAMA Tomohiro, ADACHI Takayuki, TAKEMURA Hiroshi, MIZOGUCHI Hiroshi, KUSUNOKI Fusako, SUGIMOTO Masanori, YAMAGUCHI Etsuji, INAGAKI Shigenori, TAKEDA Yoshiaki
    To realize "Human SUGOROKU", Kinect and Ultrasonic Sensor are used simultaneously. But there are two serious problems in using multiple sensors. The first problem is that own coordinate system of each sensor is inconsistent. The second problem is that it is difficult to locate sensors manually. In this paper, to solve these problems, the authors propose a method for unifying coordinate systems of multiple sensors. This method transform coordinate systems of multiple sensors to a canonical coordinate system configures by an instrument. We have experiment to assess the effectivity of this method using Kinect and Ultrasonic sensors. As a result, we succeed in unifying coordinate systems of these sensors.
    The Japan Society of Mechanical Engineers, 22 May 2013, ロボティクス・メカトロニクス講演会講演概要集, 2013, "1A2 - L05(1)"-"1A2-L05(4)", Japanese

  • PO-007 学習科学を応用した教師教育プログラム : WISEプロジェクトを事例として(ポスター発表)
    山本 智一, 山口 悦司, 稲垣 成哲, 村津 啓太, 中新 沙紀子, 中村 有里
    日本理科教育学会, 2013, 日本理科教育学会全国大会要項, (63) (63), 447 - 447, Japanese

  • PO-034 旭山動物園のペンギン展示における紙芝居を利用したワークショップ(ポスター発表)
    奥山 英登, 田嶋 純子, 堀田 晶子, 田中 千春, 坂東 元, 山橋 知香, 山口 悦司, 稲垣 成哲
    日本理科教育学会, 2013, 日本理科教育学会全国大会要項, (63) (63), 474 - 474, Japanese

  • 10K-204 動物園来園者の観察を支援する紙芝居 : 旭山動物園のペンギン展示を事例とした予備的分析(授業研究・学習指導,一般研究発表(口頭発表))
    山橋 知香, 山口 悦司, 稲垣 成哲, 奥山 英登, 田嶋 純子, 堀田 晶子, 田中 千春, 坂東 元
    日本理科教育学会, 2013, 日本理科教育学会全国大会要項, (63) (63), 238 - 238, Japanese

  • 11B-104 科学的な問いの生成を支援する授業のデザイン研究 : 科学的原理・法則のメタ理解に着目して(授業研究・学習指導,一般研究発表(口頭発表))
    中新 沙紀子, 山口 悦司, 村山 功, 坂本 美紀, 山本 智一, 神山 真一, 村津 啓太, 稲垣 成哲
    日本理科教育学会, 2013, 日本理科教育学会全国大会要項, (63) (63), 316 - 316, Japanese

  • 11B-303 知識の活用を支援する代入・対応操作 : 中学校第2分野「気象とその変化」を事例として(授業研究・学習指導,一般研究発表(口頭発表))
    鈴木 一正, 山口 悦司
    日本理科教育学会, 2013, 日本理科教育学会全国大会要項, (63) (63), 325 - 325, Japanese

  • 11B-302 アーギュメンテーションの評価フレームワーク(授業研究・学習指導,一般研究発表(口頭発表))
    村津 啓太, 稲垣 成哲, 山口 悦司
    日本理科教育学会, 2013, 日本理科教育学会全国大会要項, (63) (63), 324 - 324, Japanese

  • P22 科学的な問いの生成を支援する理科授業デザインの改善(ポスター発表,研究発表)
    中新 沙紀子, 山口 悦司, 村山 功, 坂本 美紀, 山本 智一, 神山 真一, 村津 啓太, 稲垣 成哲
    日本理科教育学会近畿支部大会実行委員会, 2013, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2013, 112 - 112, Japanese

  • P21 反論を含むアーギュメンテーションを促進するための教授方略の改善(ポスター発表,研究発表)
    村津 啓太, 稲垣 成哲, 山口 悦司, 山本 智一, 坂本 美紀, 神山 真一
    日本理科教育学会近畿支部大会実行委員会, 2013, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2013, 111 - 111, Japanese

  • P10 動物園来園者の観察を支援する紙芝居の評価 : 質問紙調査を通して(ポスター発表,研究発表)
    山橋 知香, 山口 悦司, 稲垣 成哲, 奥山 英登, 田嶋 純子, 堀田 晶子, 田中 千春, 坂東 元
    日本理科教育学会近畿支部大会実行委員会, 2013, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2013, 100 - 100, Japanese

  • P04 生態学のシステム論的推論に関するラーニング・プログレッションズ : 小学生を対象として(ポスター発表,研究発表)
    鈴木 一正, 山口 悦司
    日本理科教育学会近畿支部大会実行委員会, 2013, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2013, 94 - 94, Japanese

  • 1A2-C3 Design of Science Picture Books Which Young Children Prefer : A Case of "Kagaku-no-Tomo Reprinted Edition"
    KURODA Hideko, YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 27 Aug. 2012, 年会論文集, 36, 97 - 98, Japanese

  • 1A2-C1 Exploring the potential of science picture books for early childhood science education
    NOGAMI Tomoyuki, YAMAGUCHI Etsuji
    Japan Society for Science Education (JSSE), 27 Aug. 2012, 年会論文集, 36, 93 - 94, Japanese

  • 2B1-K23 3D Position Measurement for Game to Study Environmental Problem
    ADACHI Takayuki, GOSEKI Masafumi, MIZOGUCHI Hiroshi, KUSUNOKI Fusako, SUGIMOTO Masanori, YAMAGUCHI Etsuji, INAGAKI Sigenori, TAKEDA Yoshiaki
    Japan Society for Science Education (JSSE), 27 Aug. 2012, 年会論文集, 36, 540 - 541, Japanese

  • 2B1-K15 Designing Elementary Science Lessons Using the Enhanced Counting Function of Digital Fortune Line System
    KAMIYAMA Shinich, YAMAGUCHI Etsuji, FUNAOI Hideo, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 27 Aug. 2012, 年会論文集, 36, 524 - 525, Japanese

  • 2B1-K16 Evaluation of the Enhanced Counting Function of Digital Fortune Line System : Students and Teacher Interview
    YAMAGUCHI Etsuji, FUNAOI Hideo, INAGAKI Shigenori, KAMIYAMA Shinichi
    Japan Society for Science Education (JSSE), 27 Aug. 2012, 年会論文集, 36, 526 - 527, Japanese

  • 3G1-H2 Design Research of the Curriculum for Fostering Pre-service Teachers' Argument Skills
    NAKASHIN Sakiko, YAMAGUCHI Etsuji, YAMAMOTO Tomokazu, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 27 Aug. 2012, 年会論文集, 36, 440 - 441, Japanese

  • 3G1-H3 Design Research of Elementary Science Lesson for Developing Argumentation Skills : Preliminary Analysis of Relevancies Between the Questions and Answers
    MURATSU Keita, YAMAGUCHI Etsuji, KAMIYAMA Shinichi, YAMAMOTO Tomokazu, SAKAMOTO Miki, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 27 Aug. 2012, 年会論文集, 36, 442 - 443, Japanese

  • 3G1-H1 Development of argument skills focused on appropriateness and sufficiency of multiple evidences : 5th-grade science module on dissolution of substances case
    YAMAMOTO Tomokazu, SAKAMOTO Miki, YAMAGUCHI Etsuji, INAGAKI Shigenori, MURATSU Keita, KAMIYAMA Shinichi
    Japan Society for Science Education (JSSE), 27 Aug. 2012, 年会論文集, 36, 438 - 439, Japanese

  • 11N-203 アーギュメンテーション・スキルの育成を目指した小学校理科授業のデザイン研究 : 「質問」に着目したエピソード分析(授業研究・学習指導,一般研究発表(口頭発表))
    村津 啓太, 山口 悦司, 神山 真一, 山本 智一, 坂本 美紀, 稲垣 成哲
    日本理科教育学会, 2012, 日本理科教育学会全国大会要項, (62) (62), 272 - 272, Japanese

  • Trends and Issues of Research in Elementary Science Teacher Education
    NOGAMI Tomoyuki, YAMAGUCHI Etsuji
    Japan Society for Science Education (JSSE), 23 Aug. 2011, 年会論文集, 35, 34 - 35, Japanese

  • Po-32 科学絵本は読まれているか : 小学校1年生の家庭の調査事例から(ポスター発表)
    黒田 秀子, 野上 智行, 山口 悦司, 稲垣 成哲
    日本理科教育学会, 2011, 日本理科教育学会全国大会要項, (61) (61), 434 - 434, Japanese

  • 1M-03 iPhone/iPod touch版デジタル運勢ラインシステムの実践的評価(1) : 子どもの視点から(授業研究,学習指導,一般研究発表(口頭発表))
    稲垣 成哲, 山口 悦司, 舟生 日出男, 出口 明子, 神山 真一
    日本理科教育学会, 2011, 日本理科教育学会全国大会要項, (61) (61), 263 - 263, Japanese

  • 1K-11 アーギュメント・スキルの育成を目指した授業デザイン : McNeill & Krajcikの授業デザイン要素(授業研究,学習指導,一般研究発表(口頭発表))
    山本 智一, 山口 悦司, 稲垣 成哲, 坂本 美紀, 西垣 順子
    日本理科教育学会, 2011, 日本理科教育学会全国大会要項, (61) (61), 237 - 237, Japanese

  • 1M-04 iPhone/iPod touch版デジタル運勢ラインシステムの実践的評価(2) : 教師の視点から(授業研究,学習指導,一般研究発表(口頭発表))
    山口 悦司, 稲垣 成哲, 舟生 日出男, 出口 明子, 神山 真一
    日本理科教育学会, 2011, 日本理科教育学会全国大会要項, (61) (61), 264 - 264, Japanese

  • 1M-09 アーギュメント・スキルの育成を目指した実践的研究 : 小学校第5学年「振り子の運動」の授業デザイン(授業研究,学習指導,一般研究発表(口頭発表))
    村津 啓太, 山本 智一, 坂本 美紀, 山口 悦司, 稲垣 成哲, 神山 真一
    日本理科教育学会, 2011, 日本理科教育学会全国大会要項, (61) (61), 269 - 269, Japanese

  • P16 アーギュメント・スキルに関する基礎調査 : 小学校高学年を対象としたスキルの獲得状況(研究発表(ポスター発表))
    山本 智一, 坂本 美紀, 山口 悦司, 稲垣 成哲, 村津 啓太, 西垣 順子
    日本理科教育学会近畿支部大会実行委員会, 2011, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2011, 62 - 62, Japanese

  • P28 iPhone/iPod touch版デジタル運勢ラインシステムの改良 : ライン入力インターフェース(研究発表(ポスター発表))
    山口 悦司, 舟生 日出男, 稲垣 成哲
    日本理科教育学会近畿支部大会実行委員会, 2011, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2011, 74 - 74, Japanese

  • P15 アーギュメンテーション・スキルの育成を目指した実践的研究 : 小学校第6学年の理科授業デザイン(研究発表(ポスター発表))
    村津 啓太, 山本 智一, 稲垣 成哲, 近江戸 伸子, 坂本 美紀, 山口 悦司, 神山 真一
    日本理科教育学会近畿支部大会実行委員会, 2011, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2011, 61 - 61, Japanese

  • P17 アーギュメント・スキルに関する基礎調査 : 小学校高学年における学年差と性差(研究発表(ポスター発表))
    坂本 美紀, 山口 悦司, 西垣 順子, 山本 智一, 村津 啓太, 稲垣 成哲
    日本理科教育学会近畿支部大会実行委員会, 2011, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2011, 63 - 63, Japanese

  • P14 デジタル運勢ラインシステムの改良 : 集計機能(研究発表(ポスター発表))
    村上 真美, 舟生 日出男, 山口 悦司, 稲垣 成哲
    日本理科教育学会近畿支部大会実行委員会, 2011, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2011, 60 - 60, Japanese

  • P11 環境学習を支援する植生遷移ゲームの試験的評価 : ユーザインターフェースの観点から(研究発表(ポスター発表))
    山口 悦司, 武田 義明, 出口 明子, 楠 房子, 稲垣 成哲, 杉本 雅則
    日本理科教育学会, 27 Nov. 2010, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2010(0) (0), 65 - 65, Japanese

  • P12 環境学習を支援する植生遷移ゲームの改良(研究発表(ポスター発表))
    出口 明子, 武田 義明, 稲垣 成哲, 山口 悦司, 杉本 雅則
    日本理科教育学会, 27 Nov. 2010, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2010(0) (0), 66 - 66, Japanese

  • 2G4-A2 Pilot Study of Digital Fortune Line System for iPhone/iPod touch : From the Viewpoint of User Interface
    YAMAGUCHI Etsuji, FUNAOI Hideo, DEGUCHI Akiko, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 10 Sep. 2010, 年会論文集, 34(0) (0), 391 - 392, Japanese

  • 1P1-C3 Digital Vegetation Interaction Game for Children's Environmental Learning
    DEGUCHI Akiko, KUSUNOKI Fusako, TAKEDA Yoshiaki, YAMAGUCHI Etsuji, INAGAKI Shigenori, SUGIMOTO Masanori
    Japan Society for Science Education (JSSE), 10 Sep. 2010, 年会論文集, 34(0) (0), 457 - 458, Japanese

  • P13 理科教員を目指す大学生のアーギュメント・スキル向上に関する実践的研究(1)(研究発表(ポスター発表))
    山本 智一, 山口 悦司, 稲垣 成哲, 中山 迅, 竹中 真希子
    日本理科教育学会近畿支部大会実行委員会, 2010, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2010, 67 - 67, Japanese

  • 1C-07 小学生におけるアーギュメント・スキルの育成(2) : 野生動物との共生問題を扱った総合的な学習でのエビデンス利用の分析(一般研究発表(口頭発表))
    山本 智一, 村津 啓太, 坂本 美紀, 山口 悦司, 稲垣 成哲, Knowledge Forum Japan
    日本理科教育学会, 2010, 日本理科教育学会全国大会要項, (60) (60), 141 - 141, Japanese

  • 1C-06 小学生におけるアーギュメント・スキルの育成(1) : 野生動物との共生問題を扱った総合的な学習の授業デザイン(一般研究発表(口頭発表))
    村津 啓太, 山本 智一, 山口 悦司, 坂本 美紀, 稲垣 成哲, Knowledge Forum Japan
    日本理科教育学会, 2010, 日本理科教育学会全国大会要項, (60) (60), 140 - 140, Japanese

  • How we support science education at home? : Case study of "Oyako de Science" project designing "no teacher, few tools" learning environments
    YAMAGUCHI Etsuji
    Japan Society for Science Education (JSSE), 25 Aug. 2009, 年会論文集, 33, 35 - 38, Japanese

  • Fostering Students' Meta-understanding of Scientific Principles as Scientific Thinking : Students' reverse reasoning during inquiries into phenomena of combustion
    SAKAMOTO Miki, YAMAGUCHI Etsuji, TACHIBANA Sanae, MURAYAMA Isao, INAGAKI Shigenori, Knowledge Forum Japan Research Group
    Japan Society for Science Education (JSSE), 25 Aug. 2009, 年会論文集, 33, 285 - 286, Japanese

  • 1G2-F2 Development and Evaluation of Digital Vegetation Succession Game to Enhance Understanding of Relation between the Real World and the Virtual world
    DEGUCHI Akiko, KUSUNOKI Fusako, TAKEDA Yoshiaki, YAMAGUCHI Etsuji, INAGAKI Shigenori, SUGIMOTO Masanori
    Japan Society for Science Education (JSSE), 25 Aug. 2009, 年会論文集, 33(0) (0), 337 - 338, Japanese

  • 2P1-G11 Undo-Kun : A Concept Mapping Software for Supporting Learners' Reflection on Thinking Processes
    DEGUCHI Akiko, FUNAOI Hideo, YAMAGUCHI Etsuji, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 25 Aug. 2009, 年会論文集, 33(0) (0), 505 - 506, Japanese

  • 1E-07 デジタル運勢ラインシステムと紙ベース運勢ラインの比較研究 : 概念変化に寄与する教室談話の観点から(一般研究発表(口頭発表),日本理科教育学会第59回全国大会)
    山口 悦司, 稲垣 成哲, 舟生 日出男, 出口 明子, 神山 真一
    日本理科教育学会, 18 Aug. 2009, 日本理科教育学会全国大会要項, 0(59) (59), 130 - 130, Japanese

  • P-04 再構成型コンセプトマップ作成ソフトウェアの機能拡張 : ラベルの統合による階層化表現の実装(ポスター発表,日本理科教育学会第59回全国大会)
    稲垣 成哲, 舟生 日出男, 山口 悦司, 出口 明子
    日本理科教育学会, 18 Aug. 2009, 日本理科教育学会全国大会要項, 0(59) (59), 344 - 344, Japanese

  • Introduction to Educative Curriculum Materials : The Background of Research in the United States
    Yamaguchi Etsuji
    Miyazaki University, 30 Mar. 2009, Memoirs of the Faculty of Education and Culture, Miyazaki University. Education, 20, 9 - 15, Japanese

  • A Study Note of Transfer of Learning : On Bransford & Schwartz's "Preparation for Future Learning" Perspective
    Yamaguchi Etsuji
    Miyazaki University, 30 Sep. 2008, Memoirs of the Faculty of Education and Culture, Miyazaki University. Education, 19, 1 - 11, Japanese

  • 2M-07 デジタル運勢ラインシステムの機能拡張 : 集計機能の改良と評価(一般研究発表(口頭発表),日本理科教育学会第58回全国大会)
    出口 明子, 山口 悦司, 舟生 日出男, 稲垣 成哲, 三澤 尚久, 神山 真一
    日本理科教育学会, 14 Sep. 2008, 日本理科教育学会全国大会要項, 0(58) (58), 371 - 371, Japanese

  • 1G1-B3 Supporting Learners' Reflection with Information Technology in Science Lesson : Practical Studyin "Magnet" in the 3rd Grade
    DEGUCHI Akiko, INAGAKI Shigenori, YAMAGUCHI Etsuji, FUNAOI Hideo, NAGAOKA Shintaro, FUJIMOTO Masaji
    Japan Society for Science Education (JSSE), 08 Aug. 2008, 年会論文集, 32(0) (0), 59 - 60, Japanese

  • 課11-3 理科を教えることに関する学び方の学習(課題11 教師教育研究のフロントライン,課題研究発表,日本理科教育学会第58回全国大会)
    山口 悦司, 稲垣 成哲
    日本理科教育学会, 2008, 日本理科教育学会全国大会要項, (58) (58), 122 - 122, Japanese

  • 2A-02 科学的思考としての原理・法則のメタ理解を促進するための授業デザイン(一般研究発表(口頭発表),日本理科教育学会第58回全国大会)
    橘 早苗, 稲垣 成哲, 山口 悦司, 坂本 美紀, 村山 功, 藤本 雅司, Knowledge Forum Japan Research Group
    日本理科教育学会, 2008, 日本理科教育学会全国大会要項, (58) (58), 290 - 290, Japanese

  • Curriculum for Learning about "Defining Problems" in Social Decision Making on Socio-scientific Issues : Evaluation of the Case about Atomic Power Problems
    SAKAMOTO Miki, YAMAMOTO Tomokazu, YAMAGUCHI Etsuji, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 17 Aug. 2007, 年会論文集;日本科学教育学会, 31, 443 - 444, Japanese

  • Evaluation of Digital Fortune Line System : Its Usefulness from the Viewpoint of Learners
    YAMAGUCHI Etsuji, MISAWA Naohisa, FUNAOI Hideo, INAGAKI Shigenori, DEGUCHI Akiko, FUJIMOTO Masaji
    Japan Society for Science Education (JSSE), 17 Aug. 2007, 年会論文集;日本科学教育学会, 31, 481 - 482, Japanese

  • Evaluation of Digital Fortune Line System : 4th Grade Students' Conceptual Change in Electricity in Simple DC Circuits
    MISAWA Naohisa, YAMAGUCHI Etsuji, INAGAKI Shigenori, FUNAOI Hideo, DEGUCHI Akiko, FUJIMOTO Masaji
    Japan Society for Science Education (JSSE), 17 Aug. 2007, 年会論文集;日本科学教育学会, 31, 483 - 484, Japanese

  • Curriculum for Learning about "Defining Problems" in Social Decision Making on Socioscientific Issues : Development of the Case about Atomic Power Problem
    YAMAMOTO Tomokazu, SAKAMOTO Miki, YAMAGUCHI Etsuji, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 17 Aug. 2007, 年会論文集;日本科学教育学会, 31, 441 - 442, Japanese

  • 運勢ラインのデジタル化 : デザインと実装(課3 概念変換とコミットメント:運勢ライン法の活用,日本理科教育学会第57回全国大会)
    舟生 日出男, 稲垣 成哲, 山口 悦司, 三澤 尚久, 出口 明子
    日本理科教育学会, 2007, 日本理科教育学会全国大会要項, (57) (57), 400 - 400, Japanese

  • デジタル運勢ラインシステムを利用した授業の実際(課3 概念変換とコミットメント:運勢ライン法の活用,日本理科教育学会第57回全国大会)
    藤本 雅司, 舟生 日出男, 稲垣 成哲, 山口 悦司, 三澤 尚久, 出口 明子
    日本理科教育学会, 2007, 日本理科教育学会全国大会要項, (57) (57), 401 - 401, Japanese

  • 2D-10 リフしクションを促進する理科授業のデザイン研究 : 小学校第3学年「磁石」の評価(授業研究・学習指導,一般研究発表(口頭発表),日本理科教育学会第57回全国大会)
    山口 悦司, 舟生 日出男, 稲垣 成哲, 神谷 太一, 三澤 尚久, 出口 明子, 神山 真一
    日本理科教育学会, 2007, 日本理科教育学会全国大会要項, (57) (57), 219 - 219, Japanese

  • 2D-11 知識に対するコミットメントの外化・共有化を促進するデジタル運勢ラインシステムに関する実践的研究 : 小学校第4学年「三態変化」の事例を通して(授業研究・学習指導,一般研究発表(口頭発表),日本理科教育学会第57回全国大会)
    三澤 尚久, 稲垣 成哲, 舟生 日出男, 山口 悦司, 出口 明子, 神山 真一
    日本理科教育学会, 2007, 日本理科教育学会全国大会要項, (57) (57), 220 - 220, Japanese

  • 2D-09 リフレクションを促進する理科授業のデザイン研究 : 小学校第3学年「磁石」の実践(授業研究・学習指導,一般研究発表(口頭発表),日本理科教育学会第57回全国大会)
    神山 真一, 山口 悦司, 稲垣 成哲, 舟生 日出男, 出口 明子, 三澤 尚久, 神谷 太一
    日本理科教育学会, 2007, 日本理科教育学会全国大会要項, (57) (57), 218 - 218, Japanese

  • 科学に対する興味・関心と科学的創造性の両者を損なうことなく、統合的に発展させるための科学体験プログラムの開発・評価
    山口 悦司, 稲垣 成哲, 舟生 日出男
    マツダ財団, 2007, マツダ財団研究報告書 青少年健全育成関係, 19, 31 - 40, Japanese

  • Cooperative Learning and Concept Mapping Software for Reconstructing Learning Processes : Effects on Students' Conceptual Change
    DAIKOKU Takafumi, DEGUCHI Akiko, YAMAGUCHI Etsuji, FUNAOI Hideo, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 10 Aug. 2006, 年会論文集;日本科学教育学会, 30, 247 - 248, Japanese

  • Design of Science Lesson Using a PDA and Sensing Board
    TACHIBANA Sanae, YAMAMOTO Tomokazu, SUGIMOTO Masanori, KUSUNOKI Fusako, INAGAKI Sigenori, YAMAGUCHI Etsuji, TAKEUCHI Yuichiro, DEGUCHI Akiko, SEKI Takao
    Japan Society for Science Education (JSSE), 10 Aug. 2006, 年会論文集;日本科学教育学会, 30, 127 - 128, Japanese

  • Environmental Education in Primary School Using PDAs and Sensing Board
    杉本 雅則, 楠 房子, 稲垣 成哲, 山口 悦司, 橘 早苗, 山本 智一, 竹内 雄一郎, 出口 明子, 関 孝雄
    Japan Society for Science Education (JSSE), 10 Aug. 2006, 年会論文集;日本科学教育学会, 30, 121 - 122, Japanese

  • Learning about science with parents : Development of the hands-on educational program for children and parents that allows them to do science experiments using cell phones
    NAKAHARA Jun, YAMAGUCHI Etsuji, MOCHIZUKI Toshio, NISHIMORI Toshihisa
    Japan Society for Science Education (JSSE), 10 Aug. 2006, 年会論文集;日本科学教育学会, 30, 47 - 48, Japanese

  • The history of Learning with a Sensing Board and PDAs
    INAGAKI Shigenori, KUSUNOKI Fusako, SUGIMOTO Masanori, YAMAGUCHI Etsuji, TACHIBANA Sanae, YAMAMOTO Tomokazu, TAKEUCHI Yuichiro, DEGUCHI Akiko, SEKI Takao
    Japan Society for Science Education (JSSE), 10 Aug. 2006, 年会論文集;日本科学教育学会, 30, 123 - 126, Japanese

  • Assessing of Learning with a Sensing Board and PDAs
    YAMAGUCHI Etsuji, SEKI Takao, DEGUCHI Akiko, SUGIMOTO Masanori, KUSUNOKI Fusako, INAGAKI Sigenori, TACHIBANA Sanae, YAMAMOTO Tomokazu, TAKEUCHI Yuichiro
    Japan Society for Science Education (JSSE), 10 Aug. 2006, 年会論文集;日本科学教育学会, 30, 129 - 132, Japanese

  • Changing Teacher’s Epistemological Perspectives: A Case Study of Teacher-Researcher Collaborative Lesson Studies in Japan
    Oshima, J, Horino, R, Oshima, R, Yamamoto, T, Inagaki, S, Takenaka, M, Yamaguchi, E, Murayama, I, Nakayama, H
    Mar. 2006, Teaching Education, 17(1) (1), 43 - 57, Japanese
    Introduction research institution

  • 2I-01 デジタル運勢ラインシステム : 開発と予備的評価(教育工学・視聴覚・情報教育, 日本理科教育学会 第56回全国大会)
    三澤 尚久, 稲垣 成哲, 舟生 日出男, 山口 悦司, 出口 明子
    日本理科教育学会, 2006, 日本理科教育学会全国大会要項, (56) (56), 345 - 345, Japanese

  • 2G-08 再構成型コンセプトマップ作成ソフトウェア「あんどう君」を利用した授業デザイン : リフレクションを促進するためのデザイン指針(授業研究・学習指導, 日本理科教育学会 第56回全国大会)
    山本 智一, 山口 悦司, 舟生 日出男, 出口 明子, 稲垣 成哲
    日本理科教育学会, 2006, 日本理科教育学会全国大会要項, (56) (56), 333 - 333, Japanese

  • 2G-09 再構成型コンセプトマップ作成ソフトウェア「あんどう君」 : 授業におけるリフレクションの意味(授業研究・学習指導, 日本理科教育学会 第56回全国大会)
    出口 明子, 稲垣 成哲, 舟生 日出男, 山口 悦司
    日本理科教育学会, 2006, 日本理科教育学会全国大会要項, (56) (56), 334 - 334, Japanese

  • BEAT研究成果報告「おやこdeサイエンス」--ケータイを活用して親子の学びを支援する
    中原 淳, 山口 悦司, 西森 年寿
    ベネッセコーポレーションBenesse教育研究開発センター, 2006, BERD, (5) (5), 36 - 41, Japanese

  • The Front Line of Using Mobiles in Science Education
    MOCHIZUKI Toshio, NAKAHARA Jun, YAMAGUCHI Etsuji, NISHIMORI Toshihisa
    Japan Society for Science Education (JSSE), 31 Aug. 2005, 年会論文集;日本科学教育学会, 29, 119 - 122, Japanese

  • Concept Mapping Software for Reconstructing Learning Processes
    INAGAKI Shigenori, FUNAOI Hideo, YAMAGUCHI Etsuji, DEGUCHI Akiko
    Japan Society for Science Education (JSSE), 31 Aug. 2005, 年会論文集;日本科学教育学会, 29, 612 - 612, Japanese

  • Undo-kun : A Concept Mapping Tool
    INAGAKI Shigenori, FUNAOI Hideo, YAMAGUCHI Etsuji, DEGUCHI Akiko
    Japan Society for Science Education (JSSE), 31 Aug. 2005, 年会論文集;日本科学教育学会, 29, 609 - 610, Japanese

  • Practical Evaluation of Concept Mapping Software to Reconstruct Learning Processes : Conceptual Understanding on "Three States of Matter" in the 4th Grade
    DEGUCHI Akiko, INAGAKI Shigenori, YAMAGUCHI Etsuji, FUNAOI Hideo
    Japan Society for Science Education (JSSE), 31 Aug. 2005, 年会論文集;日本科学教育学会, 29, 517 - 518, Japanese

  • Cooperative Learning and Concept Mapping Software to Reconstruct Learning Processes Effectiveness of the Software from the Viewpoint of Students
    DAIKOKU Takafumi, DEGUCHI Akiko, YAMAGUCHI Etsuji, FUNAOI Hideo, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 31 Aug. 2005, 年会論文集;日本科学教育学会, 29, 479 - 480, Japanese

  • Practical Evaluation of Concept Mapping Software to Reconstruct Learning Processes : Effectiveness of Playback Function from the Viewpoint of Elementary School Students
    MISAWA Naohisa, INAGAKI Shigenori, YAMAGUCHI Etsuji, FUNAOI Hideo, DEGUCHI Akiko, YAMAMOTO Tomokazu
    Japan Society for Science Education (JSSE), 31 Aug. 2005, 年会論文集;日本科学教育学会, 29, 481 - 482, Japanese

  • Science Education and Concept Mapping Sowtware to Reconstruct Learning Processes (3)
    山口 悦司, 上田 浩司, 山本 智一, 中西 英, 望月 俊男, 益川 弘如, 大黒 孝文, 吉川 厚
    本課題研究では,2003年の第1回,2004年の第2回に引き続き,「再構成型コンセプトマップ作成ソフトウェア(コードネーム:あんどう君)」の教育利用の可能性について議論する.第3回となる今回も,「あんどう君」ユーザの方々にご登壇頂き,このソフトウェアを利用した授業実践事例をご紹介頂く.課題研究の参加者全員でこれらの実践事例を共有し,授業における「あんどう君」の利用が児童・生徒の学習や教師の学習指導をいかに支援し得るのかについて検討したい.本稿では,まず最初に「あんどう君」について簡単に解説した後,なぜ実践的展開がテーマなのかについて説明する.続いて,シンポジストとディスカッサントを紹介し,最後に課題研究のアジェンダを述べる.
    Japan Society for Science Education (JSSE), 31 Aug. 2005, Proceedings of the Annual Meeting of Japan Society for Science Education, 29, 319 - 320, Japanese

  • Oral Presentation is Similar to Teaching a Class : Basic Ideas of Inducing Audience to the World of Speaker
    YAMAGUCHI Etsuji
    15 Aug. 2005, 理科の教育 = Science education monthly, 54(8) (8), 524 - 525, Japanese

  • INAGAKI Shigenori, FUNAOI Hideo, YAMAGUCHI Etsuji, DEGUCHI Akiko
    筆者らは, 再構成型コンセプトマップ作成ソフトウェアの開発と普及に取り組んできている.本研究では, その普及の促進にかかわる課題について検討するために, 1998年12月から2005年3月までの本ソフトウェアの開発と普及の経緯を反省的に考察した.その結果, 本ソフトウェアの学習コミュニティは, 7層から構成されており, 現在の普及には, 開発コアグループと部分的に連携しながらも, 相対的に外側に位置する第4層グループ(自律的授業実践普及グループ)の出現が重要であることがわかった.
    Japan Society of Science Education, 2005, JSSE Research Report, 19(6) (6), 71 - 76, Japanese

  • 1P-09 再構成型コンセプトマップ作成ソフトウェア : リフレクションのための学習支援ツール(ポスターセッション,日本理科教育学会第55回全国大会)
    出口 明子, 稲垣 成哲, 舟生 日出男, 山口 悦司
    日本理科教育学会, 2005, 日本理科教育学会全国大会要項, (55) (55), 351 - 351, Japanese

  • 1D-S-1 再構成型コンセプトマップ作成ソフトウェア「あんどう君」 : 開発理念と機能の実際(リフレクション指向の学習支援ツールが授業を変える,課題研究,日本理科教育学会第55回全国大会)
    出口 明子, 稲垣 成哲, 舟生 日出男, 山口 悦司
    日本理科教育学会, 2005, 日本理科教育学会全国大会要項, (55) (55), 65 - 66, Japanese

  • 1D-S-2 再構成型コンセプトマップ作成ソフトウェアの実践事例 : 協同学習を取り入れた中学校3年生「運動とエネルギー」(リフレクション指向の学習支援ツールが授業を変える,課題研究,日本理科教育学会第55回全国大会)
    大黒 孝文, 出口 明子, 山口 悦司, 舟生 日出男, 稲垣 成哲
    日本理科教育学会, 2005, 日本理科教育学会全国大会要項, (55) (55), 67 - 68, Japanese

  • CSCLシステムを利用した小学校の理科授業に関する実践的研究:オンライン上の相互作用とオフライン上の相互作用の分析
    竹中真希子, 稲垣成哲, 山口悦司, 大島純, 大島律子, 村山功, 中山迅
    Jan. 2005, 日本教育工学会論文誌, 28(3) (3), 193 - 204, Japanese
    Introduction research institution

  • Resource Design of Instruction
    YAMAGUCHI Etsuji
    15 Aug. 2004, 理科の教育 = Science education monthly, 53(8) (8), 512 - 515, Japanese

  • Practical Evaluation of Enhancement of Concept Mapping Software to Reconstruct Learning Processes : Plan of Science Lesson Using Bookmarking Function at Junior High School
    DEGUCHI Akiko, DAIKOKU Takafumi, INAGAKI Shigenori, YAMAGUCHI Etsuji, FUNAOI Hideo
    Japan Society for Science Education (JSSE), 06 Aug. 2004, 年会論文集;日本科学教育学会, 28, 405 - 406, Japanese

  • Undo-kun : A Concept Mapping Tool
    INAGAKI Shigenori, FUNAOI Hideo, YAMAGUCHI Etsuji, DEGUCHI Akiko
    Japan Society for Science Education (JSSE), 06 Aug. 2004, 年会論文集;日本科学教育学会, 28, 637 - 638, Japanese

  • A System for Supporting Collaborative Learning by Integrating Personal and Shared Spaces
    SUGIMOTO Masanori, KUSUNOKI Fusako, INAGAKI Shigenori, YAMAGUCHI Etsuji
    Japan Society for Science Education (JSSE), 06 Aug. 2004, 年会論文集;日本科学教育学会, 28, 497 - 498, Japanese

  • 2E-08 再構成型コンセプトマップ作成ソフトウェアの機能拡張 : QuickTime 書き出し機能の実装(教育工学・視聴覚・情報教育, 日本理科教育学会第54回全国大会)
    山口 悦司, 出口 明子, 舟生 日出男, 稲垣 成哲
    日本理科教育学会, 2004, 日本理科教育学会全国大会要項, (54) (54), 284 - 284, Japanese

  • P-13 再構成型コンセプトマップ作成ソフトウェアの機能拡張 : ワークシート作成機能の実装
    出口 明子, 山口 悦司, 稲垣 成哲, 舟生 日出男
    日本理科教育学会近畿支部大会実行委員会, 2004, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2004, 70 - 70, Japanese

  • P-15 Knowledge Forumを利用した学習環境のデザイン実験 : 遺伝子組換え食品を題材にした単元の開発III
    藤本 雅司, 稲垣 成哲, 竹中 真希子, 山口 悦司, 大島 純, 大島 律子, 村山 功, 中山 迅, 坂本 美紀, 近江戸 伸子, 山本 智一, 橘 早苗, 竹下裕子
    日本理科教育学会近畿支部大会実行委員会, 2004, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2004, 72 - 72, Japanese

  • C-5 協同学習を支援する再構成型コンセプトマップソフトウェアの活用 : 学習の理解度と内発的動機付けの変化
    大黒 孝文, 出口 明子, 稲垣 成哲, 山口 悦司, 舟生 日出男
    日本理科教育学会近畿支部大会実行委員会, 2004, 日本理科教育学会近畿支部大会(大阪大会)発表要旨集, 2004, 42 - 42, Japanese

  • Inter-Schools Collaborative Learning Using the Educational TV Program of Science and Internet (7) : Fushigi-Ippai
    NAKAYAMA Hayashi, YAMAGUCHI Etsuji, MATSUMOTO Masanori, TAKEUCHI Shinichi, SUGIYAMA Masaru, USHIJIMA Katsuhiro, TSUZUKI Akiko
    11 Oct. 2003, 日本教育工学会大会講演論文集, 19(1) (1), 227 - 228, Japanese

  • CSCL Environment for Science Education on the Theme of Social Decision-Making about Genetically Modified Foods : Its Effectiveness from the Viewpoints of Learners
    INAGAKI Shigenori, TAKENAKA Makiko, YAMAGUCHI Etsuji, YAMAMOTO Tomokazu, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, OHMIDO Nobuko, TAKESHITA Yuko
    11 Oct. 2003, 日本教育工学会大会講演論文集, 19(2) (2), 741 - 742, Japanese

  • Influence of discussions with using a computer-software on understanding content knowledge in junior high school science classes
    IMAI Yasushi, SUZUKI Mariko, OKUMURA Kenji, NAGATA Tomoko, KATO Hisae, HAKOYA Masaki, NAKAHARA Jun, INAGAKI Shigenori, YAMAGUCHI Etsuji, FUNAOI Hideo
    11 Oct. 2003, 日本教育工学会大会講演論文集, 19(2) (2), 739 - 740, Japanese

  • Collaborative Concept Mapping Software for Enabling Collaborative Knowledge Building : A Case Study on "Property of Aqueous Acids" at Elementary Science Classroom
    YAMAMOTO Tomokazu, TACHIBANA Sanae, FUJIMOTO Masaji, DEGUCHI Akiko, YAMAGUCHI Etsuji, FUNAOI Hideo, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 25 Jul. 2003, 年会論文集;日本科学教育学会, 27, 211 - 214, Japanese

  • Enhancement of a Concept Mapping Software to Reconstruct Learning Processes : Implementation of a Function for Printing and Initial Setting Window
    DEGUCHI Akiko, FUNAOI Hideo, INAGAKI Shigenori, YAMAGUCHI Etsuji
    Japan Society for Science Education (JSSE), 25 Jul. 2003, 年会論文集;日本科学教育学会, 27, 477 - 478, Japanese

  • The case of the class to record the class process using a Concept Mapping Software to Reconstruct Leaning Process and to support reflection activity
    IMAI Yasushi, SUZUKI Mariko, KATOH Hisae, NAGATA Tomoko, HAKOYA Masaki, NAKAHARA Jun, FUNAOI Hideo, YAMAGUCHI Etsuji, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 20 Jul. 2003, 年会論文集, 27, 209 - 210, Japanese

  • Development and Evaluation of In-service Teacher Training Programs using IT Networks for Elementary School Teachers : Development of the Programs through University - Attached School Collaboration, and Application of the Programs to In-school Training at a Local Public School
    IKARI Miwa, YAMAGUCHI Etsuji, MIZOBE Kazushige, INAGAKI Shigenori, NOGAMI Tomoyuki
    Japan Society for Science Education (JSSE), 12 Sep. 2002, 年会論文集, 26, 241 - 242, Japanese

  • A study of development of kindergarten-centered dhild-reaaring support program using IT networks
    Okada(Takagishi) Yuka, Kishimoto Keiko, Kojima Akiko, Muramoto Tomoko, Okuyama Tomiko, Ikari Miwa, Yamaguchi Etsuji, Kazuoka Miki, Hunakashi Syunsuke, Nogami Tomoyuki
    Kobe University, Sep. 2002, Bulletin of the Faculty of Human Development, 10(1) (1), 93 - 103, Japanese

  • Development of in-service teacher training system using IT networks
    Yamaguchi Etsuji, Ikari Miwa, Funakoshi Shunsuke, Nogami Tomoyuki
    Kobe University, Sep. 2002, Bulletin of the Faculty of Human Development, 10(1) (1), 13 - 24, Japanese

  • New Concept for Cooperation with Schools and Museums
    YAMAGUCHI Etsuji
    15 Aug. 2002, 理科の教育 = Science education monthly, 51(8) (8), 21 - 23, Japanese

  • 現職教員研修システムの概要
    YAMAGUCHI, Etsuji, IKARI, Miwa, INAGAKI, Shigenori, FUNAKOSHI, Shunsuke, NOGAMI, Tomoyuki
    Mar. 2002, 平成11〜13年度科学研究費補助金（地域連携推進研究費(2)）研究成果報告書「生涯学習社会に求められる学校教育を主とした教育専門家育成システムの開発・評価研究」（研究代表者・船越俊介）, , p1-p9, Japanese
    Others

  • Enhancing collaborative learning through designing CSCL system that supports emergent division of labour
    SUZUKI Hideyuki, FUNAOI Hideo, KATO Hiroshi, YAMAGUCHI Etsuji, INAGAKI Shigenori
    学習者自身が相互的に組織化・維持し, また再組織化できるような分業のありかたを"創発的分業(emergent division of labor)"と呼ぶ.創発的分業を支援するためにCSCLシステムは, 互いの作業状況をモニターするための情報を学習者に提供する必要がある.本研究では, このような考えに基づいてプロトタイプを開発し実験実践を行った.その結果, このシステムの機能が学習者らによる分業の創発・維持・再編を支援していることが明らかになった.
    Japan Society for Science Education, 2002, Proceedings of the Annual Meeting of Japan Society for Science Education, 26(0) (0), 161 - 162, Japanese

  • Development of an In-service Training System Using IT Networks : On the Development of Training Programs
    IKARI Miwa, FUNAKOSHI Syunsuke, SHIBA Mariko, JOH Hitoshi, INAGAKI Shigenori, OKADA(TAKAGISHI) Yuka, ASADA Tadashi, IKUTA Takashi, NOJIMA Eiichiro, ITO Motomu, YAMAGUCHI Etsuji, NOGAMI Tomoyuki
    23 Nov. 2001, 日本教育工学会大会講演論文集, 17, 561 - 562, Japanese

  • Interaction Analysis as an Evaluation of Collaborative Learning : A Case Study of the lesson using a Concept Mapping Software to Reconstruct Learning Processes
    YAMAGUCHI Etsuji, FUNAOI Hideo, INAGAKI Shigenori
    23 Nov. 2001, 日本教育工学会大会講演論文集, 17, 129 - 130, Japanese

  • Enhancement of a Concept Mapping Software to Reconstruct Learning Processes: Implementation of a Fuction for Collaborative Concept Mapping
    FUNAOI Hideo, FUKUI Mayumi, YAMAGUCHI Etsuji, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 29 Jul. 2001, 年会論文集, 25, 347 - 350, Japanese

  • A Design Experiment of Science Learning Using Knowledge Forum^<(R)>
    TAKENAKA Makiko, INAGAKI Shigenori, OSHIMA Jun, OSHIMA Ritsuko, MURAYAMA Isao, NAKAYAMA Hayashi, YAMAGUCHI Etsuji, NAGATO Motoi, YAMAMOTO Tomokazu
    Japan Society for Science Education (JSSE), 29 Jul. 2001, 年会論文集, 25, 139 - 142, Japanese

  • Development and Evaluation of In-service Teacher Training Programs using IT Networks for Elementary School Teachers
    IKARI Miwa, YAMAGUCHI Etsuji, INAGAKI Shigenori, FUNAKOSHI Shunsuke, NOGAMI Tomoyuki
    Japan Society for Science Education (JSSE), 29 Jul. 2001, 年会論文集, 25, 413 - 416, Japanese

  • 子どもの発達環境としての電子ネットワーク社会：家庭における中学生のインターネット利用状況
    INAGAKI, Shigenori, YAMAGUCHI, Etsuji, MORIWAKI, Yumiko
    Mar. 2001, 平成10年度〜平成12年度科学研究費補助金（基盤研究(B)(2)）研究成果報告書「21世紀に向けての子どもの発達環境に関する総合的研究」（研究代表者・土屋基規）, , p167-p183, Japanese
    Others

  • 情報通信ネットワークを利用した現職研修システムの開発 : VODとテレビ会議の併用
    山口 悦司, 野上 智行, 柴 眞理子, 船越 俊介, 城 仁士, 稲垣 成哲, 岡田 高岸 由香, 浅田 匡, 生田 孝至, 野嶋 栄一郎, 伊藤 求, 五十里 美和
    07 Oct. 2000, 日本教育工学会大会講演論文集, 16(2) (2), 341 - 342, Japanese

  • Supporting Learner's Community in Classroom with Network Technology
    SUZUKI Hideyuki, FUNAOI Hideo, YAMAGUCHI Etsuji, INAGAKI Shigenori
    07 Oct. 2000, 教育工学関連学協会連合全国大会講演論文集 = Joint Conference on Educational Technology, 6(2) (2), 407 - 408, Japanese

  • Enhancement of a Concept Mapping Software to Reconstruct Learning Process : Implementation of a Function to Present Similar Concept Maps
    FUNAOI Hideo, YAMAGUCHI Etsuji, INAGAKI Shigenori
    07 Oct. 2000, 教育工学関連学協会連合全国大会講演論文集 = Joint Conference on Educational Technology, 6(2) (2), 371 - 372, Japanese

  • Collaborative Learning Environment Web-KF and its Enhancement
    MURAYAMA Isao, OSHIMA Jun, OSHIMA Ritsuko, INAGAKI Shigenori, NAKAYAMA Hayashi, YAMAGUCHI Etsuji, TAKENAKA Makiko
    教育工学関連学協会連合全国大会実行委員会, 07 Oct. 2000, The Joint Conference on Educational Technology, 6(1) (1), 135 - 138, Japanese

  • 協同学習支援環境 Web-KF の機能拡張
    村山 功, 大島 純, 大島 律子, 稲垣 成哲, 中山 迅, 山口 悦司, 竹中 真希子
    07 Oct. 2000, 日本教育工学会大会講演論文集, 16(1) (1), 135 - 138, Japanese

  • Development of In-service Training Programs using IT Networks for Elementary School Teachers
    IKARI Miwa, YAMAGUCHI Etsuji, INAGAKI Shigenori, NOGAMI Tomoyuki
    Japan Society for Science Education (JSSE), 29 Jul. 2000, 年会論文集, 24, 127 - 128, Japanese

  • YAMAGUCHI Etsuji, INAGAKI Shigenori, FUNAOI Hideo, HINOKI Misari
    再構成型コンセプトマップ作成ソフトウェアを開発した。本ソフトウェアの特徴は, 学習者がコンセプトマップを作成するときの全過程を再現できるとともに, 再現の途中からでも, 修正を加えることができる点にある。本研究では, 評価実験の一環として, 開発したソフトウェアを小学校の理科授業へ試験的に導入した。そこで得られた子どもたちによるソフトウェアの評価結果を報告する。
    Japan Society of Science Education, 2000, JSSE Research Report, 14(4) (4), 25 - 28, Japanese

  • What Teachers Learn from the Qualitative Analysis of Their Classroom Interaction?
    HIKITA Yasuhiro, YAMAGUCHI Etsuji, UETSUJI Yukiko, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), 01 Jul. 1999, 年会論文集;日本科学教育学会, 23, 193 - 194, Japanese

  • Researcher and Teacher's Collaboration on Teaching and Learning Practice Research by Qualitative Approach
    吉岡 有文, 稲垣 成哲, 中原 淳, 美馬 のゆり, 山内 祐平, 疋田 康弘, 山口 悦司, 上辻 由貴子, 鈴木 栄幸, 茂呂 雄二
    Japan Society for Science Education (JSSE), 01 Jul. 1999, 年会論文集;日本科学教育学会, 23, 185 - 186, Japanese

  • Interaction Analysis and Reflection on Classroom Practice : A Sociocultural Approach
    INAGAKI Shigenori, YAMAGUCHI Etsuji, UETSUJI Yukiko, HIKITA Yasuhiro
    Japan Society for Science Education (JSSE), 01 Jul. 1999, 年会論文集;日本科学教育学会, 23, 191 - 192, Japanese

  • Designing Computer Learning Environments : Analysis of Electronic Mail Communication in Facilitators
    YAMAGUCHI Etsuji, INAGAKI Shigenori, UETSUJI Yukiko, SUZUKI Hideyuki, TANIKAWA Yukiko, KATO Hiroshi
    コンピュータが初めて導入された小学校における学習環境デザインの初期編成過程を解明する試みの一環として,授業を支援する人々が行った電子メール・コミュニケーションについて数量的・質的に分析した。分析結果より,支援者から見た12ヶ月間に渡る学習環境デザインの歴史的変遷のあり方が考察された。
    一般社団法人日本科学教育学会, 01 Jul. 1999, 年会論文集;日本科学教育学会, 23, 231 - 232, Japanese

  • A real-time document sharing system for collaborative writing in education
    TANIKAWA Yukiko, SUZUKI Hideyuki, KATO Hiroshi, AYUKAWA Kenichiro, TABUCHI Masahiro, YAMAGUCHI Etsuji, INAGAKI Shigenori
    A Computer Supported Collaborative Learning (CSCL) system sharing a document on a networked server in real-time is presented. It is an educational system for students to learn writing through collaboration in making wall newspaper. It focuses on facilitating frequent interaction among students and awareness of readers. It has two main characteristics as follows. (1) Students can see what other members write and revise instantly, (2) one is informed when someone else is peeping into his/her screen. The authors conducted experiments in elementary schools. The results indicate that (1) students interacted and collaborated well in writing process, (2) they revised articles repeatedly through interacting one another and (3) the system supported the collaborative writing process by them.
    一般社団法人電子情報通信学会, 21 May 1999, IEICE technical report. Education technology, 99(81) (81), 65 - 72, Japanese

  • INAGAKI Shigenori, FUNAOI Hideo, YAMAGUCHI Etsuji
    学習者の対話を支援する道具としての再構成型コンセプトマップ作成ソフトウェアの開発にあたり, その基本的なデザインを提案する。本ソフトウェアは, 学習者がコンセプトマップを作成する過程を再現することができ, かつ, 再現の途中からでもそれを修正・発展させることができるものである。
    Japan Society of Science Education, 1999, JSSE Research Report, 13(6) (6), 51 - 54, Japanese

  • 2L課04-4 社会文化的視点からみた授業における対話
    稲垣 成哲, 山口 悦司, 上辻 由貴子
    日本理科教育学会, 1999, 日本理科教育学会全国大会要項, (49) (49), 276 - 278, Japanese

  • Designing Computer Learning Environments : Analysis of Electronic Mail Communication in Facilitators
    YAMAGUCHI Etsuji, INAGAKI Shigenori, UETSUJI Yukiko, SUZUKI Hideyuki, TANIKAWA Yukiko, KATO Hiroshi
    コンピュータが初めて導入された小学校における学習環境デザインの初期編成過程を解明する試みの一環として,授業を支援する人々が行った電子メール・コミュニケーションについて数量的・質的に分析した。分析結果より,支援者から見た12ヶ月間に渡る学習環境デザインの歴史的変遷のあり方が考察された。
    Japan Society for Science Education, 1999, Proceedings of the Annual Meeting of Japan Society for Science Education, 23(0) (0), 231 - 232, Japanese

  • An ethnographic research on computer-school encounter
    SUZUKI Hideyuki, TANIKAWA Yukiko, YAMAGUCHI Etsuji, UETSUJI Yukiko, KATO Hiroshi, INAGAKI Shigenori
    26 Sep. 1998, 日本教育工学会大会講演論文集, 14, 33 - 34, Japanese

  • Presentation tool for supporting juxtaposition of expressions
    KATO Hiroshi, FUNAOI Hideo, SUZUKI Hideyuki, TANIKAWA Yukiko, UETSUJI Yukiko, YAMAGUCHI Etsuji, AKAHORI Kanji
    26 Sep. 1998, 日本教育工学会大会講演論文集, 14, 333 - 334, Japanese

  • A Study on the Cross-Curricular Design and its Management(4) : The Relations between Integrated Study and the Existing Subjects
    UETSUJI Yukiko, YAMAGUCHI Etsuji, INAGAKI Shigenori, NOGAMI Tomoyuki
    Japan Society for Science Education (JSSE), 10 Jul. 1998, 年会論文集, 22, 459 - 460, Japanese

  • A Sociocultural Approach to Classroom Discourse
    INAGAKI Shigenori, YAMAGUCHI Etsuji, UETSUJI Yukiko
    Japan Society for Science Education (JSSE), 10 Jul. 1998, 年会論文集, 22, 129 - 130, Japanese

  • コンピュータが導入された学習環境の初期編成過程
    坂本 真奈, 稲垣 成哲, 山口 悦司, 上辻 由貴子, 鈴木 栄幸, 谷川 由紀子
    25 Jun. 1998, 日本認知科学会大会発表論文集 = Annual meeting of the Japanese Cognitive Science Society, 15, 172 - 173, Japanese

  • 2D課01 状況的認知はどのように理科授業をデザインできるか
    稲垣 成哲, 山口 悦司
    日本理科教育学会, 1998, 日本理科教育学会全国大会要項, (48) (48), 220 - 221, Japanese

  • A Study on the Cross-curricular Design and its Management : The Relations between Student's Motivations and Learning Topics
    YAMAGUCHI Etsuji, UETSUJI Yukiko, INAGAKI Shigenori, NOGAMI Tomoyuki
    Japan Society for Science Education (JSSE), Jul. 1997, 年会論文集, 21, 52 - 52, Japanese

  • A Study on the Cross-curricular Design and its Management : Teacher's fundamental Tasks for Curriculum Planning and Management
    UETSUJI Yukiko, NOGAMI Tomoyuki, YAMAGUCHI Etsuji, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), Jul. 1997, 年会論文集, 21, 53 - 53, Japanese

  • A Study on the Cross-curricular Design and its Management : The Class Activities in the Akashi Experimental Junior High School
    INAGAKI Shigenori, UETSUJI Yukiko, NOGAMI Tomoyuki, YAMAGUCHI Etsuji
    Japan Society for Science Education (JSSE), Jul. 1997, 年会論文集, 21, 51 - 51, Japanese

  • Interaction Analysis and Its Implications for Science Education
    YAMAGUCHI Etsuji, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), Jul. 1997, 年会論文集, 21, 355 - 356, Japanese

  • 知識・状況・学習 : 問い直される自然認識研究
    稲垣成哲, 中山迅, 森藤義孝, 山口悦司, 吉岡有文, 遠西昭寿
    東洋館出版社, 15 Jun. 1997, 理科の教育, 46(6) (6), 416 - 419, Japanese
    Introduction scientific journal

  • Interaction in Collaborative Learning -Conversation Analysis of Concept Mapping-
    YAMAGUCHI Etsuji, INAGAKI Shigenori
    Japan Society for Science Education (JSSE), Jul. 1995, 年会論文集, 19, 49 - 50, Japanese

  • B1-05 理科授業のエスノグラフィー (1) : 状況的認知の立場から授業をどのように語るか
    稲垣 成哲, 山口 悦司
    日本理科教育学会, 1995, 日本理科教育学会全国大会要項, (45) (45), 56 - 56, Japanese

  • B1-06 理科授業のエスノグラフィー (2) : 教師の発話分析からのアプローチ
    山口 悦司, 稲垣 成哲
    日本理科教育学会, 1995, 日本理科教育学会全国大会要項, (45) (45), 57 - 57, Japanese

■ Books And Other Publications
  • 理論と実践をつなぐ理科教育学研究の展開
    日本理科教育学会
    Joint editor, 認識的認知, 東洋館出版社, Jul. 2022, 136-141, Japanese, ISBN: 9784491049359
    Scholarly book

  • 学習科学ガイドブック : 主体的・対話的で深い学びに導く
    大島, 純, 千代西尾, 祐司, 益川弘如, 河崎美保, 山口悦司, 大浦弘樹, 望月俊男, 北澤武, 大島律子, 河野麻沙美, 大崎理乃
    Joint work, 「1.2 誤概念と概念変化（pp.9-12）」「1.4 学習の転移（pp.17-20）」「4.5 ラーニング・プログレッションズ（pp.94-97）」「5.1 議論（pp.110-114）」, 北大路書房, Sep. 2019, Japanese, ISBN: 9784762830808

  • 学習科学ハンドブック 第二版 第3巻：領域専門知識を学ぶ／学習科学研究を教室に持ち込む
    SAITO Moegi, YAMAGUCHI Etsuji
    北大路書房, 2017, Japanese
    Scholarly book

  • 教育工学選書II第5巻 学びのデザイン：学習科学
    YAMAGUCHI Etsuji, INAGAKI Shigenori, YAMAMOTO Tomokazu, MURATSU Keita
    Joint work, ミネルヴァ書房, 2016, Japanese
    Scholarly book

  • 教育工学選書II第4巻 協調学習とCSCL
    YAMAGUCHI Etsuji, MOCHIZUKI Toshio
    Joint work, ミネルヴァ書房, 2016, Japanese
    Scholarly book

  • 学習科学ハンドブック 第二版 第2巻：効果的な学びを促進する実践／共に学ぶ
    YAMAGUCHI Etsuji
    北大路書房, 2016, Japanese
    Scholarly book

  • Science education in East Asia: Pedagogical innovations and research-informed practices
    YAMAGUCHI Etsuji
    Joint work, Springer, 2015, English
    Scholarly book

  • 21世紀型スキル：学びと評価の新たなかたち
    YAMAGUCHI Etsuji, HAYASHI Masakazu, IKEJIRI Ryohei
    北大路書房, 2014, Japanese
    Scholarly book

  • ラーニング・プログレッションズ
    YAMAGUCHI ETSUJI
    Single work, 東洋館出版社, Aug. 2012, Japanese
    Scholarly book

  • 科学教育：授業における言葉へのアプローチ
    YAMAGUCHI ETSUJI, 茂呂雄二, 有元典文, 青山征彦, 伊藤崇, 香川秀太, 岡部大介
    Joint work, 新曜社, May 2012, Japanese
    Scholarly book

  • ワードマップ 状況と活動の心理学:コンセプト・方法・実践 「科学教育:授業における言葉へのアプローチ」,
    山口 悦司
    Others, 新曜社, May 2012, Japanese
    Scholarly book

  • シードブック 子どもの教育原理 第10章 幼児期の科学教育
    山口 悦司
    Others, 建帛社, Apr. 2011, Japanese
    Scholarly book

  • 『デジタル教材の教育学』 第9章 デジタル教材の開発1「親子deサイエンス」
    中原 淳, 山口 悦司
    Joint work, 東京大学出版会, Apr. 2010, Japanese
    Scholarly book

■ Lectures, oral presentations, etc.
  • 科学技術のリスクとベネフィットを踏まえた意思決定の教育プログラム：複数プログラムの学習を通した小学生の意思決定とリスク認知
    坂本美紀, 山口悦司, 山本智一, 俣野源晃, 村山留美子
    日本発達心理学会第36回大会, Mar. 2025, Japanese, 日本発達心理学会, Domestic conference
    Poster presentation

  • Scaffolding primary school students’ tradeoff practices between risks and benefits in socioscientific decision-making
    Yamaguchi, E., Sakamoto, M., Yamamoto, T., Matano, M., Murayama, R.
    XXI International Organization for Science and Technology Education (IOSTE) 2024, Nov. 2024, English, International Organization for Science and Technology Education (IOSTE), International conference
    Oral presentation

  • An intervention study on primary students’ socioscientific decision-making regarding the risks and benefits of gene drives
    Sakamoto, M., Yamaguchi, E., Yamamoto, T., Matano, M., Murayama, R.
    XXI International Organization for Science and Technology Education (IOSTE) 2024, Nov. 2024, English, International Organization for Science and Technology Education (IOSTE), International conference
    Oral presentation

  • 科学技術のリスクとベネフィットを踏まえた意思決定を目指す教育プログラム：小学生のリスク認知に関する成果評価
    坂本美紀, 山口悦司, 山本智一, 俣野源晃, 村山留美子
    日本教育心理学会第66回総会, Sep. 2024, Japanese, 日本教育心理学会, Domestic conference
    Poster presentation

  • 証拠の質と強さの認識的理解の深化とアーギュメントにおける複数の証拠の利用の関係性
    俣野源晃, 山口悦司
    日本科学教育学会第48回年会, Sep. 2024, Japanese, 日本科学教育学会, Domestic conference
    Oral presentation

  • アーギュメント評価能力の向上を目指した教員志望学生対象の教師教育プログラムの有効性の検証
    田中達也, 山口悦司
    日本科学教育学会第48回年会, Sep. 2024, Japanese, 日本科学教育学会, Domestic conference
    Oral presentation

  • 大学生の証拠評価リテラシー調査と教授法の開発：チェリーピッキングに着目して
    大浦弘樹, 山口悦司, 望月俊男, クラーク A. チン
    日本科学教育学会第48回, Sep. 2024, Japanese, 日本科学教育学会, Domestic conference, Co-authored internationally
    Oral presentation

  • 誤情報・偽情報時代に求められる科学教育の変革
    山口悦司
    日本科学教育学会第48回年会, Sep. 2024, Japanese, 日本科学教育学会, Domestic conference
    Oral presentation

  • 人は矛盾する科学的情報をどのように理解するのか：矛盾する証拠の評価をもとにした統合的理解の実験的検討
    望月俊男, クラーク A. チン, 山口悦司, 大浦弘樹
    日本教育工学会2024年秋季全国, Sep. 2024, Japanese, 日本教育工学会, Domestic conference, Co-authored internationally
    Poster presentation

  • 日本科学教育学会のこれまでの取り組み
    山口悦司
    日本教育工学会2024年秋季全国大会, Sep. 2024, Japanese, 日本教育工学会, Domestic conference
    [Invited]
    Nominated symposium

  • アーギュメントにおける証拠の認識的理解に焦点を当てた小学校理科授業デザインの改善と評価：適切な証拠の十分な利用が求められる学習問題に着目して
    俣野源晃, 山口悦司
    日本理科教育学会第74回全国大会, Sep. 2024, Japanese, 日本理科教育学会, Domestic conference
    Oral presentation

  • 科学技術のリスクとベネフィットを踏まえた意思決定を目指す教育プログラム：リスクとベネフィットの重み付けとリスク対策提案の観点での成果評価
    山口悦司, 坂本美紀, 山本智一, 俣野源晃, 村山留美子
    日本理科教育学会第74回全国大会, Sep. 2024, Japanese, 日本理科教育学会, Domestic conference
    Oral presentation

  • 科学技術のリスクとベネフィットを踏まえた意思決定を目指す教育プログラム：賛否とリスク重視傾向の観点での成果評価
    坂本美紀, 山口悦司, 山本智一, 俣野源晃, 村山留美子
    日本理科教育学会第74回全国大会, Sep. 2024, Japanese, 日本理科教育学会, Domestic conference
    Oral presentation

  • 教員志望学生のアーギュメント構成能力とアーギュメント指導的評価能力の関係性の検討
    田中達也, 山口悦司
    日本理科教育学会第74回全国大会, Sep. 2024, Japanese, 日本理科教育学会, Domestic conference
    Oral presentation

  • 研究者との協働の経験は教師にどんな影響を与えるか：科学技術の社会問題を題材とした教育プログラムの開発と実施に関する事例的研究
    坂本美紀, 山口悦司, 山本智一
    日本発達心理学会第35回大会, Mar. 2024, Japanese, 日本発達心理学会
    Poster presentation

  • 科学技術の社会問題としてのゲノム編集を題材とした小学生向け教育プログラムの評価：意思決定の正当化に着目して
    口羽駿平, 山口悦司, 坂本美紀, 山本智一, 原愛佳, 近江戸伸子, 村山留美子, 俣野 源晃, 澁野哲
    日本理科教育学会第73回全国大会, Oct. 2023, Japanese, 日本理科教育学会, Domestic conference
    Oral presentation

  • 科学技術の社会問題としてのゲノム編集を題材とした小学生向け教育プログラムの評価：学習後のリスク認知と思考態度
    坂本美紀, 山口悦司, 山本智一, 口羽駿平, 原愛佳, 近江戸伸子, 村山留美子, 俣野源晃, 澁野哲
    日本理科教育学会第73回全国大会, Sep. 2023, Japanese, 日本理科教育学会, Domestic conference
    Oral presentation

  • 証拠の認識的理解に着目した複数の証拠を利用するアーギュメント構成能力の育成を目指した小学校理科授業デザイン改善の評価：アーギュメント構成能力の観点から
    俣野源晃, 山口悦司, 阿部月歩, 玉置実優
    日本理科教育学会第73回全国大会, Sep. 2023, Japanese, 日本理科教育学会, Domestic conference
    Oral presentation

  • 科学技術の社会問題としてのゲノム編集を題材とした小学生向け教育プログラムの評価：意思決定における賛否の立場とリスク重視傾向に着目して
    口羽駿平, 山口悦司, 坂本美紀, 山本智一, 原愛佳, 近江戸伸子, 村山留美子, 俣野源晃, 澁野哲
    日本科学教育学会第47回年会, Sep. 2023, Japanese, 日本科学教育学会, Domestic conference
    Oral presentation

  • 人はエビデンスのチェリーピッキングに気づくことができるのか：科学的な情報に取り上げられるエビデンスの包括性に関する実験の予備的分析
    望月俊男, クラーク A. チン, 大浦弘樹, 山口悦司
    日本科学教育学会第47回年会, Sep. 2023, Japanese, 日本科学教育学会, Domestic conference, Co-authored internationally
    Oral presentation

  • 人は一様なエビデンスよりも多様なエビデンスを重視するのか：科学的エビデンスの多様性に関する実験結果の試験的分析
    山口悦司, クラーク A. チン, 大浦弘樹, 望月俊男
    日本科学教育学会第47回年会, Sep. 2023, Japanese, 日本科学教育学会, Domestic conference, Co-authored internationally
    Oral presentation

  • 科学技術の社会問題に対する意思決定と情報検索：検索した情報と意思決定との関連
    坂本美紀, 山口悦司
    日本心理学会第87回大会, Sep. 2023, Japanese, 日本心理学会, Domestic conference
    Poster presentation

  • Undergraduate students’ decision-making towards consensus building and web searches on the socio-scientific issue of the swine fever vaccine
    Yamaguchi, E, Sakamoto, M
    ESERA 2023, Aug. 2023, English, European Science Education Research Association, International conference
    Poster presentation

  • Undergraduate students’ decision-making and web searches on the socio-scientific issue of energy
    Sakamoto, M, Yamaguchi, E
    ESERA 2023, Aug. 2023, English, European Science Education Research Association, International conference
    Poster presentation

  • 科学技術の社会問題を題材とした小学生向け教育プログラムの評価：ゲノム編集の基礎知識・ステイクホルダーの意見文に関する教材に着目して
    口羽駿平, 山口悦司, 坂本美紀, 山本智一, 原愛佳, 近江戸伸子, 俣野源晃, 澁野
    日本理科教育学会九州支部大会, May 2023, Japanese, 日本理科教育学会, Domestic conference
    Oral presentation

  • アーギュメントにおける十分な証拠の利用の向上を目指した小学校理科授業デザインの改善：証拠の十分性に関する認識的理解の深化に着目して
    俣野源晃, 山口悦司
    日本理科教育学会九州支部大会, May 2023, Japanese, 日本理科教育学会, Domestic conference
    Oral presentation

  • 人は単一研究よりもレビューを重視するのか：科学的エビデンスの総体に関する実験結果の試験的分析
    山口悦司, クラーク A. チン, 大浦弘樹, 望月俊男
    日本教育工学会2023年春季全国大会, Mar. 2023, Japanese, 日本教育工学会, Domestic conference, Co-authored internationally
    Oral presentation

  • 科学技術の社会問題に対する意思決定と情報検索：大学生の情報検索プロセスの実態
    坂本美紀, 山口悦司, 内藤はる, 山本梨好
    日本発達心理学会第34回大会, Mar. 2023, Japanese, 日本発達心理学, Domestic conference
    Poster presentation

  • Resolving disagreements between experts through identifying questionable research
    Chinn, C, Mochizuki, T, Oura, H, Yamaguchi, E
    EARLI 2023, 2023, English, European Association for Research on Learning and Instruction, International conference, Co-authored internationally
    Oral presentation

  • Examining all the evidence: Do undergraduates prioritize a review of studies over a single study?
    Yamaguchi, E, Chinn, C, Oura, H, Mochizuki, T
    EARLI 2023, 2023, English, European Association for Research on Learning and Instruction, International conference, Co-authored internationally
    Oral presentation

  • アーギュメントにおける証拠の十分性に関する小学生の認識的理解：単元『太陽と地面の様子』の事例
    俣野源晃, 山口悦司, 渡辺桜, 置塩佳奈
    日本理科教育学会第72回全国大会, Sep. 2022, Japanese, 日本理科教育学会, Domestic conference
    Oral presentation

  • アーギュメント構成能力における持続性の検討
    口羽駿平, 山口悦司, 俣野源晃, 坂本美紀, 稲垣成哲
    日本理科教育学会第72回全国大会, Sep. 2022, Japanese, 日本理科教育学会, Domestic conference
    Oral presentation

  • アーギュメント自己評価能力の向上を目指した小学校理科授業のための教授方略の提案
    田中達也, 山口悦司
    日本理科教育学会第72回全国大会, Sep. 2022, Japanese, 日本理科教育学会, Domestic conference
    Oral presentation

  • 「里山管理ゲーム」を活用した小学校理科授業の評価：里山管理に関する知識獲得
    小林和奏, 山口悦司, 青木良太, 武田義明, 溝口博, 楠房子, 舟生日出男, 杉本雅則, 田中達也, 稲垣成哲
    日本理科教育学会第72回全国大会, Sep. 2022, Japanese, 日本理科教育学会, Domestic conference
    Oral presentation

  • 「理科教授・学習論と実践」のこれからについて考える
    佐藤寛之, 山口悦司
    日本理科教育学会第72回全国大会, Sep. 2022, Japanese, 日本理科教育学会, Domestic conference
    [Invited]
    Nominated symposium

  • 70周年記念誌を語る：その発刊の意義
    和田一郎, 藤井浩樹, 佐藤寛之, 山口悦司, 出口明子, 山下修一
    日本理科教育学会第72回全国大会, Sep. 2022, Japanese, 日本理科教育学会, Domestic conference
    [Invited]
    Nominated symposium

  • アーギュメント自己評価能力の向上を目指した小学校理科授業の有効性の検証
    田中達也, 山口悦司
    日本科学教育学会第46回年会, Sep. 2022, Japanese, 日本科学教育学会, Domestic conference
    Oral presentation

  • 科学技術の社会問題に対する意思決定と情報検索：検索プロセスの内省から
    坂本美紀, 山口悦司, 山本梨好, 内藤はる
    日本科学教育学会第46回年会, Sep. 2022, Japanese, 日本科学教育学会, Domestic conference
    Oral presentation

  • アーギュメント構成能力の転移に関する検討：小学校理科の事例
    口羽駿平, 山口悦司, 俣野源晃, 坂本美紀, 稲垣成哲
    日本科学教育学会第46回年会, Sep. 2022, Japanese, 日本科学教育学会, Domestic conference
    Oral presentation

  • アーギュメントにおける証拠の十分性に関する小学生の認識的理解：理科の単元『振り子の運動』の事例
    俣野源晃, 山口悦司, 置塩佳奈, 渡辺桜
    日本科学教育学会第46回年会, Sep. 2022, Japanese, 日本科学教育学会, Domestic conference
    Oral presentation

  • 「里山管理ゲーム」を活用した小学校理科授業の評価：ゲームプレイ中の相互行為分析を通した伐採の必要性に関する知識獲得過程の事例的検討
    小林和奏, 山口悦司, 青木良太, 武田義明, 溝口博, 楠房子, 舟生日出男, 杉本雅則, 田中達也, 稲垣成哲
    日本科学教育学会第46回年会, Sep. 2022, Japanese, 日本科学教育学会, Domestic conference
    Oral presentation

  • ポスト真実時代の科学メディアリテラシーの検討：科学的エビデンスの「チェリーピッキング」を素人は認識できるのか
    望月俊男, 大浦弘樹, クラーク=A.=チン, エオウィン=オドワイヤー, 山口悦司
    日本教育工学会2022年春季全国大会, Mar. 2022, Japanese
    Oral presentation

  • Designing and implementing exhibition spaces to support parent-child communication in science museums: A case study of the National Museum of Nature and Science in Japan
    Takahashi, A, Yamaguchi, E, Inagaki, S
    ICOM CECA (International Council of Museums international Committee for Education and Cultural Action) annual conference 2021, Oct. 2021, English
    Poster presentation

  • 複数の証拠を利用するアーギュメント構成能力育成のための小学校理科授業デザインの改善：証拠の認識的理解の深化に着目して
    俣野源晃, 山口悦司, 山本智一, 神山真一, 坂本美紀
    日本理科教育学会第71回全国大会, Sep. 2021, Japanese
    Oral presentation

  • 科学技術の社会問題を扱った小学生向け教育プログラムの改善（5）：提案型意思決定を実践する学習活動の追加を中心に
    坂本美紀, 山口悦司, 山本智一, 俣野源晃
    日本教育心理学会第63回総会, Aug. 2021, Japanese
    Poster presentation

  • 環境保全教育コンテンツ「里山管理ゲーム」：大学生は情報エリアのどのような情報に着目していたか
    小林和奏, 青木良太, 矢後恒河, 稲垣成哲, 溝口博, 武田義明, 楠房子, 山口悦司, 舟生日出男, 杉本雅則
    日本科学教育学会第45回年会, Aug. 2021, Japanese
    Oral presentation

  • 複数の証拠を利用するアーギュメント構成能力育成のための小学校理科授業デザインの改善：証拠の利用に着目した評価
    俣野源晃, 山口悦司, 山本智一, 神山真一, 坂本美紀
    日本科学教育学会第45回年会, Aug. 2021, Japanese
    Oral presentation

  • 国立科学博物館の展示室「親と子のたんけんひろばコンパス」の理念と展示：ワークショップスペースを事例に
    髙橋あおい, 山口悦司, 稲垣成哲
    日本科学教育学会第45回年会, Aug. 2021, Japanese
    Oral presentation

  • Supporting parent-child communication in museums: A case study of the national museum of nature and science in Japan
    Takahashi, A, Yamaguchi, E, Inagaki, S
    The 14th Conference of the European Science Education Research Association (ESERA 2021), Aug. 2021, English
    Poster presentation

  • Redesign and evaluation of instruction for primary students’ socioscientific decision-making towards consensus building
    Sakamoto, M, Yamaguchi, E, Yamamoto, T, Tamai, R, Matano, M
    The 19th Biennial European Association for Research on Learning and Instruction (EARLI) Conference14th Conference of the European Science Education Research Association (ESERA 2021), Aug. 2021, English
    Oral presentation

  • Integrating evidence when some evidence is cherry picked: Challenges for undergraduates
    Mochizuki, T, Chinn, A. C, Yamaguchi, E
    The 19th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Aug. 2021, English
    Public symposium

  • 人は科学情報の信頼性をいかに評価するのか？：科学的エビデンスのチェリーピッキングに関する調査結果の試験的分析
    山口悦司, クラーク=A=チン, 望月俊男
    日本教育工学会2021年春季全国大会, Mar. 2021, Japanese
    Oral presentation

  • 国立科学博物館の展示室「親と子のたんけんひろばコンパス」における課題：親子のコミュニケーション促進を事例に
    髙橋あおい, 山口悦司, 稲垣成哲
    2020年度日本理科教育学会近畿支部大会, Nov. 2020, Japanese
    Oral presentation

  • 科学技術の社会問題を取り上げた小学生向け教育プログラムの改善（3）：科学に対する態度に関する評価
    坂本美紀, 山口悦司, 山本智一, 玉井僚馬, 俣野源晃
    日本教育心理学会第62回総会, Sep. 2020, Japanese
    Oral presentation

  • 科学技術の社会問題を取り上げた小学生向け教育プログラムの改善（2）：提案型意思決定能力の獲得に関する評価
    坂本美紀, 山口悦司, 山本智一, 玉井僚馬, 俣野源晃
    日本科学教育学会第44回年会, Aug. 2020, Japanese
    Oral presentation

  • 幼年期の科学教育に特化した国立科学博物館の展示室「親と子のたんけんひろばコンパス」の理念と展示手法：親子のコミュニケーション促進を事例として
    髙橋あおい, 山口悦司, 稲垣成
    日本科学教育学会第44回年会, Aug. 2020, Japanese
    Oral presentation

  • 国立科学博物館における幼年期を対象とした展示室「親と子のたんけんひろばコンパス」開発の指針
    髙橋あおい, 山口悦司, 稲垣成哲
    日本理科教育学会第70回全国大会, Aug. 2020, Japanese
    Oral presentation

  • 科学技術の社会問題を取り上げた小学生向け教育プログラムの改善（1）：改善の概要
    玉井僚馬, 山口悦司, 坂本美紀, 山本智一, 俣野源晃
    日本理科教育学会第70回全国大会, Aug. 2020, Japanese
    Oral presentation

  • 情報技術を活用した植生遷移学習支援システム「里山管理ゲーム」に関する研究
    新階幸也, 青木良太, 武田義明, 楠房子, 溝口博, 杉本雅則, 舟生日出男, 山口悦司, 稲垣成哲
    日本機械学会ロボティクス・メカトロ二クス講演会2020（ROBOMECH2020）, May 2020, Japanese
    Oral presentation

  • 社会問題を扱う授業は可搬性のある学習成果をもたらすか？科学技術の社会問題を取り上げた小学生向け教育プログラム評価の事例
    坂本美紀, 山口悦司, 都倉さゆり, 俣野源晃, 山本智一
    日本発達心理学会第31回大会, Mar. 2020, Japanese
    Oral presentation

  • 科学技術の社会問題を取り上げた小学生向け教育プログラムの評価（1）：意見対立や複数論点を踏まえた意思決定能力
    坂本美紀, 山口悦司, 俣野源晃, 都倉さゆり, 久光克樹, 山本智一
    日本教育心理学会第61回総会, Sep. 2019, Japanese
    Oral presentation

  • 理科の教師向け書籍における教師の学習支援：小学校第6学年「人の体のつくりと働き」の事例
    山口悦司, 猪熊咲子
    日本理科教育学会第69回全国大会, Sep. 2019, Japanese
    Oral presentation

  • 研究者と実践者の持続的なパートナーシップの構築：Knowledge Forum Japan Projectにおけるデザイン研究の事例とResearch-Practice Partnershipsの研究からの知見
    山口悦司
    日本教育工学会2019年秋季全国大会, Sep. 2019, Japanese
    [Invited]
    Nominated symposium

  • 科学技術の社会問題を取り上げた小学生向け教育プログラムの評価（3）：トピックモデルを用いたグループ議論の分析の試行
    山口悦司, 坂本美紀, 松河秀哉, 都倉さゆり, 山本智一, 稲垣成哲, 俣野源晃
    日本科学教育学会第43回年会, Aug. 2019, Japanese
    Oral presentation

  • 科学技術の社会問題を取り上げた小学生向け教育プログラムの評価（2）：発話分析に基づく学習プロセスの検討
    坂本美紀, 山口悦司, 都倉さゆり, 山本智一, 稲垣成哲, 俣野源晃
    日本科学教育学会第43回年会, Aug. 2019, Japanese
    Oral presentation

  • 視線計測装置を用いた里山管理を学習するためのシミュレーションゲームの評価
    朝比奈翔太, 稲垣成哲, 武田義明, 山口悦司, 溝口博, 楠房子, 舟生日出男, 杉本雅則
    日本科学教育学会第43回年会, Aug. 2019, Japanese
    Oral presentation

  • 多様な情報を用いた推論過程において矛盾の解消を支援する教材の実践的評価
    望月俊男, クラーク=A=チン, ランディ=M=ジマーマン, 山口悦司
    日本科学教育学会第43回年会, Aug. 2019, Japanese
    Oral presentation

  • Investigating perspective-taking on socioscientific issues among Japanese primary school students
    Sayuri Tokura, Etsuji Yamaguchi, Miki Sakamoto, Tomokazu Yamamoto, Shigenori Inagaki, Kazuya Wakabayashi, Motoaki Matano
    The 13th conference of European Science Education Research Association (ESERA), Aug. 2019, English
    Poster presentation

  • Evaluation of learning support function of simulation game for forest management
    Shota Asahina, Shuya Kawaguchi, Yoshiaki Takeda, Hideo Funaoi, Etsuji Yamaguchi, Fusako Kusunoki, Masanori Sugimoto, Hiroshi Mizoguchi, Shigenori Inagaki
    The 13th conference of European Science Education Research Association (ESERA), Aug. 2019, English
    Poster presentation

  • An intervention study on student’s decision-making using trade-offs to resolve socio-scientific issues
    Miki Sakamoto, Etsuji Yamaguchi, Tomokazu Yamamoto, Shigenori Inagaki, Kazuya Wakabayashi, Sayuri Tokura
    The 13th conference of European Science Education Research Association (ESERA), Aug. 2019, English
    Poster presentation

  • Development of instructions for disagreement resolutions in reasoning about diverging information
    Toshio Mochizuki, Clark A. Chinn, Randi A. Zimmerman, Etsuji Yamaguchi
    The 18th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Aug. 2019, Japanese
    Poster presentation

  • Ecological feedback loop reasoning and knowledge sources in three countries
    Hayat Hokayem, Hui Jin, Etsuji Yamaguchi
    International Conference on Teaching Science and Mathematics in Culturally and Linguistically Diverse Settings, May 2019, English
    Oral presentation

  • 科学技術の社会問題に対する公共的な提言を目指した授業の評価－スギ花粉症緩和米の是非をめぐる意見の協調に取り組んだ学習活動の分析－
    SAKAMOTO Miki, YAMAGUCHI Etsuji, WAKABAYASHI Kazuya, YAMAMOTO Tomokazu
    日本発達心理学会第30回大会, Mar. 2019, Japanese, 早稲田大学戸山キャンパス, Domestic conference
    Poster presentation

  • Harmonious integration of scientific argument into inquiry-based learning
    YAMAGUCHI Etsuji
    Korea National University of Education Science Education Research Institute International Winter Workshop, Jan. 2019, English, Korea National University of Education, Cheongju-si, South Korea, International conference
    Public discourse

  • Harmonious integration of scientific argument into inquiry-based learning
    YAMAGUCHI Etsuji
    2019 KASE International Conference, Jan. 2019, English, Korea National University of Education, Cheongju-si, South Korea, International conference
    Keynote oral presentation

  • 科学技術の社会問題に対する公共的な提言を目指した授業の評価－スギ花粉症緩和米の是非をめぐる意見の協調に着目して－
    SAKAMOTO Miki, WAKABAYASHI Kazuya, YAMAMOTO Tomokazu, YAMAGUCHI Etsuji
    日本教育心理学会第60回総会, Sep. 2018, Japanese, 慶應義塾大学日吉キャンパス, Domestic conference
    Poster presentation

  • SIG-06の取り組みとSIGセッションの概要
    KITAZAWA Takeshi, MOCHIZUKI Toshio, OURA Hiroki, YAMAGUCHI Etsuji, OSHIMA Ritsuko, MASUKAWA Hiroyuki, TIMOTHY Koschmann, OSHIMA Jun
    日本教育工学会第34回全国大会, Sep. 2018, Japanese, Domestic conference
    Public discourse

  • Development of a series of instructions for promoting disagreement resolutions in reasoning about multiple conflicting documents
    MOCHIZUKI Toshio, CLARK A. Chinn, YAMAGUCHI Etsuji, RANDI Zimmerman
    日本教育工学会第34回全国大会, Sep. 2018, English, Domestic conference
    Oral presentation

  • 里山管理ゲーム：効果的な環境教育のための植生遷移学習支援システム
    KAWAGUCHI Syuya, MIZOGUCHI Hiroshi, EGUSA Ryohei, TAKEDA Yoshiaki, YAMAGUCHI Etsuji, INAGAKI Shigenori, KUSUNOKI Fusako, FUNAOI Hideo, SUGIMOTO Masanori
    日本理科教育学会第68回全国大会, Aug. 2018, Japanese, Domestic conference
    Poster presentation

  • 大学生の自然・科学への興味・関心と小学校時代の理科に対する好き嫌いとの関連
    TOKURA Sayuri, YAMAGUCHI Etsuji
    日本理科教育学会第68回全国大会, Aug. 2018, Japanese, Domestic conference
    Poster presentation

  • 科学技術の社会問題を取り上げた教育プログラムの評価：転移テストの分析結果を中心として
    WAKABAYASHI Kazuya, YAMAGUCHI Etsuji, SAKAMOTO Miki, YAMAMOTO Tomokazu, INAGAKI SHIGENORI
    日本科学教育学会第42回年会, Aug. 2018, Japanese, 信州大学教育学部, Domestic conference
    Oral presentation

  • 科学技術の社会問題を取り上げた教育プログラムの開発：遺伝子組換え技術を応用した花粉緩和米を事例として
    WAKABAYASHI Kazuya, YAMAGUCHI Etsuji, SAKAMOTO Miki, YAMAMOTO Tomokazu, INAGAKI Shigenori
    日本理科教育学会第68回全国大会, Aug. 2018, Japanese, 岩手大学, Domestic conference
    Oral presentation

  • Development of design elements of a socio-scientific issue curriculum unit for fostering students' argumentation for persuasion: Case of the ‘rice seed-based edible vaccine for Japanese cedar pollinosis' curriculum unit
    WAKABAYASHI Kazuya, YAMAGUCHI ETSUJI, SAKAMOTO MIKI, YAMAMOTO Tomokazu, INAGAKI Sigenori
    The XVIII IOSTE Symposium 2018, Aug. 2018, English, Malmö, Sweden, International conference
    Oral presentation

  • Development of a learning progression for multiple perspective taking in socioscientific issues.
    YAMAGUCHI ETSUJI, WAKABAYASHI Kazuya, SAKAMOTO MIKI, YAMAMOTO Tomokazu, INAGAKI Sigenori
    The XVIII IOSTE Symposium 2018, Aug. 2018, English, Malmö, Sweden, International conference
    Oral presentation

  • Augmentation of environmental education using a forest management game to stimulate learners’ self-discovery
    KAWAGUCHI Syuya, MIZOGUCHI Hiroshi, EGUSA Ryohei, TAKEDA Yoshiaki, YAMAGUCHI Etsuji, INAGAKI Shigenori, KUSUNOKI Fusako, FUNAOI Hideo, SUGIMOTO Masanori
    XVIII IOSTE Symposium 2018, Aug. 2018, English, International conference
    Oral presentation

  • 里山管理ゲームを用いた植生遷移学習支援システムの研究：理科教育へのロボ・メカ技術の活用
    KAWAGUCHI Syuya, MIZOGUCHI Hiroshi, EGUSA Ryohei, TAKEDA Yoshiaki, YAMAGUCHI Etsuji, INAGAKI Shigenori, KUSUNOKI Fusako, FUNAOI Hideo, SUGIMOTO Masanori
    日本機械学会ロボティクス・メカトロニクス講演会2018（Robomec 2018）, Jun. 2018, Japanese, Domestic conference
    Oral presentation

  • 科学技術の社会問題に対する大学生の意志決定と知識活用：遺伝子医療技術を事例として
    SAKAMOTO Miki, YAMAGUCHI Etsuji
    日本教育心理学会第59回総会, Oct. 2017, Japanese, 名古屋国際会議場, Domestic conference
    Poster presentation

  • 理科の教師向け書籍における教師の学習支援：小学校第6学年「電気の利用」の事例的分析
    OTA Chisato, YAMAGUCHI Etsuji
    日本理科教育学会第67回全国大会, Aug. 2017, Japanese, Domestic conference
    Poster presentation

  • 動物観察支援システムを利用したワークショップの実施：ペンギンの行動と骨の形態を事例としたワークショップ
    TANAKA Yui, KUROKAWA Naoya, EGUSA Ryohei, DOBASHI Yuuki, KUSUNOKI Fusako, YAMAGUCHI Etsuji, INAGAKI Shigenori, NOGAMI Tomoyuki
    日本理科教育学会第67回全国大会, Aug. 2017, Japanese, Domestic conference
    Poster presentation

  • 動物園来園者の観察活動時における保護者による言葉がけの会話分析：親子間の会話分析フレームワーク
    TANAKA Yui, KUROKAWA Naoya, EGUSA Ryohei, KUSUNOKI Fusako, YAMAGUCHI Etsuji, INAGAKI Shigenori, NOGAMI Tomoyuki
    日本科学教育学会第41回年会, Aug. 2017, Japanese, Domestic conference
    Poster presentation

  • 植生遷移の学習支援のための里山管理ゲーム
    KAWAGUCHI Syuya, MIZOGUCHI Hiroshi, EGUSA Ryohei, TAKEDA Yoshiaki, YAMAGUCHI Etsuji, INAGAKI Shigenori, KUSUNOKI Fusako, FUNAOI Hideo, SUGIMOTO Masanori
    日本理科教育学会第67回全国大会, Aug. 2017, Japanese, Domestic conference
    Poster presentation

  • 科学技術の社会問題を扱った授業デザインの基礎的研究（2）:Presleyらの授業フレームワーク
    WAKABAYASHI Kazuya, YAMAGUCHI Etsuji, SAKAMOTO Miki, YAMAMOTO Tomokazu, INAGAKI SHIGENORI
    日本科学教育学会第41回年会, Aug. 2017, Japanese, サンポート高松, Domestic conference
    Oral presentation

  • 科学技術の社会問題を扱った授業デザインの基礎的研究（1）:Friedrichsenらの教授モデル
    WAKABAYASHI Kazuya, YAMAGUCHI Etsuji, SAKAMOTO Miki, YAMAMOTO Tomokazu, INAGAKI Shigenori
    日本理科教育学会第67回全国大会, Aug. 2017, Japanese, 福岡教育大学, Domestic conference
    Oral presentation

  • 科学技術の社会問題に関するアーギュメント・スキルの育成を目指したデザイン研究
    YAMAGUCHI ETSUJI
    日本科学教育学会第41回年会, Aug. 2017, Japanese, Domestic conference
    [Invited]
    Invited oral presentation

  • Students’ Argumentation on Socioscientific Issues Arising from Genetic Medical Technologies: The Role of Scientific Knowledge.
    SAKAMOTO Miki, YAMAGUCHI Etsuji, YAMAMOTO Tomokazu
    日本科学教育学会第41回年会, Aug. 2017, Japanese, サンポート高松, Domestic conference
    Oral presentation

  • Teacher learning supports in Japanese science curriculum materials for secondary school
    Wakabayashi Kazuya, YAMAGUCHI Etsuji
    The 12th biannual conference of the European Science Education Research Association, Aug. 2017, English, International conference
    Poster presentation

  • Instruction on disagreement resolution in reasoning about multiple documents
    MOCHIZUKI Toshio, CLARK A. Chinn, YAMAGUCHI Etsuji, RANDI Zimmerman
    The 17th European Association for Research on Learning and Instruction, Aug. 2017, English, International conference
    Poster presentation

  • Informal reasoning for socio-scientific issues concerning dilemmas faced by genetic medical technologies.
    SAKAMOTO MIKI, YAMAGUCHI ETSUJI
    ESERA 2017 Conference, Aug. 2017, English, Dublin City University, This study examined the effect of the strength of dilemmas in socio-scientific issues on informal reasoning via the questionnaire survey., International conference
    Poster presentation

  • Epistemic Cognition研究からみた理科における主体的・対話的で深い学び
    YAMAGUCHI Etsuji
    日本理科教育学会第67回全国大会, Aug. 2017, Japanese, Domestic conference
    [Invited]
    Nominated symposium

  • 遺伝子医療技術を扱うジレンマ課題に対する大学生の論述
    SAKAMOTO Miki, YAMAGUCHI Etsuji
    日本発達心理学会第28回大会, Mar. 2017, Japanese, 広島国際会議場, Domestic conference
    Poster presentation

  • 中学校の教師用指導書における教師の学習支援：支援の形態に着目した分析事例
    WAKABAYASHI Kazuya, YAMAGUCHI Etsuji
    平成28年度日本理科教育学会近畿支部大会, Nov. 2016, Japanese, Domestic conference
    Oral presentation

  • 科学技術の社会問題に関する思考の調査（2）：大学生の思考に影響する要因の検討
    SAKAMOTO Miki, YAMAGUCHI Etsuji
    日本教育心理学会第58回総会, Oct. 2016, Japanese, かがわ国際会議場, Domestic conference
    Poster presentation

  • 理科の教師向け書籍における教師の学習支援：小学校第6学年「月と太陽」の事例
    YAMAGUCHI Etsuji, OKAWA Aika
    日本理科教育学会第66回全国大会, Aug. 2016, Japanese, Domestic conference
    Oral presentation

  • 動物園来園者を対象とする科学的観察の支援の成果と展望
    TANAKA Yui, EGUSA Ryohei, KUSUNOKI Fusako, YAMAGUCHI Etsuji, INAGAKI Shigenori, NOGAMI Tomoyuki
    日本科学教育学会第40回年会, Aug. 2016, Japanese, Domestic conference
    Oral presentation

  • 中学校の教師用指導書における教師の学習支援：研究のフレームワーク
    WAKABAYASHI Kazuya, YAMAGUCHI Etsuji
    日本理科教育学会第66回全国大会, Aug. 2016, Japanese, Domestic conference
    Poster presentation

  • 科学技術の社会問題に関する思考の調査（3）：推論パターンの観点から
    SAKAMOTO Miki, YAMAGUCHI Etsuji, 岩鼻 春花, 鷲見 征哉, INAGAKI Shigenori
    日本科学教育学会第40回年会, Aug. 2016, Japanese, ホルトホール大分, Domestic conference
    Oral presentation

  • Epistemic practice to improve elementary students’ construction of scientific arguments: A case analysis of the effects caused by commenting on peers’ arguments using epistemic criteria
    SAKAMOTO MIKI, YAMAGUCHI ETSUJI
    the 31th International Congress of Psychology, Jul. 2016, English, パシフィコ横浜, The aim of this study is to examine how epistemic practice contributes to improvement in scientific-argument construction. In this study, epistemic practice included instruction of epistemic criteria, argument construction, and reciprocal reviews. To examine the effect caused by commenting on their partner’s argument, we analyzed 38 elementary-school fifth-graders’ speeches at, International conference
    Poster presentation

  • Epistemic artifacts for supporting students’ constructing arguments on socio-scientific issues
    YAMAGUCHI Etsuji
    XVII IOSTE Symposium 2016, Jul. 2016, English, International conference
    Oral presentation

  • Augmentation of museum science education using human-interaction technology
    TAMAKI Haruya, SAKAI Tsugunosuke, YOSHIDA Ryuichi, OTA Yosuke, EGUSA Ryohei, INAGAKI Shigenori, YAMAGUCHI Etsuji, KUSUNOKI Fusako, NAMATAME Miki, SUGIMOTO Masanori, MIZOGUCHI Hiroshi
    XVII IOSTE Symposium 2016, Jul. 2016, English, International conference
    Poster presentation

  • A parents’ evaluation of the Observation Guide supporting zoo visitors’ scientific observations
    TANAKA Yui, YAMAGUCHI Etsuji, INAGAKI Shigenori, EGUSA Ryohei, KUSUNOKI Fusako, OKUYAMA Hideto, NOGAMI Tomoyuki
    XVII IOSTE Symposium 2016, Jul. 2016, English, International conference
    Oral presentation

  • TAMAKI: Technologically ambitious mechanism for art knowledge improvement
    TAMAKI Haruya, SAKAI Tsugunosuke, YOSHIDA Ryuichi, EGUSA Ryohei, YAMAGUCHI Etsuji, INAGAKI Shigenori, KUSUNOKI Fusako, NAMATAME Miki, SUGIMOTO Masanori, MIZOGUCHI Hiroshi
    International Conference on Advanced Technology Innovation 2016, Jun. 2016, English, International conference
    Oral presentation

  • SAKAI: Sympathy augmentation by kinetically active interaction
    SAKAI Tsugunosuke, TAMAKI Haruya, YOSHIDA Ryuichi, EGUSA Ryohei, YAMAGUCHI Etsuji, INAGAKI Shigenori, KUSUNOKI Fusako, NAMATAME Miki, SUGIMOTO Masanori, MIZOGUCHI Hiroshi
    International Conference on Advanced Technology Innovation 2016, Jun. 2016, English, International conference
    Oral presentation

  • A design research to support elementary students' epistemic understanding of their scientific argument construction.
    SAKAMOTO MIKI, YAMAGUCHI ETSUJI
    the 12th International Conference of the Learning Sciences, Jun. 2016, English, Nanyang Technological University, This study examined an instructional design to improve the scientific argument of elementary students by enriching their epistemic understanding of scientific argument. The proposed instructional design was an iterative approach that included instruction of epistemic criteria, argument construction, peer review, and teacher’s feedback on students’ arguments. Analysis of student, International conference
    Poster presentation

  • Experience-based learning support system to enhance child learning in a museum
    YOSHIDA Ryuichi, TAMAKI Haruya, SAKAI Tsugunosuke, SAITO Machi, EGUSA Ryohei, KAMIYAMA Shinichi, NAMATAME Miki, SUGIMOTO Masanori, KUSUNOKI Fusako, YAMAGUCHI Etsuji, INAGAKI Shigenori, TAKEDA Yoshiaki, MIZOGUCHI Hiroshi
    12th International Conference on Advances in Computer Entertainment Technology (ACE 2015), Dec. 2015, English, International conference
    Oral presentation

  • 議論力育成を組み込んだ理科授業に対する大学生の評価2：賛同—慎重姿勢の理由記述の分析
    NISHIGAKI Junko, SAKAMOTO Miki, YAMAGUCHI Etsuji, INAGAKI Shigenori
    日本心理学会第79回大会, Sep. 2015, Japanese, Domestic conference
    Oral presentation

  • 家屋内の異音検出に向けた3次元指向特性を有する球面配置マイクロホンアレイに関する研究
    NAKADAI Takahiro, TAGUCHI Tomoki, EGUSA Ryohei, NAMATAME Miki, SUGIMOTO Masanori, KUSUNOKI Fusako, YAMAGUCHI Etsuji, INAGAKI Shigenori, TAKEDA Yoshiaki, MIZOGUCHI Hiroshi
    第33回日本ロボット学会学術講演会, Sep. 2015, Japanese, Domestic conference
    Oral presentation

  • Instructional strategies for teaching primary students to construct arguments with rebuttals.
    KAMIYAMA Shinichi, YAMAMOTO Tomokazu, YAMAGUCHI Etsuji, SAKAMOTO Miki, MURATSU Keita, INAGAKI Shigenori
    The 11th Conference of the European Science Education Research Association (ESERA2015 HELSINKI CONFERENCE), Sep. 2015, English, Helsinki, International conference
    Oral presentation

  • How can Japanese curriculum materials support development of primary teachers’ professional knowledge?
    YAMAGUCHI Etsuji
    1th biannual conference of the European Science Education Research Association (ESERA2015), Sep. 2015, English, International conference
    Poster presentation

  • Articulation of evaluation criteria for improvement pre-service teachers’ argument skills
    YAMAMOTO Tomokazu, YAMAGUCHI Etsuji, NARAMOTO Mayumi, MURATSU Keita, INAGAKI Shigenori
    1th biannual conference of the European Science Education Research Association (ESERA2015), Sep. 2015, English, International conference
    Poster presentation

  • 反論を含むアーギュメント構成能力の育成を目指した授業の評価：小学校第6学年「水溶液の性質」の事例
    KAMIYAMA Shinichi, YAMAMOTO Tomokazu, YAMAGUCHI Etsuji, SAKAMOTO Miki, MURATSU Keita, INAGAKI Shigenori
    日本理科教育学会第65回全国大会, Aug. 2015, Japanese, Domestic conference
    Oral presentation

  • 反論を含むアーギュメントの達成を阻害する要因の探索的検討：反論理由付けに着目して
    KAMIYAMA Shinichi, YAMAMOTO Tomokazu, YAMAGUCHI Etsuji, SAKAMOTO Miki, MURATSU Keita, INAGAKI Shigenori
    日本科学教育学会第39回年会, Aug. 2015, Japanese, Domestic conference
    Oral presentation

  • 動物園来園者の科学的観察を支援するための紙芝居を利用したワークショップ：旭山動物園のアザラシ展示における観察活動の事例分析
    TANAKA Yui, YAMAGUCHI Etsuji, INAGAKI Shigenori, EGUSA Ryohei, KUSUNOKI Fusako, OKUYAMA Hideto, KINOSHITA Tomomi, BANDO Gen
    日本科学教育学会第39回年会, Aug. 2015, Japanese, Domestic conference
    Oral presentation

  • 科学技術の社会問題を扱ったアーギュメントの評価枠組みの事例的検討
    SAKAMOTO MIKI, YAMAGUCHI ETSUJI, 西垣 順子, 益川 弘如, INAGAKI SHIGENORI
    日本理科教育学会第65回全国大会, Aug. 2015, Japanese, 京都教育大学, Domestic conference
    Oral presentation

  • Intervention Study on Theory-Inspired Questions as an Epistemic Activity in Science.
    SAKAMOTO MIKI, YAMAGUCHI ETSUJI, Nakashin Sakiko, Yamamoto Tomokazu, Murayama Isao, Muratsu Keita, KAMIYAMA SHINICHI, INAGAKI SHIGENORI
    the 16th Biennial EARLI Conference for Research in Learning and Instruction, Aug. 2015, English, Cyprus University of Technology, Scientific reasoning and scientific argumentation are highly valued outcomes of K-12 education. One of the prototypical instructional approaches for scientific reasoning and argumentation is inquiry learning. This study focuses on questioning, one of the eight epistemic activities. It is not easy for students to generate scientific questions, and intervention studies focus on q, International conference
    Poster presentation

  • Instructional design for facilitating collective discourse with tablet PCs for understanding scientific concepts
    OSHIMA Jun, OSHIMA Ritsuko, MASUKAWA Hiroyuki, CHIYONISHIO Yuji, HAYASHI Kosuke, YAMAGUCHI Etsuji, OHSAKI Ayano
    CSCL2015 workshop “Tablet-Mediated Collaborative Learning”, May 2015, English, International conference
    Oral presentation

  • Cultivating preservice elementary teachers’ ability to learn how to teach science from curriculum materials
    YAMAGUCHI Etsuji, KANBAYASHI Kyoko
    National Association for Research in Science Teaching 2015 Annual Meeting, Apr. 2015, English, International conference
    Oral presentation

  • 児童期の科学的推論における理論と証拠の適合評価：証拠の特性に着目して
    SAKAMOTO Miki, YAMAGUCHI Etsuji, MURATSU Keita, YAMAMOTO Tomokazu, KAMIYAMA Shinichi, INAGAKI Shigenori
    日本発達心理学会第26回大会, Mar. 2015, Japanese, Domestic conference
    Poster presentation

  • 児童期の科学的推論における理論と証拠の適合評価:証拠の特性に着目して
    SAKAMOTO MIKI, YAMAGUCHI ETSUJI, 村津 啓太, 山本 智一, KAMIYAMA SHINICHI, INAGAKI SHIGENORI
    日本発達学会第26回大会, Mar. 2015, Japanese, 東京大学, Domestic conference
    Poster presentation

  • 動物園来園者の科学的観察を支援する紙芝居の改善：大人における学習成果の評価
    YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori, OKUYAMA Hideto, TAJIMA Junko, TANAKA Chiharu, BANDO Gen
    平成26年度日本理科教育学会近畿支部大会, Nov. 2014, Japanese, Domestic conference
    Poster presentation

  • 小学生における生態系の理解に関するラーニング・プログレッション：性別と理解の関係性に着目して
    SUZUKI Kazumasa, YAMAGUCHI Etsuji
    平成26年度日本理科教育学会近畿支部大会, Nov. 2014, Japanese, Domestic conference
    Poster presentation

  • 議論力育成を組み込んだ理科授業に対する大学生の評価―質問紙調査による分析1―
    NISHIGAKI Junko, SAKAMOTO Miki, YAMAGUCHI Etsuji, INAGAKI Shigenori
    日本教育心理学会第56回総会, Nov. 2014, Japanese, 神戸国際会議場, Domestic conference
    Poster presentation

  • 来園者の科学的観察を支援する紙芝居とワークショップの開発・改善
    OKUYAMA Hideto, TAJIMA Junko, TANAKA Chiharu, BANDO Gen, YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori
    日本科学教育学会第38回年会, Sep. 2014, Japanese, Domestic conference
    Poster presentation

  • 複数の理由付けを利用するアーギュメント構成能力の育成を目指した授業の評価：小学校第6学年「植物の養分」の事例
    KAMIYAMA Shinichi, YAMAMOTO Tomokazu, YAMAGUCHI Etsuji, SAKAMOTO Miki, MURATSU Keita, INAGAKI Shigenori
    日本科学教育学会第38回年会, Sep. 2014, Japanese, Domestic conference
    Oral presentation

  • 博士課程におけるキャリア支援：フランスのエクス・マルセイユ経済学研究科を事例にして
    DAIKOKU Masahiro, KUSUNOKI Fusako, TERANO Takao, YAMAGUCHI Etsuji, INAGAKI Shigenori
    日本科学教育学会第38回年会, Sep. 2014, Japanese, Domestic conference
    Poster presentation

  • 動物園来園者の科学的観察を支援する紙芝居の改善：来園者の主観的評価
    YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori, OKUYAMA Hideto, TAJIMA Junko, TANAKA Chiharu, BANDO Gen
    日本科学教育学会第38回年会, Sep. 2014, Japanese, Domestic conference
    Poster presentation

  • 新しい学びの評価：授業に支えられた個々人の多様な学習過程の分析
    MASUKAWA Hiroyuki, YAMAGUCHI Etsuji, MOCHIZUKI Toshio, KITAZAWA Takeshi, YAMADA Masayuki, MARUI Jun, ENDO Ikuo, OSHIMA Jun, OSHIMA Ritsuko
    日本教育工学会第30回全国大会, Sep. 2014, Japanese, Domestic conference
    Public symposium

  • 小学生における生態系の理解に関するラーニング・プログレッション：構成要素間の関係性に着目して
    SUZUKI Kazumasa, YAMAGUCHI Etsuji
    日本科学教育学会第38回年会, Sep. 2014, Japanese, Domestic conference
    Oral presentation

  • 口頭のアーギュメンテーションにおける反論を促進する教授方略の改善と評価：反論の基準に関する理解に着目して
    MURATSU Keita, INAGAKI Shigenori, YAMAGUCHI Etsuji, YAMAMOTO Tomokazu, SAKAMOTO Miki, KAMIYAMA Shinichi
    日本科学教育学会第38回年会, Sep. 2014, Japanese, Domestic conference
    Oral presentation

  • 科学系学位取得予定者と学位取得者のキャリア形成支援：スイスの事例
    KITANO Sachiko, YAMAGUCHI Etsuji
    日本科学教育学会第38回年会, Sep. 2014, Japanese, Domestic conference
    Public symposium

  • ラーニング・プログレッションズと発達段階
    YAMAGUCHI Etsuji
    日本認知科学会第31回大会, Sep. 2014, Japanese, Domestic conference
    Public symposium

  • Supporting zoo visitors’ scientific observations though the picture-story show
    YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori, OKUYAMA Hideto, TAJIMA Junko, TANAKA Chiharu, BANDO Gen
    The XVI International Organization of Science and Technology Education Symposium (IOSTE Borneo 2014), Sep. 2014, English, International conference
    Oral presentation

  • Learning progression for japanese elementary students’ reasoning about ecosystems
    SUZUKI Kazumasa, YAMAGUCHI Etsuji, HOKAYEM Hayat
    The XVI International Organization of Science and Technology Education Symposium (IOSTE Borneo 2014), Sep. 2014, English, International conference
    Keynote oral presentation

  • An evaluation of Japanese elementary students’ understanding of the criteria for rebuttals in argumentation
    MURATSU Keita, INAGAKI Shigenori, YAMAGUCHI Etsuji, YAMAMOTO Tomokazu, SAKAMOTO Miki, KAMIYAMA Shinichi
    The XVI International Organization of Science and Technology Education Symposium (IOSTE Borneo 2014), Sep. 2014, English, International conference
    Oral presentation

  • 複数の理由付けを利用するアーギュメント構成能力の育成を目指した授業デザイン：小学校第6学年「植物の養分」の事例
    KAMIYAMA Shinichi, YAMAMOTO Tomokazu, YAMAGUCHI Etsuji, SAKAMOTO Miki, MURATSU Keita, INAGAKI Shigenori
    日本理科教育学会第64回全国大会, Aug. 2014, Japanese, Domestic conference
    Oral presentation

  • 動物園来園者の科学的観察を支援する紙芝居の改善：描画法を利用した学習成果の評価
    YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori, OKUYAMA Hideto, TAJIMA Junko, HIRANO Kyoko, TANAKA Chiharu, BANDO Gen
    日本理科教育学会第64回全国大会, Aug. 2014, Japanese, Domestic conference
    Poster presentation

  • 口頭のアーギュメンテーションにおける反論を促進する教授方略の改善と評価
    MURATSU Keita, INAGAKI Shigenori, YAMAGUCHI Etsuji, YAMAMOTO Tomokazu, SAKAMOTO Miki, KAMIYAMA Shinichi
    日本理科教育学会第64回全国大会, Aug. 2014, Japanese, Domestic conference
    Oral presentation

  • Science education in ECE in Japan: How can we afford children’s scientific mind
    KITANO Sachiko, YAMAGUCHI Etsuji, INAGAKI Shigenori
    The 15th annual conference of the Pacific Early Childhood Education Research Association, Aug. 2014, English, International conference
    Poster presentation

  • Instructional design for asking theory-inspired questions.
    SAKAMOTO MIKI, YAMAGUCHI ETSUJI, 中新 沙紀子, 山本 智一, 村山 功, KAMIYAMA SHINICHI, 村津 啓太, INAGAKI SHIGENORI
    the 2014 joint Special Interest Group Meeting of EARLI SIG 6 (Instructional Design) and SIG 7 (Learning and Instruction with Computers), Aug. 2014, English, Erasmus University, Rotterdam, International conference
    Oral presentation

  • Evaluation of an inquiry-based picture-story show for supporting zoo visitors’ scientific observations
    YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori
    2014 Annual Conference of Australasian Science Education Research Association, Jul. 2014, English, International conference
    Poster presentation

  • 反論を含むアーギュメンテーションを促進するための教授方略の改善
    MURATSU Keita, INAGAKI Shigenori, YAMAGUCHI Etsuji, YAMAMOTO Tomokazu, SAKAMOTO Miki, KAMIYAMA Shinichi
    平成25年度日本理科教育学会近畿支部大会, Nov. 2013, Japanese, Domestic conference
    Poster presentation

  • 動物園来園者の観察を支援する紙芝居の評価：質問紙調査を通して
    YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori, OKUYAMA Hideto, TAJIMA Junko, HORITA Akiko, TANAKA Chiharu, BANDO Gen
    平成25年度日本理科教育学会近畿支部大会, Nov. 2013, Japanese, Domestic conference
    Poster presentation

  • 生態学のシステム論的推論に関するラーニング・プログレッションズ：小学生を対象として
    SUZUKI Kazumasa, YAMAGUCHI Etsuji
    平成25年度日本理科教育学会近畿支部大会, Nov. 2013, Japanese, Domestic conference
    Poster presentation

  • 科学的な問いの生成を支援する理科授業デザインの改善
    NAKASHIN Sakiko, YAMAGUCHI Etsuji, MURAYAMA Isao, SAKAMOTO Miki, YAMAMOTO Tomokazu, KAMIYAMA Shinichi, MURATSU Keita, INAGAKI Shigenori
    平成25年度日本理科教育学会近畿支部大会, Nov. 2013, Japanese, Domestic conference
    Poster presentation

  • 動物園における紙芝居を用いた教育プログラムの評価
    OKUYAMA Hideto, TAJIMA Junko, HORITA Akiko, TANAKA Chiharu, BANDO Gen, YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori
    日本科学教育学会第37回年会, Sep. 2013, Japanese, Domestic conference
    Oral presentation

  • 続・新しい学びの評価：未来の教育をデザインするための研究方法論
    MASUKAWA Hiroyuki, YAMAGUCHI Etsuji, MOCHIZUKI Toshio, KITAZAWA Takeshi, OSHIMA Jun, OSHIMA Ritsuko
    日本教育工学会第29回全国大会, Sep. 2013, Japanese, Domestic conference
    Public symposium

  • 動物園来園者の観察を支援する紙芝居：旭山動物園のペンギン展示を事例とした予備的分析
    YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori, OKUYAMA Hideto, TAJIMA Junko, HORITA Akiko, TANAKA Chiharu, BANDO Gen
    日本理科教育学会第63回全国大会, Aug. 2013, Japanese, Domestic conference
    Oral presentation

  • 知識の活用を支援する代入・対応操作：中学校第2分野「気象とその変化」を事例として
    SUZUKI Kazumasa, YAMAGUCHI Etsuji
    日本理科教育学会第63回全国大会, Aug. 2013, Japanese, Domestic conference
    Oral presentation

  • 小学校理科の教師用指導書における教師の学習支援：第6学年「土地のつくりと変化」の事例
    YAMAGUCHI Etsuji, HABOSHI Kazuya
    日本理科教育学会第63回全国大会, Aug. 2013, Japanese, Domestic conference
    Oral presentation

  • 学習科学を応用した教師教育プログラム：WISEプロジェクトを事例として
    YAMAMOTO Tomokazu, YAMAGUCHI Etsuji, INAGAKI Shigenori, MURATSU Keita, NAKASHIN Sakiko, NAKAMURA Yuri
    日本理科教育学会第63回全国大会, Aug. 2013, Japanese, Domestic conference
    Oral presentation

  • 科学的な問いの生成を支援する授業のデザイン研究：科学的原理・法則のメタ理解に着目して
    NAKASHIN Sakiko, YAMAGUCHI Etsuji, MURAYAMA Isao, SAKAMOTO Miki, YAMAMOTO Tomokazu, KAMIYAMA Shinichi, MURATSU Keita, INAGAKI Shigenori
    日本理科教育学会第63回全国大会, Aug. 2013, Japanese, Domestic conference
    Oral presentation

  • 科学的アーギュメント・スキルの育成を目指した理科授業の評価(4)―成果評価に基づく授業内容の改善―
    SAKAMOTO MIKI, 山本 智一, 村津 啓太, YAMAGUCHI ETSUJI, INAGAKI SHIGENORI, KAMIYAMA SHINICHI, 西垣 順子
    日本教育心理学会第55回総会, Aug. 2013, Japanese, 法政大学, Domestic conference
    Poster presentation

  • 旭山動物園のペンギン展示における紙芝居を利用したワークショップ
    OKUYAMA Hideto, TAJIMA Junko, HORITA Akiko, TANAKA Chiharu, BANDO Gen, YAMAHASHI Chika, YAMAGUCHI Etsuji, INAGAKI Shigenori
    日本理科教育学会第63回全国大会, Aug. 2013, Japanese, Domestic conference
    Poster presentation

  • アーギュメンテーションの評価フレームワーク
    MURATSU Keita, INAGAKI Shigenori, YAMAGUCHI Etsuji
    日本理科教育学会第63回全国大会, Aug. 2013, Japanese, Domestic conference
    Oral presentation

  • 大学生の科学リテラシー教育に対する認識
    NISHIGAKI Junko, SAKAMOTO Miki, YAMAGUCHI Etsuji, INAGAKI Shigenori
    大学教育学会第35回大会, Jun. 2013, Japanese, Domestic conference
    Oral presentation

  • 「人間すごろく」に向けた複数異種センサ群各座標系の簡便な統一方法
    NAKAYAMA Tomohiro, ADACHI Takayuki, TAKEMURA Hiroshi, MIZOGUCHI Hiroshi, KUSUNOKI Fusako, SUGIMOTO Masanori, YAMAGUCHI Etsuji, INAGAKI Shigenori, TAKEDA Yoshiaki
    日本機械学会ロボティクス・メカトロニクス講演会2013（Robomec 2013）, May 2013, Japanese, Domestic conference
    Poster presentation

  • 科学的アーギュメント・スキルの育成を目指した理科授業の評価（3）：授業中の達成と転移課題の遂行との関連
    YAMAGUCHI ETSUJI, 坂本美紀, 坂本美紀, 山本智一, 稲垣成哲, 神山真一, 西垣順子
    日本発達心理学会第24回大会発表論文集, Mar. 2013, Japanese, Domestic conference
    Oral presentation

  • 科学的アーギュメント・スキルの育成を目指した理科授業の評価(3) ：授業中の達成と転移課題の遂行との関連．
    SAKAMOTO MIKI, 村津啓太, 山本智一, YAMAGUCHI ETSUJI, INAGAKI SHIGENORI, KAMIYAMA SHINICHI, 西垣順子
    日本発達心理学会第24回大会, Mar. 2013, Japanese, 明治学院大学, Domestic conference
    Poster presentation

  • 科学的アーギュメント・スキルの育成を目指した理科授業の評価（2）：フォローアップ授業によるスキル定着の評価
    YAMAGUCHI ETSUJI, 坂本美紀, 西垣順子, 山本智一, 稲垣成哲, 村津啓太, 神山真一
    日本教育心理学会第54回総会発表論文集, Nov. 2012, Japanese, Domestic conference
    Oral presentation

  • 科学的アーギュメント・スキルの育成を目指した理科授業の評価(2) ：フォローアップ授業によるスキル定着の評価.
    SAKAMOTO MIKI, 西垣順子, YAMAGUCHI ETSUJI, 山本智一, INAGAKI SHIGENORI, 村津啓太, KAMIYAMA SHINICHI
    日本教育心理学会第54回総会, Nov. 2012, Japanese, 琉球大学, Domestic conference
    Poster presentation

  • 新しい学びの評価
    YAMAGUCHI ETSUJI, 大島純, 大島律子, 益川弘如, 望月俊男, 北澤武, 齊藤萌木
    日本教育工学会第28回全国大会講演論文集, Sep. 2012, Japanese, Domestic conference
    Oral presentation

  • 複数の証拠の適切性と十分性に焦点を当てたアーギュメント・スキルの育成：小学校第5学年「物の溶け方」の事例.
    山本智一, SAKAMOTO MIKI, YAMAGUCHI ETSUJI, INAGAKI SHIGENORI, 村津啓太, KAMIYAMA SHINICHI
    日本科学教育学会第36回年会, Aug. 2012, Japanese, 東京理科大学, Domestic conference
    Oral presentation

  • 複数の証拠の適切性と十分性に焦点を当てたアーギュメント・スキルの育成：小学校第5学年「物の溶け方」の事例
    YAMAGUCHI ETSUJI, 山本智一, 坂本美紀, 稲垣成哲, 村津啓太, 神山真一
    日本科学教育学会第36回年会論文集, Aug. 2012, Japanese, Domestic conference
    Oral presentation

  • 日本科学教育学会第36回年会論文集
    YAMAGUCHI ETSUJI, 黒田秀子, 山橋知香, 稲垣成哲
    日本科学教育学会第36回年会論文集, Aug. 2012, Japanese, Domestic conference
    Oral presentation

  • 小学校理科の教師用指導書の分析：教師の学習支援という観点から
    YAMAGUCHI ETSUJI, 米田祥大
    日本理科教育学会全国大会発表論文集, Aug. 2012, Japanese, Domestic conference
    Oral presentation

  • 集計機能拡張版デジタル運勢ラインシステムを利用した小学校理科授業のデザイン
    YAMAGUCHI ETSUJI, 神山真一, 舟生日出男, 稲垣成哲
    日本科学教育学会第36回年会論文集, Aug. 2012, Japanese, Domestic conference
    Oral presentation

  • 集計機能拡張版デジタル運勢ラインシステムの評価：児童と教師を対象とした面接調査に基づいて
    YAMAGUCHI ETSUJI, 舟生日出男, 稲垣成哲, 神山真一
    日本科学教育学会第36回年会論文集, Aug. 2012, Japanese, Domestic conference
    Oral presentation

  • 環境問題学習ゲーム「人間すごろく」のための人物位置計測技術
    YAMAGUCHI ETSUJI, 足立孝之, 後関政史, 溝口博, 楠房子, 杉本雅則, 稲垣成哲, 武田義明
    日本科学教育学会第36回年会論文集, Aug. 2012, Japanese, Domestic conference
    Oral presentation

  • 科学の世界へ誘う絵本の可能性を探る
    YAMAGUCHI ETSUJI, 野上智行
    日本科学教育学会第36回年会論文集, Aug. 2012, Japanese, Domestic conference
    Oral presentation

  • アーギュメンテーション・スキルの育成を目指した小学校理科授業のデザイン研究：「質問」に着目したエピソード分析.
    村津啓太, YAMAGUCHI ETSUJI, KAMIYAMA SHINICHI, 山本智一, SAKAMOTO MIKI, INAGAKI SHIGENORI
    日本理科教育学会第62回全国大会, Aug. 2012, Japanese, 鹿児島大学, Domestic conference
    Oral presentation

  • アーギュメンテーション・スキルの育成を目指した小学校理科授業のデザイン研究：「質問」に着目したエピソード分析
    YAMAGUCHI ETSUJI, 村津啓太, 神山真一, 山本智一, 坂本美紀, 稲垣成哲
    日本理科教育学会全国大会発表論文集, Aug. 2012, Japanese, Domestic conference
    Oral presentation

  • アーギュメンテーション・スキルの育成を目指した小学校理科授業のデザイン研究：「質問」と「返答」の関連についての予備的分析.
    村津啓太, YAMAGUCHI ETSUJI, KAMIYAMA SHINICHI, 山本智一, SAKAMOTO MIKI, INAGAKI SHIGENORI
    日本科学教育学会第36回年会, Aug. 2012, Japanese, 東京理科大学, Domestic conference
    Oral presentation

  • アーギュメンテーション・スキルの育成を目指した小学校理科授業のデザイン研究：「質問」と「返答」の関連についての予備的分析
    YAMAGUCHI ETSUJI, 村津啓太, 神山真一, 山本智一, 坂本美紀, 稲垣成哲
    日本科学教育学会第36回年会論文集, Aug. 2012, Japanese, Domestic conference
    Oral presentation

  • Fostering pre-service teachers' argument skills through making sense of tradeoffs in genetically modified food
    Nakashin, S, Yamaguchi, E, Inagaki, S
    Paper presented at 2012 Annual Conference of Australasian Science Education Research Association, Jun. 2012, English, Sunshine Coast QLD, Austraria, International conference
    Oral presentation

  • Argument skill acquisition among grade 5 and grade 6 elementary school students.
    SAKAMOTO MIKI, YAMAGUCHI ETSUJI, 西垣順子, 山本智一
    2012 Annual Conference of Australasian Science Education Research Association, Jun. 2012, English, University of the Sunshine Coast, International conference
    Oral presentation

  • Argument skill acquisition among grade 5 and grade 6 elementary school students
    Sakamoto, M, Yamaguchi, E, Nishigaki, J, Yamamoto, T
    Paper presented at 2012 Annual Conference of Australasian Science Education Research Association, Jun. 2012, English, Sunshine Coast QLD, Austraria, International conference
    Oral presentation

  • 超音波センサとキネクトセンサとの統合による複数人物の識別と3次元位置計測
    足立 孝之, 後関 政史, 竹村 裕, 溝口 博, 楠 房子, 杉本 雅則, 山口 悦司, 稲垣 成哲, 武田 義明
    日本機械学会ロボティクス・メカトロニクス講演会2012(ROBOMEC2012)講演論文集,pp.2P1-P08(1) - 2P1-P08(2), May 2012, Japanese, 静岡県浜松市, Domestic conference
    Poster presentation

  • 科学的アーギュメント・スキルの育成を目指した理科授業の評価 ：小学校第5学年「振り子の運動」の事例．
    SAKAMOTO MIKI, 西垣順子, 山本智一, YAMAGUCHI ETSUJI, INAGAKI SHIGENORI, 村津啓太, KAMIYAMA SHINICHI
    日本発達心理学会第23回大会, Mar. 2012, Japanese, 名古屋国際会議場, Domestic conference
    Poster presentation

  • 科学的アーギュメント・スキルの育成を目指した理科授業の評価:小学校第5学年「振り子の運動」の事例
    坂本 美紀, 西垣 順子, 山口 悦司, 山本 智一, 稲垣 成哲, 村津 啓太, 神山 真一
    日本発達心理学会第23回大会発表論文集, Mar. 2012, Japanese, Domestic conference
    Oral presentation

  • Practical study on argument skill improvement in pre-service teachers. C., Bruguiere, A., Tiberghien, P. Clement, D. Psillos & R. M. Sperandeo (Eds.)
    Yamamoto, T, Yamaguchi, E, Inagaki, S, Nakayama, H, Nogami, T
    Proceedings of ESERA 2011: Part12 pre-service science teacher education, Mar. 2012, English, Lyon, France, International conference
    Oral presentation

  • Development and evaluation of a digital environmental learning game for children. C., Bruguiere, A., Tiberghien, P. Clement, P. Mazin & J. Lavonen (Eds.)
    Deguchi, A, Takeda, Y, Kusunoki, F, Tanaka, M, Inagaki, S, Yamaguchi, E, Sugimoto, M
    Proceedings of ESERA 2011: Part4 ICT and other resources for teaching/learning science, Mar. 2012, English, Lyon, France, International conference
    Oral presentation

  • A mobile computing system developed by digitizing the fortune line method. C., Bruguiere, A., Tiberghien, P. Clement, P. Mazin & J. Lavonen (Eds.)
    Yamaguchi, E, Inagaki, S, Funaoi, H, Deguchi, A, Kamiyama, S
    Proceedings of ESERA 2011: Part4 ICT and other resources for teaching/learning science, Mar. 2012, English, Lyon, France, International conference
    Oral presentation

  • デジタル運勢ラインシステムの改良:集計機能
    村上 真美, 舟生 日出男, 山口 悦司, 稲垣 成哲
    平成23年度日本理科教育学会近畿支部大会発表論文集, Nov. 2011, Japanese, Domestic conference
    Oral presentation

  • スマートフォンとシミュレーションゲームを用いた森林学習支援システムのデザイン
    楠 房子, 稲垣 成哲, 山口 悦司, 武田 義明
    平成23年度日本理科教育学会近畿支部大会発表論文集, Nov. 2011, Japanese, Domestic conference
    Oral presentation

  • アーギュメント・スキルに関する基礎調査:小学校高学年を対象としたスキルの獲得状況
    山本 智一, 坂本 美紀, 山口 悦司, 稲垣 成哲, 村津 啓太, 西垣 順子
    平成23年度日本理科教育学会近畿支部大会発表論文集, Nov. 2011, Japanese, Domestic conference
    Oral presentation

  • アーギュメント・スキルに関する基礎調査:小学校高学年における学年差と性差
    坂本 美紀, 山口 悦司, 西垣 順子, 山本 智一, 村津 啓太, 稲垣 成哲
    平成23年度日本理科教育学会近畿支部大会発表論文集, Nov. 2011, Japanese, Domestic conference
    Oral presentation

  • アーギュメンテーション・スキルの育成を目指した実践的研究:小学校第6学年の理科授業デザイン
    村津 啓太, 山本 智一, 稲垣 成哲, 近江戸 伸子, 坂本 美紀, 山口 悦司, 神山 真一
    平成23年度日本理科教育学会近畿支部大会発表論文集, Nov. 2011, Japanese, Domestic conference
    Oral presentation

  • iPhone/iPod touch版デジタル運勢ラインシステムの改良:ライン入力インターフェース
    山口 悦司, 舟生 日出男, 稲垣 成哲
    平成23年度日本理科教育学会近畿支部大会発表論文集, Nov. 2011, Japanese, Domestic conference
    Oral presentation

  • 理科教員を目指す大学生のアーギュメント・スキル向上に関する実践的研究(2)
    山本 智一, 山口 悦司, 稲垣 成哲, 中山 迅, 竹中 真希子
    日本科学教育学会第35回年会論文集, Aug. 2011, Japanese, Domestic conference
    Oral presentation

  • 小学校理科における教師教育研究を展望する
    野上 智行, 山口 悦司
    日本科学教育学会第35回年会論文集, Aug. 2011, Japanese, Domestic conference
    Oral presentation

  • 科学絵本は読まれているか:小学校1年生の家庭の調査事例から
    黒田 秀子, 野上 智行, 山口 悦司, 稲垣 成哲
    日本理科教育学会全国大会発表論文集, Aug. 2011, Japanese, Domestic conference
    Oral presentation

  • アーギュメント・スキルの育成を目指した授業デザイン : McNeill & Krajcikの授業デザイン要素.
    山本智一, YAMAGUCHI ETSUJI, INAGAKI SHIGENORI, SAKAMOTO MIKI, 西垣順子
    日本理科教育学会第61回全国大会, Aug. 2011, Japanese, 島根大学, Domestic conference
    Oral presentation

  • アーギュメント・スキルの育成を目指した授業デザイン:McNeill & Krajcikの授業デザイン要素
    山本 智一, 山口 悦司, 稲垣 成哲, 坂本 美紀, 西垣 順子
    日本理科教育学会全国大会発表論文集, Aug. 2011, Japanese, Domestic conference
    Oral presentation

  • アーギュメント・スキルの育成を目指した実践的研究 : 小学校第5学年「振り子の運動」の授業デザイン
    村津啓太, 山本智一, SAKAMOTO MIKI, YAMAGUCHI ETSUJI, INAGAKI SHIGENORI, KAMIYAMA SHINICHI
    日本理科教育学会第61回全国大会, Aug. 2011, Japanese, 島根大学, Domestic conference
    Oral presentation

  • アーギュメント・スキルの育成を目指した実践的研究:小学校第5学年「振り子の運動」の授業デザイン
    村津 啓太, 山本 智一, 坂本 美紀, 山口 悦司, 稲垣 成哲, 神山 真一
    日本理科教育学会全国大会発表論文集, Aug. 2011, Japanese, Domestic conference
    Oral presentation

  • iPhone/iPod touch版デジタル運勢ラインシステムの実践的評価(1):子どもの視点から
    稲垣 成哲, 山口 悦司, 舟生 日出男, 出口 明子, 神山 真一
    日本理科教育学会全国大会発表論文集, Aug. 2011, Japanese, Domestic conference
    Oral presentation

  • Evaluation of the user interface design on vegetation interaction game for children
    Kusunoki, F, Takeda, Y, Tanaka, M, Yamaguchi, E, Deguchi, A, Kamiyama, S, Inagaki, S, Sugimoto, M
    Paper presented at the 2011 Visual Information Communication - International Symposium, Aug. 2011, English, International conference
    Oral presentation

  • Vegetation interaction game: Digital SUGOROKU to learn vegetation succession for children
    Akiko Deguchi, Fusako Kusunoki, Shigenori Inagaki, Etsuji Yamaguchi, Yoshiaki Takeda, Masanori Sugimoto
    Proceedings of the International Conference on Computer-Supported Collaborative Learning 2011, Jul. 2011, English, Hong Kong, China, International conference
    Oral presentation

  • Improvement and evaluation of vegetation interaction game
    Deguchi, A, Takeda, Y, Kusunoki, F, Tanaka, M, Yamaguchi, E, Inagaki, S, Sugimoto, M
    Proceedings of the IADIS International Conference Game and Entertainment Technologies 2011, Jul. 2011, English, Roma, Italy, International conference
    Oral presentation

  • Elementary teachers’ acquisition of pedagogical content knowledge from curriculum materials: A case study of Japanese pre-service and in-service teachers
    Yamaguchi, E, Inagaki, S, Nogami, T
    Paper presented at 2011 Annual Conference of Australasian Science Education Research Association, Jul. 2011, English, Adelaide SA, Austraria, International conference
    Oral presentation

  • 小学生におけるアーギュメント・スキルの育成(3):野生動物との共生問題を扱った単元でのエビデンス利用の支援
    坂本 美紀, 山口 悦司, 稲垣 成哲, 山本 智一, 村津 啓太, Knowledge Forum Japan, Research Group(大島純, 大島律子, 村山功, 中山迅, 竹中真希子
    日本発達心理学会第22回大会発表論文集, Mar. 2011, Japanese, Domestic conference
    Oral presentation

  • 教員を目指す大学生のアーギュメント・スキル向上に関する実践的研究(1)
    山本 智一, 山口 悦司, 稲垣 成哲, 中山 迅, 竹中 真希子
    平成22年度日本理科教育学会近畿支部大会発表論文集, Nov. 2010, Japanese, Domestic conference
    Oral presentation

  • 環境学習を支援する植生遷移ゲームの試験的評価:ユーザインターフェースの観点から
    山口 悦司, 武田 義明, 出口 明子, 楠 房子, 稲垣 成哲, 杉本 雅則
    平成22年度日本理科教育学会近畿支部大会発表論文集, Nov. 2010, Japanese, Domestic conference
    Oral presentation

  • 環境学習を支援する植生遷移ゲームの改良
    出口 明子, 武田 義明, 稲垣 成哲, 山口 悦司, 杉本 雅則
    平成22年度日本理科教育学会近畿支部大会発表論文集, Nov. 2010, Japanese, Domestic conference
    Oral presentation

  • Vegetation Game:環境学習を支援する植生遷移ゲーム
    楠 房子, 山口 悦司, 武田 義明, 出口 明子, 稲垣 成哲, 杉本 雅則
    ゲーム学会第9回全国大会論文集, Nov. 2010, Japanese, Domestic conference
    Oral presentation

  • 環境学習を支援する植生遷移ゲーム
    出口 明子, 楠 房子, 武田 義明, 山口 悦司, 稲垣 成哲, 杉本 雅則
    日本科学教育学会第34回年会論文集, Sep. 2010, Japanese, Domestic conference
    Oral presentation

  • Vegetation interaction game: Digital SUGOROKU of vegetation succession for children. H. S. Yang, R. Malaka, J, Hoshino & J, H. Han (Eds.)
    Akiko Deguchi, Shigenori Inagaki, Fusako Kusunoki, Etsuji Yamaguchi, Yoshiaki Takeda, Masanori Sugimoto
    Entertainment Computing - ICEC2010, Sep. 2010, English, International conference
    Oral presentation

  • Vegetation interaction game: Digital SUGOROKU of vegetation succession for children. H. S. Yang, R. Malaka, J, Hoshino & J, H. Han (Eds.)
    Akiko Deguchi, Shigenori Inagaki, Fusako Kusunoki, Etsuji Yamaguchi, Yoshiaki Takeda, Masanori Sugimoto
    Entertainment Computing - ICEC2010, Lecture Notes in Computer Science LNCS 6243, Sep. 2010, English, International conference
    Oral presentation

  • iPhone / iPod touch版デジタル運勢ラインシステムの試験的評価:ユーザインターフェースの観点から
    山口 悦司, 舟生 日出男, 出口 明子, 稲垣 成哲
    日本科学教育学会第34回年会論文集, Sep. 2010, Japanese, Domestic conference
    Oral presentation

  • 小学生におけるアーギュメント・スキルの育成(2):野生動物との共生問題を扱った総合的な学習でのエビデンス利用の分析
    山本 智一, 村津 啓太, 坂本 美紀, 山口 悦司, 稲垣 成哲, Knowledge Forum Japan(大島純, 大島律子, 中山迅, 村山功, 竹中真希子
    日本理科教育学会全国大会発表論文集, Aug. 2010, Japanese, Domestic conference
    Oral presentation

  • 小学生におけるアーギュメント・スキルの育成(1):野生動物との共生問題を扱った総合的な学習の授業デザイン
    村津 啓太, 山本 智一, 山口 悦司, 坂本 美紀, 稲垣 成哲, Knowledge Forum Japan(大島純, 大島律子, 中山迅, 村山功, 竹中真希子
    日本理科教育学会全国大会発表論文集, Aug. 2010, Japanese, Domestic conference
    Oral presentation

  • 概念変化を指向した授業のデザイン研究
    坂本 美紀, 山口 悦司, 稲垣 成哲, 村山 功, Knowledge Forum Japan, Research Group(大島純, 大島律子, 中山迅, 竹中真希子, 山本智一
    日本教育心理学会第52回総会発表論文集, Aug. 2010, Japanese, Domestic conference
    Oral presentation

  • Does improving science communication skills improve the competence of junior high school teachers? A PCK perspective
    Hayashi Nakayama, Etsuji Yamaguchi, Aki Satooka
    Proceedings of 2009 International Conference of East-Asian Science Education, Jul. 2010, English, Taipei, Taiwan, International conference
    Oral presentation

  • Development of digital fortune line system for iPhone/iPod touch toward supporting science learning
    Yamaguchi, E, Funaoi, H, Deguchi, A, Inagaki, S
    Proceedings of World Conference on Educational Multimedia, Hypermedia & Telecommunications 2010, Jun. 2010, English, Toronto, Canada, International conference
    Oral presentation

  • Reflective mapping software for supporting reflection through comparing with other learners’ thinking process. Kong, S.C., Ogata, H., Arnseth, H.C., Chan, C.K.K., Hirashima, T., Klett, F., Lee, J.H.M., Liu, C.C., Looi, C.K., Milrad, M., Mitrovic, A., Naka
    Akiko Deguchi, Hideo Funaoi, Etsuji Yamaguchi, Shigenori Inagaki
    Proceedings of International Conference on Computers in Education 2009, Dec. 2009, English, Hong Kong, International conference
    Oral presentation

  • 知識構築型アーギュメントの獲得を目指した科学教育カリキュラムの改善 : 教師の支援と児童の学習活動の検討
    坂本 美紀, 山口 悦司, 稲垣 成哲, 村山 功, Knowledge Forum Japan, Research Group(大島純, 大島律子, 中山迅, 竹中真希子, 山本智一, 藤本雅司
    日本教育心理学会第51回総会発表論文集p.260., Sep. 2009, Japanese, Domestic conference
    Oral presentation

  • 他者の思考プロセスの活用を促進するリフレクション支援ソフトウェアの開発と評価
    出口明子, 稲垣 成哲, 舟生日出男, 山口 悦司
    日本教育工学会第25回全国大会講演論文集pp.63-66., Sep. 2009, Japanese, Domestic conference
    Oral presentation

  • Development and evaluation of a digital vegetation interaction game for children. S. Natkin & J. Dupire (Eds.)
    Akiko Deguchi, Shigenori Inagaki, Fusako Kusunoki, Etsuji Yamaguchi, Yoshiaki Takeda, Masanori Sugimoto
    Entertainment Computing - ICEC2009, Lecture Notes in Computer Science LNCS 5709, Sep. 2009, English, International conference
    Oral presentation

  • 環境学習における実世界と仮想世界との関連付けを支援するデジタル植生遷移ゲームの開発と評価
    出口 明子, 楠 房子, 武田 義明, 山口 悦司, 稲垣 成哲, 杉本 雅則
    日本科学教育学会第33回年会論文集pp.337-338., Aug. 2009, Japanese, Domestic conference
    Oral presentation

  • 科学的思考を指導するための授業デザイン:探究活動中の逆推論の検討
    坂本 美紀, 山口 悦司, 橘 早苗, 村山 功, 稲垣 成哲, Knowledge Forum Japan, Research Group(大島純, 大島律子, 中山迅, 竹中真希子, 山本智一, 藤本雅司
    日本科学教育学会第33回年会論文集pp.285-286., Aug. 2009, Japanese, Domestic conference
    Oral presentation

  • デジタル運勢ラインシステムと紙ベース運勢ラインの比較研究: 概念変化に寄与する教室談話の観点から
    山口 悦司, 稲垣 成哲, 舟生 日出男, 出口 明子, 神山 真一
    日本理科教育学会全国大会発表論文集第7号,p.130., Aug. 2009, Japanese, Domestic conference
    Oral presentation

  • コンセプトマップ作成とリフレクションを支援するソフトウェア「あんどう君」
    出口 明子, 舟生 日出男, 山口 悦司, 稲垣 成哲
    日本科学教育学会第33回年会論文集pp.505-506., Aug. 2009, Japanese, Domestic conference
    Oral presentation

  • Conceptual change in electromagnetism by Japanese 6th-grade students: Designing lessons by taking Knowledge Building approach
    Jun Oshima, Ritsuko Oshima, Etsuji Yamaguchi, Shigenori Inagaki, Isao Murayama, Hayashi Nakayama, Miki Sakamoto, Makiko Takenaka
    Paper presented at the 13th Conference of the European Association of Research on Learning and Instruction, Aug. 2009, English, Amsterdam, the Netherlands, International conference
    Oral presentation

  • Which is the better tool for promoting conceptual change, paper-and-pencil or digital fortune line? : Case analysis of classroom discourse
    Yamaguchi E, Inagaki, S, Funaoi, H, Deguchi, A, Morino, A, Kamiyama, S
    Proceedings of World Conference on Educational Multimedia, Hypermedia & Telecommunications 2009, Jun. 2009, English, Honolulu, HI, International conference
    Oral presentation

  • Supporting learners’ reflection through comparing with other learners’ thinking: Development and evaluation of reflective mapping software
    Akiko Deguchi, Etsuji Yamaguchi, Hideo Funaoi, Shigenori Inagaki
    Proceedings of the National Association for Research in Science Teaching 2009 Annual Meeting, Apr. 2009, English, Garden Grove, International conference
    Oral presentation

  • Preservice elementary teachers' ability to learn how to teach science from instructional materials: A case study of Japan
    Yamaguchi, E, Inagaki, S, Nogami, T
    Proceedings of the National Association for Research in Science Teaching 2009 Annual Meeting, Apr. 2009, English, Garden Grove, International conference
    Oral presentation

  • 再構成型コンセプトマップ作成ソフトウェアを利用した小学校理科「磁石」におけるリフレクション支援
    永岡 慎太郎, 稲垣 成哲, 山口 悦司, 舟生 日出男, 出口 明子, 藤本 雅司
    平成20年度日本理科教育学会近畿支部大会発表論文集p.92., Nov. 2008, Japanese, Domestic conference
    Oral presentation

  • 科学的思考を指導するための授業デザイン―メタ理解の指標としての逆推論―
    橘 早苗, 稲垣 成哲, 山口 悦司, 坂本 美紀, 村山 功, 藤本 雅司, Knowledge Forum Japan, Research Group
    平成20年度日本理科教育学会近畿支部大会発表論文集p.78., Nov. 2008, Japanese, Domestic conference
    Oral presentation

  • デジタル運勢ラインシステムを用いた授業デザイン:小学校第5学年「溶解」を事例にして
    森野 あさみ, 山口 悦司, 神山 真一, 舟生 日出男, 出口 明子, 稲垣 成哲
    平成20年度日本理科教育学会近畿支部大会発表論文集p.90., Nov. 2008, Japanese, Domestic conference
    Oral presentation

  • 理科を教えることに関する学び方の学習
    山口 悦司, 稲垣 成哲
    日本理科教育学会全国大会発表論文集,第6号,p.122, Sep. 2008, Japanese, Domestic conference
    Oral presentation

  • 科学的思考としての原理・法則のメタ理解を促進するための授業デザイン
    橘 早苗, 稲垣 成哲, 山口 悦司, 坂本 美紀, 村山 功, 藤本 雅司, Knowledge Forum Japan, Research Grou
    日本理科教育学会全国大会発表論文集第6号,p.290., Sep. 2008, Japanese, Domestic conference
    Oral presentation

  • デジタル運勢ラインシステムの機能拡張:集計機能の改良と評価
    出口 明子, 山口 悦司, 舟生 日出男, 稲垣 成哲, 三澤 尚久, 神山 真一
    日本理科教育学会全国大会発表論文集第6号,p.371., Sep. 2008, Japanese, Domestic conference
    Oral presentation

  • A design experiment in elementary science lesson using concept mapping software for reconstructing learning processes: Conceptual understanding of "three states of matter". A. J. Cañas, P. Reiska, M. Åhlberg & J. D. Novak (Eds.)
    Akiko Deguchi, Shigenori Inagaki, Etsuji Yamaguchi, Hideo Funaoi
    Proceedings of the Third International Conference on Concept Mapping 2008, Sep. 2008, English, Tallinn, Estonia & Helsinki, Finland, International conference
    Oral presentation

  • 理科授業におけるテクノロジを利用したリフレクションの促進:小学校第3学年「磁石」における実践
    出口 明子, 稲垣 成哲, 山口 悦司, 舟生日出男, 永岡慎太郎, 藤本雅司
    日本科学教育学会第32回年会論文集, Aug. 2008, Japanese, Domestic conference
    Oral presentation

  • Teaching Method for Collaborative Note-taking Strategy to Improve Skill of Arranging Concepts
    Takafumi Daikoku, Hideo Funaoi, Akiko Deguchi, Shigenori Inagaki, Etsuji Yamaguchi
    Proceedings of World Conference on Educational Multimedia, Hypermedia & Telecommunications 2008, Jul. 2008, English, Vienna, Austria, International conference
    Oral presentation

  • Fostering students' ability in "defining problems" on socioscientific issues through a CSCL-based science curriculum
    Miki Sakamoto, Etsuji Yamaguchi, Shigenori Inagaki, Jun Oshima, Ritsuko Oshima, Isao Murayama, Hayashi Nakayama, Makiko Takenaka, Tomokazu Yamamoto, Masaji Fujimoto
    Proceedings of World Conference on Educational Multimedia, Hypermedia & Telecommunications 2008, Jul. 2008, English, Vienna, Austria, International conference
    Oral presentation

  • Development and Evaluation of Concept Mapping Software for Supporting Reflection through Comparing with Other Learners’ Thinking Process
    Akiko Deguchi, Hideo Funaoi, Etsuji Yamaguchi, Shigenori Inagaki
    Proceedings of World Conference on Educational Multimedia, Hypermedia & Telecommunications 2008, Jul. 2008, English, Vienna, Austria, International conference
    Oral presentation

  • Change in Students’ Internal Scripts for Knowledge Building: A Challenge for Capturing Epistemic Agency
    Jun Oshima, Ritsuko Oshima, Knowledge Forum(R, Japan Research Group, Shigenori Inagaki, Masaji Fujimoto, Isao Murayama, Hayashi Nakayama, Makiko Takenaka, Miki Sakamoto, Etsuji Yamaguchi, Tomokazu Yamamoto
    Proceedings of International Conference of the Learning Sciences 2008, Jun. 2008, English, Utrecht, Netherlands, International conference
    Oral presentation

  • Evaluation of digital fortune line system: How does it mediate sharing of learners' commitment? W. Chen & H. Ogata (Eds.)
    Naohisa Misawa, Etsuji Yamaguchi, Shigenori Inagaki, Hideo Funaoi, Akiko Deguchi, Masaji Fujimoto
    The Supplementary Proceedings of International Conference on Computers in Education (ICCE) 2007 Poster Papers, Nov. 2007, English, Hiroshima, Japan, International conference
    Oral presentation

  • Fostering Students’ Participation in Face-to-Face Interactions and Deepening Their Understanding by Integrating Personal and Shared Spaces
    Yamaguchi E, Inagaki, S, Sugimoto, M, Kusunoki, F, Deguchi, A, Takeuchi, Y, Seki, T, Tachibana, S, Yamamoto, T
    Proceedings of Computer Support for Collaboratibe Learning 2007, Jul. 2007, English, New Brunswick, NJ, International conference
    Oral presentation

  • Digital Fortune Line System: Technology for Promoting Conceptual Change through Visualization and Sharing of Learners’ Conceptual Ecologies
    Etsuji Yamaguchi, Akiko Deguchi, Naohisa Misawa, Hideo Funaoi, Shigenori Inagaki, Masaji Fujimoto
    Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007, Jun. 2007, English, International conference
    Oral presentation

  • Thinking Process Based Reflection Promotes Conceptual Change: In the lesson of “Three States of Matter” Using Concept Mapping Software for Reconstructing Learning Processes.
    Akiko Deguchi, Shigenori Inagaki, Etsuji Yamaguchi, Hideo Funaoi
    Proceedings of the National Association for Research in Science Teaching 2007 Annual Meeting, Apr. 2007, English, New Orleans, LA, International conference
    Oral presentation

■ Research Themes
  • 科学関連情報の評価と活用に基づく科学技術社会問題の意思決定能力の育成モデル構築
    山口 悦司
    日本学術振興会, 科学研究費助成事業 基盤研究(B), 基盤研究(B), 神戸大学, 01 Apr. 2023 - 31 Mar. 2027

  • 矛盾する情報の評価・統合過程をメタ認知し変容する力を育む協調学習プログラムの開発
    望月 俊男, 山口 悦司, 鈴木 栄幸, 舟生 日出男, 大島 純, 加藤 浩, 大浦 弘樹
    日本学術振興会, 科学研究費助成事業, 基盤研究(B), 専修大学, Apr. 2023 - Mar. 2027

  • 高度情報化社会に必要な科学関連情報評価能力の育成を促進する教師教育プログラム開発
    山口 悦司, 望月 俊男, 坂本 美紀, 増本 康平, 木村 哲也, 佐藤 幸治, LASSILA ERKKI・TAPIO, 河野 麻沙美
    日本学術振興会, 科学研究費助成事業, 挑戦的研究(萌芽), 神戸大学, Jun. 2023 - Mar. 2026

  • 意思決定エージェントとしての市民を育成する変革的リスクリテラシーの指導法と評価法
    坂本 美紀, 村山 留美子, 山口 悦司
    日本学術振興会, 科学研究費助成事業 挑戦的研究(萌芽), 挑戦的研究(萌芽), 神戸大学, 30 Jun. 2022 - 31 Mar. 2025

  • 高度情報化社会に求められる科学関連情報評価能力の育成手法と実践モデルの開発
    山口 悦司, 杉本 雅則, 望月 俊男, 坂本 美紀, 増本 康平, 木村 哲也, 佐藤 幸治
    日本学術振興会, 科学研究費助成事業 挑戦的研究(萌芽), 挑戦的研究(萌芽), 神戸大学, 30 Jul. 2020 - 31 Mar. 2023
    本研究では，近年の学習科学で国際的に着目されている「エピステミック学習理論」を応用し，高度情報化社会に対応した科学関連情報評価能力の理論化を行い，その育成手法と実践モデルの開発に取り組む．研究方法については，この研究目的の達成のために，学際的な共同研究体制を組織している． 2021年度は，科学関連情報評価能力の育成手法と実践モデルの開発，研究実践フィールドにおける実証実験を実施した．2021年度の研究実績については，次の通りであった．（1）前年度の研究から得られた科学関連情報評価に必要な資質・能力・態度に基づいて，科学関連情報評価能力のための教育目的を設定した．（2）科学関連情報評価能力に関する教育内容を開発するとともに，学習科学の研究成果を応用した教育方法を開発した．（3）さらに，量的分析および質的分析の観点から，科学関連情報評価能力に特化した教育評価を開発した．（4）これらの科学関連情報評価能力に特化した教育目的・方法・内容・評価を統合した実践モデルの実証実験を実施し，効果測定のためのデータを収集・分析した．なお，実証実験については，新型コロナウイルス感染症拡大の影響に応じて，その実施方法について検討を行った．2021年度の研究成果の発表に関しては，教育システム情報学会誌，The 19th Biennial EARLI Conference，日本教育工学会2022年春季全国大会，日本科学教育学会第45回年会，日本理科教育学会第71回全国大会において研究成果の一部を発表した．また， International Society of Learning Sciences Annual Meeting 2022に採択された．この他，研究成果の一部を公表した図書が2022年6月に刊行予定である．

  • 一見矛盾する事実から真実を導き出す能力を育む協調学習環境の開発と実践的評価
    望月 俊男, 山口 悦司, 鈴木 栄幸, 舟生 日出男, 大島 純, 加藤 浩, 大浦 弘樹
    日本学術振興会, 科学研究費助成事業 基盤研究(B), 基盤研究(B), 専修大学, 01 Apr. 2020 - 31 Mar. 2023
    本研究では、複数の矛盾する事実の産出プロセスを、汎用的に使える認識的規準を用いて適切に評価する能力の獲得を支援する協調学習環境を実現し、実践的に評価することを目的とする。 本研究では、複数の情報に現れる事実の統合的評価を行って真実を導く能力を、協調的にグラフィック・オーガナイザーを作成し事実を吟味する学習活動を通して、育成することを目指して、令和2年度の事業としては、以下のような研究活動を行った。 1. 国内外で最新の知見を収集しつつ、2016-18挑戦的萌芽研究で収集したデータ分析の結果を深く追究し、学習者が複数の矛盾した情報から一貫したストーリーを作り、真実を導き出すモデルを検討した。この研究の成果は、教育情報システム学会誌の解説論文（招待論文）として採録された。 2. 効果的に認識的規準を働かせて推論し、矛盾する事実を適切に評価する支援として、epistemic scaffolds（認識的足場かけ）となるグラフィックオーガナイザーを設計した。Webブラウザを通してユーザが互いに同期的に協調して、複数の矛盾する情報を分析するツールのプロトタイプを開発した。その試行的評価の結果、改善が必要と判断されたものの、一定の効果が見いだされた。この成果は、日本教育工学会全国大会のほか、International Society of the Learning Sciencesの年会に採録され、発表し、様々な意見交換を行った。 3. さらなる改善を行い実用に足る協調学習環境（CSCL）に必要な技術調査および耐用試験等を行った。その結果、Google Firebaseをプラットフォームとした協調学習環境を実現することが有効と判断された。管理ツールなど、実用に向けて具体的に必要な機能などを精選した。

  • 市民の科学への参加・支援を加速化するオープンサイエンス・リテラシーの教師教育
    坂本 美紀, 山口 悦司, 伊藤 真之, 益川 弘如, 松河 秀哉
    日本学術振興会, 科学研究費助成事業 基盤研究(B), 基盤研究(B), 神戸大学, 01 Apr. 2020 - 31 Mar. 2023

  • 生物多様性の実感的学習を可能とするSDGsを志向した里山環境保全教育プログラム
    武田 義明, 溝口 博, 山口 悦司, 舟生 日出男, 楠 房子, 稲垣 成哲, 杉本 雅則
    日本学術振興会, 科学研究費助成事業 基盤研究(B), 基盤研究(B), 神戸大学, 01 Apr. 2019 - 31 Mar. 2022
    2020年度の研究実績は以下の通りであった．初年度に作成した試作版ゲームのユーザ評価とそれに伴うゲーム改善に注力した． ①研究打合せ会議：本研究の代表者及び分担者は，主として遠隔会議による研究打ち合わせ会議を開催し，研究組織における役割分担と研究計画を確認するとともに，継続的に研究活動を行った．②文献研究・データベース化／③国内外研究資料収集：初年度に引き続き，従来までの文献研究に加えて，最新の知見を探索，蓄積するとともに，それらをデータベース化した．同時に，国内外の先進的な学習ゲームや教育プログラム等の実地調査を進め，研究資料の収集を行った． ④試作版ゲームのユーザ評価：初年度に開発した試作版ゲームについて，大学生と小学生を中心にユーザ評価を実施した．⑤試作版ゲームの改善：ユーザ評価と並行して，初年度のユーザ評価の結果を反映した改善を継続的に遂行した．⑥教育プログラムの設計と開発：試作版ゲームを利用した教育プログラムを設計し，ゲームの活用のための具体的な提案をした． ⑦実験準備・実施／⑧実験評価／⑨成果発表：2020年度下半期に，小学生20名程度を対象とした教育プログラムの実証実験を実施した．2020年度の成果については，初年度の研究成果と併せて，International Conference on Computer Supported Education，EdMedia + Innovate Learning，日本機械学会ロボティクス・メカトロ二クス講演会，日本理科教育学会全国大会で発表した．

  • 坂本 美紀
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Research (Exploratory), Grant-in-Aid for Challenging Research (Exploratory), Kobe University, Jun. 2018 - Mar. 2021
    本研究は，科学に対する関心・関与を持続的に保持しながら，科学へ主体的に参加・支援するための資質・能力・態度の総体を「オープンサイエンス・リテラシー」と定義し，近年の学習科学で国際的に注目が集まる「エンゲージメント理論」を応用して，オープンサイエンス・リテラシーの理論化を行うともに，オープンサイエンス・リテラシーの教育モデルを開発することを目的としている．エンゲージメント理論を科学教育へ応用することで，市民の科学に対する関心・関与を知的行動につなげるための諸要因を体系的に整理するとともに，市民の科学への主体的な参加・支援を促進する教育モデルの開発を目指している． 2021年度の研究実績については，次の4点であった．(1)前年度までの研究から得られた科学への主体的な参加・支援に必要な資質・能力・態度に基づいて，オープンサイエンス・リテラシーのための教育目的を精緻化した．(2)オープンサイエンス・リテラシーに関する教育内容の一部を改善した．(3)学習科学の研究成果を応用して，オープンサイエンス・リテラシーの教育方法の一部を改善した．(4)量的分析および質的分析の観点から，オープンサイエンス・リテラシーに特化した教育評価の一部を改善した．2021年度の研究成果の発表に関しては，雑誌論文については，研究成果の一部を国際雑誌の審査付き論文（International Journal of Science Education）として公表した．学会発表に関しては，国際会議ではThe 14th Conference of the European Science Education Research Association（ESERA 2021），国内学会では日本教育心理学会第63回総会，日本科学教育学会第45回年会，日本理科教育学会第71回全国大会において，研究成果の一部を発表した．
    Competitive research funding

  • Sakamoto Miki
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B), Grant-in-Aid for Scientific Research (B), Kobe University, Apr. 2017 - Mar. 2020
    This study aims to examine the effects of an intervention for pre-service teachers which enhanced students’ socio-scientific decision-making through argumentation in the classroom or the groups. Our intervention focused on the consensus building on the socio-scientific issue, the development of a genetically modified organism. In the instructional unit, students identified conflicts among various stakeholders' opinions and proposed solutions to resolve multiple conflicts. In pre- and post-tests, students were asked to construct arguments on the focal issue. Their arguments were explored mainly in terms of the quality of their decisions; reasoning from multiple perspectives and generating solutions to resolve issues. These results demonstrated that the instruction promoted students’ socio-scientific decision-making toward consensus building. We also conducted an SSI-based instruction in elementary schools to enrich contents of the pre-service teacher education.
    Competitive research funding

  • NOGAMI Tomoyuki
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (A), Grant-in-Aid for Scientific Research (A), Kobe University, Apr. 2016 - Mar. 2020
    It has been empirically shown that science education from childhood (3 to 8 years old) plays an extremely important role in nurturing children who will be responsible for future science and technology. This study proposed a model of science education in childhood, in which all generations live in a new environment with the development of various information processing media, through interdisciplinary collaboration among brain science, learning science, and science education. Specifically, the following four points were implemented. (1) Establishment of theories and methodologies for science communication at an early age in the advanced information society, (2) Development of a practical prototype incorporating multidimensional evaluation (including objective evaluation using advanced technology), (3) Proposal of a practical model at social education facilities such as the National Science Museum, and outreach for dissemination.
    Competitive research funding

  • Research and development of a collaborative learning environment that enhances epistemic competency as one of the 21st century skills
    Mochizuki Toshio, Chinn Clark A., Zimmerman Randi M., Ohishi Tomohiro
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Exploratory Research, Grant-in-Aid for Challenging Exploratory Research, Senshu University, 01 Apr. 2016 - 31 Mar. 2019
    We developed a learning environment to understand and to promote disagreement resolution in reasoning about multiple conflicting information, which includes (a) direct explanation regarding steps to analyze and identify reasons for disagreements, and (b) peer discussion about contrastive examples regarding different reasons why disputants can disagree. Japanese undergraduate students were trained under the above-mentioned instruction or the instruction to create a table of each text’s summary for in three weekly sessions and then wrote a comprehensive essay regarding a set of conflicting texts. The results showed that the students who received the above-mentioned instruction outperformed in disagreement identification, as well as in disagreement resolution which focused on the epistemic ideals used among the texts. This indicates the effectiveness of the proposed learning environment to identify disagreements and to promote integration from diverging information.

  • TAKEDA Yoshiaki, KAWAGUCHI Shuya, TAMAKI Haruya, SAKAI Tsugunosuke, EGUSA Ryohei, NAKANISHI Futo, ASAHINA Shota
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B), Grant-in-Aid for Scientific Research (B), Kobe University, Apr. 2016 - Mar. 2019
    The purpose of this study is to develop a simulation game as a serious game for supporting learning Satoyama such as natural phenomena on a large temporal scale beyond human experience and to develop an environmental learning program using the simulation game. In this study, we have tried to: (a) integrate findings in the fields of science education, plant sociology, educational technology, information design and information science, (b) develop a simulation game that allows learners to have entertainment and immersion experiences with the vegetation succession and forest management in Satoyama, (c) evaluate the effectiveness of the simulation game for learners of a wide range of ages, and (d) develop an environmental learning program using the simulation game.
    Competitive research funding

  • YAMAGUCHI ETSUJI, WAKABAYASHI Kazuya, TOKURA Sayuri, OKAWA Aika, OTA Chisato
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Exploratory Research, Grant-in-Aid for Challenging Exploratory Research, Kobe University, Apr. 2016 - Mar. 2019, Principal investigator
    The purpose of this research is to provide a perspective on the tradition of science teachers’ practical knowledge and skills for next generation science education through interdisciplinary collaboration among researchers of science education, developmental psychology, gerontology, and workplace learning. The results of this research are as follows: (a) We develop the theoretical model for analysing traditional process of practical knowledge and skills from expert teachers to novice science teacher, (b) We propose the methods for supporting tradition of science teachers’ practical knowledge and skills.
    Competitive research funding

  • YAMAGUCHI ETSUJI
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B), Grant-in-Aid for Scientific Research (B), Kobe University, Apr. 2016 - Mar. 2019, Principal investigator
    The purpose of this research is to investigate the theory and method of learning sciences for innovating education by conducting the field survey of the education and research centers of learning sciences in the world. The findings of the research are as follows: (a) theory and method in learning sciences for innovating education in the world, (b) advanced practices applying educational theory and method based on learning sciences research, and (c) human resource development for educational practitioners skilled in the use of educational theory and method based on learning sciences research.
    Competitive research funding

  • Development of a Program to Improving Scientific Argument Skills for Elementary School Teachers
    Yamamoto Tomokazu, INAGAKI Shigenori, YAMAGUCHI Etsuji
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C), Grant-in-Aid for Scientific Research (C), Hyogo University of Teacher Education, 01 Apr. 2015 - 31 Mar. 2018
    In this study, I developed a program aimed at improving elementary school teacher’s scientific argument skills and evaluated the effectiveness. From the result of my investigation to in-service teachers, I guess that in-service teachers’ argument skills were deemed insufficient. Then I developed a training program for elementary school teachers that will improve these skills. I integrated 12 pedagogical strategies that Yamamoto et al. (2013) administered for elementary children into the program. We applied these strategies to in-service elementary school teachers. As a result, within the construction and evaluation of arguments, significant improvement could be seen. Moreover, teachers gave high marks to the program’s development of their understanding of arguments, as well as the experiential exercises. Therefore, we can conclude that this program is effective for elementary school teachers to improve their own argument construction and evaluation skills.

  • Inagaki Shigenori, OGAWA Yoshikazu, NAMATEME Miki, EGUSA Ryohei, IWASAKI Seiji, SHIMA Eriko
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Exploratory Research, Grant-in-Aid for Challenging Exploratory Research, Kobe University, Apr. 2016 - Mar. 2018
    The purpose of this research was to make science education and information design researchers collaborate interdisciplinaryly, formulate information accessibility and guidelines in science museums and propose practical models as concrete examples. Therefore, in this research, focusing on the problem of information accessibility of children with hearing impairments, we formulate concrete guidelines and conducted two field trials for junior high school students with hearing impairment at the National Science Museum did. As a result, we were able to obtain valuable theoretical and empirical knowledge from the viewpoint of support of the hearing impaired for the universalization of future science museum exhibitions.
    Competitive research funding

  • Inagaki Shigenori, MURATSU Keita, KAMIYAMA Shinicchi, DAIKOKU Masahiro, HATONO Itsuo
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B), Grant-in-Aid for Scientific Research (B), Kobe University, Apr. 2015 - Mar. 2018
    The purpose of this study was to systemize the theory and method of teaching, and the method of assessing argumentation in science education based on comprehensive and interdisciplinary joint studies by experts in science education and researchers in fields such as learning science; by taking these studies into consideration, the research was intended to develop and propose education programs for teachers. Argumentation is defined as a process of composing a scientific claim, such as reasoning and producing cases of counter evidence. Given that argumentation studies in science education are being applied in teacher education today, establishing a theory and method of teaching, and a method of assessment were urgent tasks. As a result of this study, we were able to develop prototypes of a science teacher education program.
    Competitive research funding

  • Developing Learning Science Portal for Sustainable Teacher Development
    SHIROUZU Hajime, YAMADA Masayuki, KITAZAWA Takeshi, MOCHIZUKI Toshio, HASHIMOTO Akihiko, FUKUMOTO Toru, MATSUO Tomoaki, MURAYAMA Isao, Oshima Jun, TAKAGAKI Mayumi
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (A), Grant-in-Aid for Scientific Research (A), 01 Apr. 2014 - 31 Mar. 2017
    This study aimed at developing, using and assessing of a portal site for everyone to learn the learning sciences and apply it to practices. We developed the site which includes 1) learning resources (articles, papers) of the sciences, 2) educational materials linked to the national course of study, and 3) data of learning achievements and processes. We used the site not only for information sharing on the web, but also for actual workshops for teachers, teacher candidates, researchers, and educational policy makers. We found that the site helped them to connect the learning sciences theories with their own practices. We also found that sharing the learning data needs a clear goal or sense of why they have to analyze the data, for example, improving their own lessons at hand.

  • NOGAMI TOMOYUKI
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Exploratory Research, Grant-in-Aid for Challenging Exploratory Research, Kobe University, Apr. 2015 - Mar. 2017
    This study develops an early childhood science education guide for using children's books and evaluates its effectiveness in supporting nursery and kindergarten teachers to design and implement science learning activities. The results of this study are summarized as the following two points: (1) by integrating cutting-edge research findings on early childhood education, design science, and science education research, we were able to develop some general principles for selecting children's books that match the objectives and content of early childhood science education, pedagogical techniques for using children's books, and best practices of early childhood science education using children's books; and (2) we introduced the guide in nurseries, kindergartens, and certified centers for early childhood education and care for in-service teacher training and were able to empirically examine its possible effects.
    Competitive research funding

  • Sakamoto Miki
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Exploratory Research, Grant-in-Aid for Challenging Exploratory Research, Kobe University, Apr. 2015 - Mar. 2017
    Our research result on the teaching method was clarification the specific contents of scientific literacy for future citizens responsible for science and technology governance and to propose teaching methods and a university education program for individual literacy. Our research result regarding the evaluation method was the development of a measurement task and an evaluation rubric for scientific literacy. In this research, we focused on scientific literacy to create solutions to socioscientific issues. We chose socioscientific issues related to genetic medical technology and created a Japanese version of the measurement task for scientific literacy, the analysis framework, and the evaluation rubric. We also conducted surveys of Japanese university students to investigate their achievement of such scientific literacy. Having analyzed the survey results, we revised and completed the evaluation rubric. The survey results provided suggestions on socioscientific issues-based instruction.
    Competitive research funding

  • Sakamoto Miki, ITO MASAYUKI, OUMIDO NOBUKO, HAYASHI HAJIMU
    Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B), Grant-in-Aid for Scientific Research (B), Kobe University, Apr. 2014 - Mar. 2017
    This study focuses on three aspects of teaching trans-science problem-solving skills. First, we focused on students’ inquiry skills of science and technology contents. We conducted experimental lessons that aimed to nurture the skills of generating well-defined scientific questions and so on. Second, we elucidated the acquisition process of epistemic understanding from an analysis of learners’ discourse during peer critique. Third, we collected examples of socio-scientific issues-based instruction as well as empirical findings on measurement tasks and evaluation methods from the literature, and attempted to theorize the instruction and evaluation methods systematically. We made a Japanese version of the measurement task and conducted a survey of Japanese college students. Having analyzed the survey results, we determined the characteristics of college students’ decision-making on trans-science problems and elaborated the rubrics.
    Competitive research funding

  • 山口 悦司
    科学研究費一部基金／基盤研究(B)特設, Apr. 2013 - Mar. 2016, Principal investigator
    Competitive research funding

  • 野上 智行
    科学研究費補助金／基盤研究(A), Apr. 2012 - Mar. 2016
    Competitive research funding

  • 稲垣 成哲
    科学研究費補助金／基盤研究(B), Apr. 2012 - Mar. 2016
    Competitive research funding

  • 野上 智行
    学術研究助成基金助成金／挑戦的萌芽研究, Apr. 2013 - Mar. 2015
    Competitive research funding

  • 野上 智行
    科学研究費補助金／基盤研究(B), Apr. 2012 - Mar. 2015
    Competitive research funding

  • 野上 智行
    学術研究助成基金助成金／挑戦的萌芽研究, 2011
    Competitive research funding

  • 坂本 美紀
    学術研究助成基金助成金／基盤研究(C), 2011
    Competitive research funding

  • 堀尾 尚志
    学術研究助成基金助成金／基盤研究(C), 2011
    Competitive research funding

  • 武田 義明
    科学研究費補助金／基盤研究(B), 2011
    Competitive research funding

  • 野上 智行
    科学研究費補助金／基盤研究(A), 2010
    Competitive research funding

  • 山口 悦司
    科学研究費補助金／萌芽研究, 2010, Principal investigator
    Competitive research funding

TOP