7 research outputs found
Development of Mathematics Lesson Using Kahoot! as a Transformation of the Lesson through EdTech
In this study, we analyzed a case study of ICT use in a mathematics department in Singapore from a subject-specific perspective that deepens students' learning, such as adaptive learning. Based on the suggestions obtained from this study, we developed lessons using Kahoot! in Japanese mathematics classes. The results of the verification of its effectiveness suggested that the use of Kahoot! is effective in promoting students' independent learning and deep learning.departmental bulletin pape
異年齢集団における協働とカリキュラム・マネジメント
令和2年1月5日,於 広島大学大学院教育学研究科(広島大学東広島キャンパス)L棟205号
統合的・発展的に考察する力を育成する算数科授業の開発 : 第1学年「ながさ・かさ」第2学年「長さ」における異学年交流を通して
This study aims to clarify the ideal lesson method to foster the ability of integrated and developmental thinking by focusing on exchange in combined classes. Three aspects must be considered to make the most of the interaction scene. The first is to structure a unit so that contents that handle the same viewpoint and way of thinking can be set simultaneously. The second is to structure the class so that an exchange time between different grades can be created within one unit time. This was practiced in a unit that deals with the same measurement area. The evaluation was conducted by observing the consideration in an integrated and developmental manner based on the utterance record and the descriptions of the reflection of the children. The results were as follows. By considering the unit structure, setting an exchange time between different grades, and using common teaching materials, it is possible to foster the ability of integrated and developmental thinking
「海外教育実地研究2023」におけるアメリカの小中学校での授業実践報告
This study discusses the teaching practices in elementary/secondary schools in the United States. The participants were four graduate students and one in-service teacher. They observed classes in two North Carolina public schools and planned and conducted English classes on Japanese society and culture. Their main outcomes were as follows: 1) They developed practical teaching skills by teaching students from different cultural backgrounds. 2) They gained the ability to design, implement, and evaluate programs to promote global partnerships. Furthermore, they were also more motivated for future teaching development
GWAS for systemic sclerosis identifies six novel susceptibility loci including one in the Fcγ receptor region
Abstract Here we report the largest Asian genome-wide association study (GWAS) for systemic sclerosis performed to date, based on data from Japanese subjects and comprising of 1428 cases and 112,599 controls. The lead SNP is in the FCGR/FCRL region, which shows a penetrating association in the Asian population, while a complete linkage disequilibrium SNP, rs10917688, is found in a cis-regulatory element for IRF8. IRF8 is also a significant locus in European GWAS for systemic sclerosis, but rs10917688 only shows an association in the presence of the risk allele of IRF8 in the Japanese population. Further analysis shows that rs10917688 is marked with H3K4me1 in primary B cells. A meta-analysis with a European GWAS detects 30 additional significant loci. Polygenic risk scores constructed with the effect sizes of the meta-analysis suggest the potential portability of genetic associations beyond populations. Prioritizing the top 5% of SNPs of IRF8 binding sites in B cells improves the fitting of the polygenic risk scores, underscoring the roles of B cells and IRF8 in the development of systemic sclerosis. The results also suggest that systemic sclerosis shares a common genetic architecture across populations