ESDの視点を取り入れた地理教育改革 : ドイツ地理教育を事例として

内容の要約広島大学(Hiroshima University)博士(教育学)Doctor of Philosophy in Educationdoctora

The power of integrating the social studies curriculum with society in American elementary schools : A review of Rob Ley’s practice

　本稿では，2016 年7 月2 日および5 日に広島大学学習システム研究センター主催で行われた講演会「アメリカの教育改革と学校教育の再設計－シカゴ大学実験学校の21 世紀型学習－」におけるロブ・レイ教諭の発表「小学校のクラスにおける社会科の統合」および同教諭の編著本Homework Done Right: Powerful Learning inReal-Life Situations をとりあげ，「統合カリキュラム」，「統合カリキュラムとしての社会科の学習内容」，そして「教室と社会・生活をつなぐ学習」の3 つの視点から報告・紹介するものである。 3種類の統合カリキュラムの中でも，健全型統合は，子どもの達の社会やコミュニティにおける生活や経験をもとにした社会科の内容や考え方だけでなく，読みや計算の力の活用もまた求めており，社会に関する学習やよい市民の育成が，社会科の枠，時には学校での学習を超えて行われるものであることを示していた。また編著本所収の宿題「選挙人登録により拡大する民主主義」における学習・課題は，子どもたちの「主体的・対話的で深い学び」の保障をするものであった。This article aims to report on and introduce Rob Ley’s speech “Integrating Social Studies in the Elementary Classroom,” organized by the Research Initiative for Developing Learning Systems (RIDLS) on July 2 and 5, 2016, and his collectively written book Homework Done Right: Powerful Learning in Real-Life Situations. The article reviews Ley’s work from three educational viewpoints: the “curriculum integration,” “integrated social studies curriculum,” and “education connecting the classroom and the society.” Healthy integration of social studies, one of the three types of integrated curriculum, requires teachers to use not only the perspectives of social studies based on children’s/students’ life and experience in a community and/or society, but also to include reading/writing skills and mathematics in lessons. Lessons designed to help students understand society and develop into better citizens include assignments that are completed outside of school, as well as in social studies classes. In addition, a Social Studies assignment titled “Extending Democracy via Voter Registration” in the book promises a “subjective, discussion and in-depth learning experience for students.

Impacts of Education for Sustainable Development on Geographical Education

The purpose of this paper is to clarify how Education for Sustainable Development (ESD) plays important roles in the reformation of geographical education. In this study, I analyzed the past and current conditions of geographical education with regard to ESD. Since geographical education was introduced in schools, it has seen various turning points and improvements. Geographical education has always emphasized its value in each society and nation as a means of helping students understand the world, contribute to global understanding, and improve their local communities. Because the aim of geographical education, including its contents and function, is to interconnect the natural and social sciences, geography makes a significant contribution to sustainable society. Recently, ESD or its concepts have been built into geography curricula. I clarified the following: 1) geographical education is strongly influenced by ESD, because geographical education has a close relationship with the educational policy of UNESCO and 2) the educational conditions of each area have various impacts on geographical education.本研究は，平成27年度科学研究費補助金（特別研究員奨励費: 15J05938）「ESD の視点を入れた地理教育改革に関する研究」の成果の一部である

Improving Interactivity in Instructional Design by Developing an ICT-based Social Studies Plan: Case Study of Smart Agriculture in the National Strategic Special Zone of Hyogo Prefecture’s Yabu City

This research aimed at designing a lesson plan in elementary social studies that enhances interactivity by utilizing information and communications technology (ICT). Taking into consideration that lessons created along with students and ICT-based elementary social studies classes enhance students’ learning, and based on the features of iPad, applications, and Zoom, a lesson for the fifth grade—called “Agriculture in Japan-Smart Agriculture in Yabu City, National Strategic Special Zone”—was designed. To clarify the actual situation pertaining to ICT utilization in the classroom, the lesson plan was examined from the perspectives of “information gathering,” “information examination/thinking,” and “reflection.” Information gathering enabled searching the Web for supplementary/additional materials using learning content-related keywords, and also helped share information and enhance teaching materials. Information examination/thinking enabled the use of map-based applications to improve reading skills. Zoom also enabled interaction with persons mentioned in the learning and teaching materials. This way, students could apply their learning beyond the classroom to the real world. LoiLoNote, a class-support application, helped organize thoughts on cards. Like a portfolio, students were able to build a learning history on their own. All these made instant sharing of classmates’ learning possible. Thus, utilizing ICT contributed to upgrading teaching and learning style and designing elementary school social-studies lessons to enhance interactivity

Environmental Study in Elementary Geography in the United Kingdom by Analysis of Geographical School’s Textbook

Environmental education in elementary school in Japan is defined as “Moral Education” by the national curriculum. However, environmental education is one of the most important contents in geographical education. This study aims to clarify the contents in elementary geography in the United Kingdom by analyzing the elementary geographical textbook, in order to develop the basic environmental geographical education. And also we want to know how to educate environmental study in elementary school and how to improve it, from the view point of ESD (“Education for Sustainable Development”). Analyzed the elementary geographical textbooks, we find that it is effective for environmental education in UK to use various activities. All geographical textbooks foster problem solving abilities by using geographical activities and rearing scientific thinking

Proteomic Study of Retinal Proteins Associated with Transcorneal Electric Stimulation in Rats

Background. To investigate how transcorneal electric stimulation (TES) affects the retina, by identifying those proteins up- and downregulated by transcorneal electric stimulation (TES) in the retina of rats. Methods. Adult Wistar rats received TES on the left eyes at different electrical currents while the right eyes received no treatment and served as controls. After TES, the eye was enucleated and the retina was isolated. The retinas were analyzed by proteomics. Results. Proteomics showed that twenty-five proteins were upregulated by TES. The identified proteins included cellular signaling proteins, proteins associated with neuronal transmission, metabolic proteins, immunological factors, and structural proteins. Conclusions. TES induced changes in expression of various functional proteins in the retina