Defect imaging for plate-like structures using diffuse acoustic wave generated by modulated laser

Authors have studied defect imaging technique for plate-like structures, which creates an image beyond diffraction limit and can be applied to a plate-like structure with a complex shape because this technique just uses variations of flexural vibration energy due to the differences in nominal bending stiffness at laser spots. However, this technique generates spurious images caused by the resonance as well as defect images. The current study described how the spurious images can be reduced using diffuse acoustic wave, and then showed that images of defects and adhesive regions can be obtained appropriately even in such complex structures as a flat plate with a complex shape, a curved plate, and a branch pipe.45TH ANNUAL REVIEW OF PROGRESS IN QUANTITATIVE NONDESTRUCTIVE EVALUATION, VOLUME 38, 15–19 July 2018, Vermont, USATakahiro Hayashi and Shogo Nakao, "Defect imaging for plate-like structures using diffuse acoustic wave generated by modulated laser", AIP Conference Proceedings 2102, 050003 (2019) https://doi.org/10.1063/1.509976

Development of “Yarikuri Lesson” to improve ability to learn. - Aiming for generalization of lesson method of no limited subject boundaries.

本研究では，生徒が自ら試行錯誤して問題解決する場面を提供する「やりくり」授業の工夫における重要なポイントを検討した。数学科，美術科，技術科，英語科において，2度の「やりくり」授業の実践場面から成果を検討し，どのように教師が「やりくり」授業を工夫しているのかについて面接調査を実施した。その結果，成果の検討では，生徒が「やりくり」する力について，各教科における評価が向上していることが確認された。面接調査からは，「やりくり」授業における「教材」，「支援のポイント」，「授業の流れ」について，教師の工夫を抽出した。そこでは，生活に近い文脈の教材を用い，十分な試行錯誤の時間を確保すること，さらに「情報を拡散的に収集し，問題解決への見通しをたてる段階」，「試行錯誤により問題解決の方法を発想する段階」といった流れを設定していることが明らかとなった。In this study, we examined the points that are considered to be important for devising lessons for students to make trial and error. In mathematics, art, technology, and English, we conducted two trial and error lessons to examine the results, and conducted an interview survey on how teachers devised lessons to make students try and error. As a result, when the results were examined, it was confirmed that the evaluation of the ability of students in each subject to make trial and error was improved. From the interview survey, we extracted the ingenuity of the teachers regarding "teaching materials," "points of support," and "class flow" that encourage students to take trial and error lessons. There, use teaching materials in a context close to daily life, secure sufficient time for trial and error, and "the stage of collecting information in a diffused manner and making a prospect for problem solving", "problems by trial and error". It became clear that the flow such as "the stage of coming up with a solution method" is set

The relationship of attitudes toward keyboard input to motivation for programming with text input

本研究の目的は，テキスト入力によるプログラムの作成における，キーボード入力に関する意識の関連性を明らかにすることである。中学校におけるプログラミングに関する学習では，取りかかりやすさの観点からマウスでブロックを構築するプログラミングエディタを用いたプログラミングの実践が多く報告されている。一方，プログラミングにおいてキーボードでテキスト入力させる学習では，入力やデバッグの困難さから，学習意欲を失わせてしまう可能性が指摘されている。そこで，プログラミングへの意欲とキーボードを用いたテキスト入力に対する意識のアンケート調査を実施し，関連性について検討した。その結果，キーボードでテキスト入力することへの肯定的な意識が高い方がプログラミングに対する意欲も高いことが示され，プログラミングにおいてテキスト入力させる学習に取り組む際には，キーボードによるテキスト入力の練習等を踏まえておくことが重要であることが示唆された。The purpose of this study is to clarify the relationship between the awareness of keyboard input and the creation of programs using text input. In learning programming in junior high schools, there have been many reports of programming using programming editors that allow students to build blocks with the mouse for ease of use. On the other hand, it has been pointed out that the difficulty of inputting and debugging text using a keyboard in programming may cause students to lose their motivation to learn. Therefore, we conducted a questionnaire survey on the motivation for programming and the awareness of text input using a keyboard, and examined the relationship between the two. As a result, it was shown that those who have a high positive awareness of text input using a keyboard also have a high motivation for programming, suggesting that it is important to take into account the practice of text input using a keyboard when learning to input text in programming

Cultivation of abilities of students to be self-reliant, cooperative, inquiring, and creative. ― Things emerged from "Examples of managing in the practice of classes"

これまでの本校の取り組みから， 学習に対する受動的な意識や， 学習内容を他の文脈に発展させる意識の希薄さを問題として捉えた。その問題への対応として， 「やりくり」をキーワードに授業実践を重ね， 教師の工夫をもとに効果的な手法を探ることとした。各教科の実践より， 生徒の「やりくり」を意図した授業によって， 「知への欲求」， 「思考の拡散」， 「言語活動の定着と意欲」に対して効果が見られた。 / An examination of our past practices of classes in the Tottori University Junior High School revealed the students’ tendency of passive attitude and lack of ability to proactively apply items learned to other issues and situations as problems. To solve the problems, we decided to explore effective methods of classes based on teachers’ ingenuities through a series of classes done with “yarikuri”, a Japanese word which means ingenuities by full use of what they possess, as a keyword. Through the practice of each subject, we found that most of the students attained some improvements for "desire to knowledge", "expansion of ideas and consciousness", and "establishment and motivation for language activities" by the classes designed to activate students’s “yarikuri”

Utilization of microcomputers enabling various styles of programming.

従来のプログラミング学習では，授業者がある程度完成されたプログラムを提示する。それを写し取らせることで，学習者に命令の組み合わせや処理について理解させる。しかし，このような学習方法は，完成されたプログラムが提示されるために，プログラミングの多様性を理解する際の阻害要因となる。そこで，自ら命令を組み合わせてプログラミングできるように支援をする学習方法，及び，それを可能にする教材開発を行った。この教材を用いた授業実践において，学習者のプログラミングに多様性が見られたので，その内容について報告する。 / Teachers have presented a single program which is already completed to a certain extent in the conventional classes of the programming learning. By copying the program, students have been supposed to understand the combination and processing of the instructions. However, such learning style is disincentive for the understanding of the diversity of programming, because a completed program is presented as if it was the single answer to the problem to be solved. To avoid this problem, we have developed a learning method that supports programming by combining instructions themselves, and teaching method that enables it. Programs made by students during the lesson using this teaching method were diverse as reported in this article

Development of teaching material of power transmission that induces variety of thinking.

中学校技術教育における既存の動力変換教材は， プラスチック製のものが多く， 選択できるギヤの種類も限られている。これらの教材は， 簡単にギヤを組み合わせることができ， 短時間での製作には適している。しかし， 自由度という点で限界があり， 多様なギヤの組み合わせをもつ製作品にはつながりにくい。そこで， 本研究では， 学習者にダンボールを用いてギヤ自体を製作させ， ギヤの組み合わせに自由度を持たせた実践を行った。その結果， それぞれの学習者の思考に多様性が生まれ，個性的な製作品の表出を促した。 / Most of the existing teaching materials for the power transmission are made of plastic and the range of gears that can be selected is limited. For those materials, gears are easy to be combined and hence useful for the assembling in the short time. However, a problem for those materials are that flexibility of the combinations of gears is low and thus variety of the items made tends to be limited. In this study, a lesson, where students can select various gears by making gears with cardboard by themselves, was practiced to enhance flexibility of the combination of gears. It was found that this practice was effective in inducing flexibility of students’ thinking and facilitated production of a variety of distinct works

Creating teaching materials to learn how to grow plants while having fun.

中学校技術・家庭科技術分野における内容B生物育成の技術では，実践を通した問題解決能力の育成が目指されている。問題解決能力は試行錯誤しつつ，自らよりよい方法を判断する活動によって培われると考えられる。しかし，授業の実践場面では，手を加えた結果が返されるまでの時間が長期に及ぶため，生徒自身に試行錯誤させる活動が困難である。このため，事前に生物育成の技術に関する知識や手順を指導してから実践させることが多い。この場合，事前に学習した内容が実践場面で想起され，知識と体験とが結びつくようにすることが重要と考えられる。そこで生物育成の技術の中で植物の栽培を対象とし，事前に指導する知識を意欲的かつ深く理解できるものにするために植物の栽培に必要な環境等の要因を学習するカードゲーム型教材を開発した。In technology of nurturing living things on course of study for Junior High School, aiming to development of problem solving ability through activities. Problem solving abilities can be acquired through trial and error activities to determine better methods. However, in the practical scene of the lesson, it is difficult for the students themselves to make trial and error because it takes a long time for the modified results to be returned. For this reason, it is often the case that knowledge and procedures related to technology of nurturing living things are taught in advance before being put into activities. In this case, it is important that the content learned in advance is recalled in the practical situation so that knowledge and experience can be linked. Therefore, we developed teaching materials of type of card game that targets plant cultivation in technology of nurturing living things in order to knowledge and experience can be linked

Research on school education for developing powers of students to be self-reliant, cooperative, inquiring, and creative. : Practices in Tottori University Junior High School.

2015年度より，鳥取大学附属中学校では「自立し，つながり，探究し，創造する力の育成　～『やりくり』のたとえば～」という主題，副題を掲げて研究を進めてきている。これまでの研究によって，問題に対して生徒が自ら思考し，工夫して解決していく授業の重要性について明らかになった。こうした授業をより意図的・計画的に行うために，授業設計のコンセプトとして，3 つのポイントを設定した。①提示する問題の解を非定型とする，もしくは解に向かうプロセスを非定型とすること。②教師の指示を最小限にし，生徒の思考の余白を生み出し，生徒自身の試行錯誤によって最適解を導き出させる支援をすること。③学習環境を現実場面に即したものにすること。これらを踏まえて各教科等で授業設計し，実践した。その結果，学校行事や学校生活全般において，生徒の自主性や創造的な態度が表出した行動が見られたため，設定したコンセプトによる実践の妥当性について考察した。/Since FY 2015, Tottori University Junior High School has been conducting research under the theme "Cultivation of students' powers to be self-reliant, cooperative, inquiring, and creative" with a subheading "Example of trial and error". We have clarified the importance of classes where students themselves think about deeply and solve problems by themselves. In order to make these classes more intentional and systematic, we set three points as a concept of class design: 1） Make the solution of the presented problem atypical, or make the process towards solution atypical. 2） With a minimum of instruction by teachers in order to create flexibility of the students' thinking, and provide support for deriving the optimal solution by trial and error by students themselves. 3） To make the learning environment more authentic. On the basis of these concepts, classes were designed and practiced for each subject. As a result, various autonomous and creative attitudes were seen in students' behaviors in various school events, school life, etc.; thus we considered those lessons with the concept initially established were effective and valid

An Exploratory Study on the Relationship between Teachers’ Motivation for “YARIKURI” Classes and Their Attitude toward Designing “YARIKURI” Classes

鳥取大学附属中学校では，既有の知識や技能を組み合わせて，未知の問題を解決する活動を「やりくり」とし，生徒が「やりくり」する学習場面をつくりだす「やりくり」授業を開発してきている。しかし，このような授業を設計するためには様々な工夫が要求されるため，教師には負荷がかかると考えられる。そこで本稿では，教師の「やりくり」授業づくりへの意欲と，「やりくり」授業を設計する際の意識との関連について探索的に検討した。その結果，「やりくり」授業に対して高い意欲を持つ教師は，生徒に自由な思考を促し，それに柔軟に対応しようとする意識があることが示された。一方，意欲が高くない教師は，統制的に思考させようとする傾向があり，計画的に授業を設計しようとする意識があることが示された。このことより，「やりくり」授業において，生徒の自由な発言や活動に対応する力の向上を意識することの重要性が示唆された。At the Tottori University junior high school, we have been developing “YARIKURI” classes in which students create “YARIKURI” classes situations by combining their existing knowledge and skills to solve unknown problems. However, designing such a class requires a lot of ingenuity, which is considered to be a burden on teachers. In this paper, we explored the relationship between teachers’ motivation to develop “YARIKURI” classes and their awareness in designing “YARIKURI” classes. As a results, it show that teachers who are highly motivated to create “YARIKURI” classes encourage their students to think freely and respond flexibly to them. On the other hand, teachers who were not highly motivated tended to encourage students to think in a controlled manner and to design their lessons in a systematic way. This suggests that it is important to be aware of the importance of improving the ability to respond to students’ free speech and activities in “YARIKURI” classes