To What Extent are Judgments of Historical Significance Affected by the Environment?: A Case Study of an Overseas Japanese School

This study analyzed the ideas about historical significance of students of an overseas Japanese school. This research conducted qualitative, semi-structured interviews with 15 students. Most of the students identified not with the country they lived in but with Japan. Moreover, they rarely saw the historical events related to the country they lived in as historically significant. Their selection and thinking were similar to those of the students in Japan. This study suggests that previous proposals of social studies education in Japan that tried to include inquiry stance, excluding the identity stance, may not work. Rather, this study suggests that history education should actively deal with history related to identity and that other stances such as analytic stance should be adopted

US Research Interest in Asian and Oceanian Education Systems: Thomas Misco’s Research History and Methodology

This paper recapitulates a lecture given on June 26, 2018 at the Educational Vision Research Institute, Hiroshima University by Thomas Misco, a professor from Miami University. The title of Prof. Misco’s lecture was “Education in Asia and Oceania: Why are these contexts so intriguing for a US researcher?” The lecture described how Prof. Misco became interested in education systems throughout Asia and Oceania, and also outlined the development of his career. The lecture also showed how Prof. Misco’s studies focusing on specific examples of education systems in various countries were significant in generating hypotheses for other current or future contexts. Prof. Misco’s research career was shown to be suitable for exploring the context of US social studies education in recent years and is also applicable for future studies of Japanese social studies education

The Principal of Inquiry-based Social Studies Curriculum for Developing Children’s Competency and Its Example Units: A Case of “The College, Career, and Civic Life (C3) Framework” by NCSS

This paper aims at answering the following two questions; one is “How can social studies move from contents-focused to contents-skill-balanced?” and the other is “How can social studies’ unique skills and competency that extend beyond the boundary of individual subject be cultivated simultaneously?” To answer these questions, authors analyzed “The College, Career, and Civic Life (C3) Framework” and its four example units, which are designed by NCSS to promote inquiry-based curriculum and cultivating competency within social studies. The four example units were based on the “Inquiry Arc,” which is the core of the framework: (a) developing questions and planning inquiries, (b) applying disciplinary tools and concepts, (c) evaluating sources and using evidence, and (d) communicating conclusions and taking informed action. After the analysis, authors could discover the framework’s three characteristics. (1) C3 Framework integrates social science disciplines into social studies by using them as lenses to understand society. (2) The framework also achieves a good balance between doing social studies and developing competencies that goes beyond a subject through adapting Inquiry Arc. (3) The framework gives discretionary power to curriculum designers including teachers, so they should be in charge of their curriculum as gatekeepers

Developing Lesson Modules for Reconstruction of Perspectives on Peace and Meta-cognition of its Process

The aim of this study is to develop the module for peace education which helps learners to reconstruct their own perspectives on peace. Previous studies introducing lesson plans on peace education have limitation in that these lesson plans focus heavily on wars or issues unfamiliar to students. In addition, they were not intended to give opportunities to metacognize the reconstruction of perspectives on peace. The lesson module we developed consists of three section: introduction section, main section, closing section. The main section consists of six units, and we chose six concepts or theories with which learners reconstruct their perspectives on peace：(1)game theory, (2)Galtung’s theory of peace, (3)conflict resolution, (4)authoritarian personality, (5)labeling theory, and, (6)social identity. This lesson module includes not only various concepts or theories about peace but also the process through which learners reconstruct their own perspectives on peace and reflection on the process in order to cultivate peace-makers

The method of lesson study based on the structure of the subject: the case of primary social studies classroom

This study presents the case study of the lesson study in a primary social studies classroom in Japan. The result indicates to propose a new method of social studies lesson study. While previous method tended to pay less attention to the context of school and children because of the focus of generalization, this study highlights the reality of diverse children in a classroom settings. Throughout the study, we compared the two items: The structure of the subject, namely, triangle relation of goals, contents, and methods and learner 's learning structure. Comparing the two items, we could see the effect of the process of teaching and learning on the children. It means that we can propose the new method by focusing on the reality of the classroom

Concept-based teaching and learning for reconstructing the meaning of peace: a practice of integrated study in Hiroshima Global Academy

The aim of this study is to design the peace education unit, which support the students to achieve the two goals: (1) to reconstruct their own notions of peace, and (2) to acquire interdisciplinary concepts and apply them to find and describe the (non-)peaceful situations in our usual life. Therefore, we developed and implemented a concept based inquiry unit (18 class hours) at Hiroshima Global Academy (HiGA) middle school by contextualize the previous unit plan into the integrated learning program on “Global Justice.” As a result, we could choose the six concepts explaining a nonviolent but threatening the peaceful governance, human relation, and agency, demonstrate the social examples to apply them, and set a controversy defining the criteria of peace. The first outcome of this study is that we show the curricular-instructional gatekeeping adjusting to the school context of HiGA. The second is to find the relations between the students' learning of peace concepts and the reconstruction of peace notion

Annual (2023) taxonomic update of RNA-directed RNA polymerase-encoding negative-sense RNA viruses (realm Riboviria: kingdom Orthornavirae: phylum Negarnaviricota)

55 Pág.In April 2023, following the annual International Committee on Taxonomy of Viruses (ICTV) ratification vote on newly proposed taxa, the phylum Negarnaviricota was amended and emended. The phylum was expanded by one new family, 14 new genera, and 140 new species. Two genera and 538 species were renamed. One species was moved, and four were abolished. This article presents the updated taxonomy of Negarnaviricota as now accepted by the ICTV.This work was supported in part through the Laulima Government Solutions, LLC, prime contract with the U.S. National Institute of Allergy and Infec tious Diseases (NIAID) under Contract No. HHSN272201800013C. J.H.K. performed this work as an employee of Tunnell Government Services (TGS), a subcontractor of Laulima Government Solutions, LLC, under Contract No. HHSN272201800013C. U.J.B. was supported by the Division of Intramural Resarch, NIAID. This work was also funded in part by Contract No. HSHQDC15-C-00064 awarded by DHS S and T for the management and operation of The National Biodefense Analysis and Countermeasures Centre, a federally funded research and development centre operated by the Battelle National Biodefense Institute (V.W.); and NIH contract HHSN272201000040I/HHSN27200004/D04 and grant R24AI120942 (N.V., R.B.T.). S.S. acknowl edges support from the Mississippi Agricultural and Forestry Experiment Station (MAFES), USDA-ARS project 58-6066-9-033 and the National Institute of Food and Agriculture, U.S. Department of Agriculture, Hatch Project, under Accession Number 1021494. The funders had no role in the design of the study; in the collection, analysis, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results. The views and conclusions contained in this document are those of the authors and should not be interpreted as necessarily representing the official policies, either expressed or implied, of the U.S. Department of the Army, the U.S. Department of Defence, the U.S. Department of Health and Human Services, including the Centres for Disease Control and Prevention, the U.S. Department of Homeland Security (DHS) Science and Technology Directorate (S and T), or of the institutions and companies affiliated with the authors. In no event shall any of these entities have any responsibility or liability for any use, misuse, inability to use, or reliance upon the information contained herein. The U.S. departments do not endorse any products or commercial services mentioned in this publication. The U.S. Government retains and the publisher, by accepting the article for publication, acknowledges that the U.S.Government retains a non-exclusive, paid up, irrevocable, world-wide license to publish or reproduce the published form of this manuscript, or allow others to do so, for U.S. Government purposes.Peer reviewe

歴史的意義に関する子どもの思考についての事例研究 : 批判的社会文化的アプローチ

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