Updated on 2024/12/16

写真a

 
FUJII Hiroki
 
Organization
Faculty of Education Professor
Position
Professor
External link

Degree

  • Ph.D.

Research Interests

  • ESD

  • Science Education

Research Areas

  • Humanities & Social Sciences / Education on school subjects and primary/secondary education  / Science Education

  • Humanities & Social Sciences / Education on school subjects and primary/secondary education  / ESD

Education

  • Hiroshima University   大学院教育学研究科   博士課程後期

    1992.4 - 1995.3

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Research History

  • Abai Kazakh National Pedagogical University, Honorary Professor

    2024.5

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  • Mongolian National University of Education   Visiting Professor

    2022.10 - 2023.3

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  • Okayama University   大学院教育学研究科ESD協働推進センター

    2022.4

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  • Indonesia University of Education   Visiting Professor

    2021.8

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    Country：Indonesia

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  • Okayama University   Graduate School of Education   Professor

    2016.4

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    Country：Japan

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  • Okayama University   Graduate School of Education   Associate Professor

    2010.4 - 2016.3

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    Country：Japan

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Professional Memberships

Committee Memberships

  • East-Asian Association for Science Education   Vice-president  

    2021.6 - 2024.7   

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    Committee type：Academic society

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  • 岡山ESD推進協議会   委員  

    2021.4   

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    Committee type：Municipal

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  • Society of Japan Science Teaching   Vice-president  

    2019.9   

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    Committee type：Academic society

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Papers

  • Exploring Interdisciplinary Approaches to Education for Sustainable Development Invited Reviewed

    Robert J. Didham, Hiroki Fujii, Gregor Torkar

    Nordic Journal of Comparative and International Education   8 ( 2 )   1 - 14   2024.5

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    Language：English   Publishing type：Research paper (scientific journal)  

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  • Learning about the coexistence between nature and humans in elementary science education: Developing lessons using folktales that reflect ancestors’ views on nature Reviewed

    Karen Onodera, Hiroki Fujii

    Education Sciences   14 ( 1 )   28   2024.1

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    Language：English   Publishing type：Research paper (scientific journal)   Publisher：MDPI AG  

    Understanding the coexistence between nature and humans is a basic concept required in modern society. In this study, we verify the effectiveness of folktales as teaching material in science education by incorporating folktales into the fifth-grade elementary school science unit, “Functions of Running Water and Changes in the Land”. We investigate the effects of folktales that express ancestors’ perspectives on nature on pupils’ ideas about the coexistence between nature and humans. Additionally, we explore the possibility of using folktales in science education. In November 2017, an experimental group (74 participants) explored the coexistence between nature and humans through folktales, while a control group (60 participants) explored this coexistence through discussion activities. These experiments were conducted in fifth-grade classrooms at elementary schools in Hiroshima Prefecture, western Japan. Our results indicate that for some pupils in the experimental group, exposure to their ancestors’ views of nature helped them develop and refine their ideas about their connection to and relationship with the river. Folktales vividly depict the nature of the past in the places where the pupils live, offering a glimpse into their ancestors’ different views on nature that differ from present-day views. It is considered that, by coming into contact with the folktale, pupils were able to enter a situation that transcended time, allowing them to think about and empathize with the people who lived with the river. It is suggested that this connection is related to the results described above.

    DOI： 10.3390/educsci14010028

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  • Sustainable Development Goals in teacher education: Comparing syllabi in a Japanese and a Slovenian university Reviewed

    Khalifatulloh Fiel’ardh, Gregor Torkar, Hana Rožman, & Hiroki Fujii

    Frontiers in Education   8:1215500   2023.11

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    Language：English  

    DOI： 10.3389/feduc.2023.1215500

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  • Teacher education for sustainable development: Curriculum analysis of two study programmes at the Faculty of Education, University of Ljubljana Reviewed

    Contemporary Pedagogy   74(140) ( 3 )   71 - 89   2023.10

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    Language：Slovenian  

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  • The effectiveness of teacher training on environmental education : Challenges and strategy for future training program Reviewed

    Eliyawati, Ari Widodo, Ida Kaniawati, Hiroki Fujii

    Jurnal Penelitian Pendidikan IPA   9 ( 8 )   6056 - 6066   2023.8

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  • 昆虫の立場に立って考えることについての低学年児童の認識 Reviewed

    小野寺かれん, 藤井浩樹

    理科教育学研究   64 ( 1 )   63 - 72   2023.7

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  • Integrating perspectives from education for sustainable development to foster plant awareness among trainee science teachers: A mixed methods study Reviewed

    Khalifatulloh Fiel'ardh, Indra Fardhani, Hiroki Fujii

    Sustainability   15 ( 9 )   7395   2023.4

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    Language：English  

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  • The development and validation of an instrument for assessing science teacher competency to teach ESD Reviewed

    Eliyawati, Widodo, A, Kaniawati, I, Fujii, H

    Sustainability   15 ( 4 )   3276   2023.2

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    Language：English   Publishing type：Research paper (scientific journal)  

    DOI： 10.3390/su15043276

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  • Education for sustainable development (ESD) in students’ textbooks Reviewed

    Eliyawati, E, Widodo, A, Kaniawati, I, Fujii, H

    Journal of Engineering Science and Technology   6 ( 2022 )   50 - 57   2022.6

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    Language：English  

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  • Designing geoscience learning for sustainable development: A professional competency assessment for postgraduate students in science education program Reviewed

    Eko Hariyono, Abadi, Liliasari, Agus Fani Candra Wijaya, Hiroki Fujii

    Jurnal Penelitian Fisika dan Aplikasinya   8 ( 2 )   61 - 70   2018.12

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  • Development of model lesson using folk tales: Exploring rivers through story and science in elementary school Reviewed

    Karen Onodera, Hiroki Fujii

    International Journal of Curriculum Development and Practice   20 ( 1 )   1 - 10   2018.6

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    Authorship：Corresponding author  

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  • Effect of Modeling on the Understanding of Chemical Reactions via Development and Application of a Lesson Model Related to the Rusting of Iron Reviewed

    OGAWA Haruo, FUJII Hiroki

    Journal of Science Education in Japan   40 ( 2 )   155 - 165   2016.6

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    Language：English   Publisher：Japan Society for Science Education  

    In this study, a lesson model related to the phenomenon of the rusting of iron was developed to confirm the effect of modeling by drawing on the understanding of chemical reactions. The model was applied in the non-science course "Science study (chemistry)" classes comprising third-year undergraduate students in Tokyo Gakugei University. Students constructed images of the rusting of iron, in addition to attending lectures with frequent discussions, without any prior written communication to students, as well as taking notes, and the students completed the subsequent process of drawing as well as its explanation. Students drew pictures with their own images and explained their drawings appropriately as per their own understanding of chemical concepts and the phenomenon at hand. By the evaluation of the lesson model via the lesson of an "activated complex" as a representative of the model by the process of drawing and self-explanation, as well as an intelligibility test, students could understand chemical concepts and images of the rusting of iron by actually drawing, i.e., the task of drawing could strengthen the student's explanatory ability and intelligibility about the rusting of iron; in particular, it was effective for intelligibility even for students who obtained a low score of 0 points, besides the limitation of the effect on reinforcement of explanatory capability of the phenomenon for the 0 points score students, suggesting that learning with imaginative thinking and behavior is imperative for students to understand chemical reactions by evaluation.

    DOI： 10.14935/jssej.40.155

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    Other Link： https://jlc.jst.go.jp/DN/JLC/20022974875?from=CiNii

  • A trial and evaluation of experimental kit of handy body-warmer through a model lesson on the rusting of iron Reviewed

    Haruo Ogawa, Hiroki Fujii, Akira Ikuo

    Journal of Science Education   17 ( 1 )   28 - 32   2016.4

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  • Brief report : Changes in Senegalese Teacher Trainers' Views of Science Lessons through the Intervention Program in Japan Reviewed

    International Journal of Curriculum Development and Practice   17 ( 1 )   75 - 87   2015.3

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    Authorship：Corresponding author   Language：English   Publisher：Japan Curriculum Research and Development Association  

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  • Development of In-service Teacher Training Program on Modeling of Chemical Phenomenon : A Focus in Promoting Teachers' Understanding of Dissolution Reviewed

    37 ( 1 )   75 - 83   2014.6

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  • Teacher education in Japan through training program with experiment study Reviewed

    15 ( 2 )   1 - 10   2014.4

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  • Education for Sustainable Development Practices by Linking Integrated Learning and Subjects : Through Practical Use of ESD Linkage Calendar

    36 ( 4 )   111 - 114   2014.3

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    Authorship：Corresponding author   Language：Japanese  

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  • Teaching Methods for Promoting Students' Understanding of Chemical Change:Content Focusing on "Decomposition of Matter and Atoms/Molecules" in Lower Secondary School Reviewed

    OGURA Yasuhiko, FUJII Hiroki

    Journal of Research in Science Education   54 ( 1 )   105 - 115   2013.7

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    Authorship：Corresponding author   Language：Japanese   Publisher：Society of Japan Science Teaching  

    In this research, a lesson model for lower secondary school chemistry organized by "learning via applying a model" is proposed, and the validity of the learning process is examined from the aspect of students' understanding of chemical changes in the level of submicroscopic representation. The guideline of the lessons aims to advance an interconnection between the level of macroscopic representation as object/phenomenon and that of submicroscopic representation as particle model. The lessons involve predicting phenomena in chemical changes using the particle model, the verification of the predictions through experiments, and then the confirmation of correct and incorrect predictions.<br>The evaluation of the lesson was done through questions given to the students, in which they were required to represent phenomena as chemical changes using the particle model. The results were the following:<br>(1) The lessons based on learning via applying a model provided more effective learning for the students to understand chemical changes, compared with usual lessons based on learning via creating a particle model.<br>(2) However, there were some cases in which a number of students could not correctly understand chemical changes in the lessons conducted based on learning via applying a model. According to the analysis of the reasons presented, it was shown that the students were having some problems, such as a lack of understanding of chemical changes at the level of macroscopic representation, insufficient understanding of the constituent atom of matter, and so on.

    DOI： 10.11639/sjst.12038

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    Other Link： https://jlc.jst.go.jp/DN/JALC/10025432229?from=CiNii

  • The Effectiveness of a Stream Table in Promoting Pupils' Understanding of How Running Water Functions Reviewed

    TSUJIMOTO Shinji, FUJII Hiroki

    53 ( 3 )   463 - 470   2013.3

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    Authorship：Corresponding author   Language：Japanese   Publisher：Society of Japan Science Teaching  

    This paper introduces a stream table which was used for science lesson trials in fifth grade elementary school classes. The effectiveness of the stream table was verified by examining the pupils' understanding of functions of running water, in comparison with the experiment of running water on a heap of soil. The results were the following: (1) According to a questionnaire given to the pupils before and after the lessons, the use of a stream table to compare the functions of running water on a heap of soil was shown to be effective in promoting the pupils' understanding of the relationship between the volume and speed of running water; and the process of erosion. (2) According to the pupils' descriptions on their lesson worksheets, the stream table facilitated the pupils' understanding of the process of erosion from running water better than those of transportation and sedimentation. The effectiveness of the stream table was notable in promoting the pupils' understanding of the process of erosion by running water. One feature of the stream table is its ability to allow students to control the conditions of the experiment and hence to make a reproducible experiment. It is thought that this feature was described in the results mentioned above.

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  • Development of Work Sheets on Learning through Experiencing Nature for Promoting Students' Academic Achievement : Focus on Life and Group of Plants Reviewed

    FUJII Hiroki, ITANI Nobutada, SAKATA Eri

    35 ( 4 )   41 - 50   2013.3

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    Authorship：Lead author,　Corresponding author   Language：Japanese   Publisher：JAPAN CURRICULUM RESEARCH AND DEVELOPMENT ASSOCIATION  

    Work sheets for junior high school students on learning through experiencing nature are presented herein. The work sheets are aimed at promoting students' academic achievement, especially the understanding of aquatic plants as well as scientific thinking. Contents of the work sheets are as follows: 1) observation and classification of aquatic plants, and 2) observation of stomata of floating plants. The work sheets were trialed on 109 first grade Japanese students in the Sera region of Hiroshima Prefecture in June 2011. A questionnaire was given to the students before and after the lessons. The results were the following: (1) Students understood that aquatic plants have bodies and functions suited for living underwater or near water, and at the same time, they understood that many kinds of rare aquatic plants inhabit the Sera region. (2) Students enhanced their comparison/classification skills through observing and classifying aquatic plants. (3) After noting the location and number of stomata among floating plants, students understood the connection between observations of the stomata and their habitat. The aims of the work sheets were achieved. In this work sheet, great emphasis was placed on students' activities such as observing objects/phenomena and expressing their findings which are highlighted as its main features. The results above were affected by these special features.

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  • Practical Research of Environmental Education for Promoting Pupils' Understanding of Symbiosis : Elementary School Lessons focused on "Making a Habitable Wood for Japanese Rhinoceros Beetle" Reviewed

    FUJII Hiroki, KAWASHIMA Kyoko

    35 ( 3 )   45 - 53   2012.12

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    Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：JAPAN CURRICULUM RESEARCH AND DEVELOPMENT ASSOCIATION  

    This paper describes a lesson model for an elementary school class on environmental education. The model is aimed at promoting pupils' understanding of symbiosis. Contents of the lesson are composed of the following, (1) breeding of Japanese rhinoceros beetles and (2) preparing a habitable wood for the beetles. Activities on the lesson are based on experiences from nature. The lesson was carried out with 114 third grade Japanese pupils from 2008 to 2010. A questionnaire was given to the present fourth to sixth grade pupils who took the lesson. The result showed that less than 40 percent of the pupils understood the meaning of symbiosis between the beetles' natural wood habitats and that of symbiosis between man and natural wood habitats. Pupils' understanding of the symbiosis in natural wood habitats was mostly focused on the relationship between beetles and the acorn tree. In regards to the symbiosis between man and natural wood habitats, their understanding of this was focused more on the trilateral relationship between man, animals and plants than on the bilateral relationship between man and animals/plants. The lesson model shows that it is possible to raise the pupils' level of understanding of the relationship among living things. Direct experience of nature as well as experience of nature with a fixed purpose were contributing factors to this positive result.

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Books

  • Science Education for Sustainable Development in Asia (Education Innovation Series)

    Hiroki Fujii, Sun-Kyung Lee（ Role： Edit ,  Chapter 1 Introduction: Challenges of science education in the era of sustainable development goals (Fujii, H. & Lee, S.) (pp.1-15) Chapter 2 Partnership for sustainability in science education: The Japan-Korea student science exchange program (Kajiyama,K., Yoo, S., & Fujii, H.) (pp.19-44) Chapter 22 Conclusion: Toward advancing science education for sustainable development in Asia (Lee, S. & Fujii, H.) (pp.379-393)）

    Springer  2024.4  （ ISBN:9819987105 ）

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    Total pages：409  

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  • International handbook on education development in Asia-Pacific

    W. O. Lee, P. Brown, A. L. Goodwin, A. Green編, Fujii, H（ Role： Contributor ,  Trends and perspectives of climate change education in the Asia-Pacific）

    Springer (Online publishing)  2022.8 

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  • 理論と実践をつなぐ理科教育学研究の展開

    一般社団法人日本理科教育学会編, 藤井浩樹（ Role： Contributor ,  国際比較）

    東洋館出版社  2022.7 

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  • Tagungsbänd 42. Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen

    Gesellschaft für Didaktik der Chemie und Physik 編, Güler, U, Schrader, N, Fujii, H, Bolte, C（ Role： Contributor ,  Vorstellungen zum Konzept der Radio-aktivität in Deutschland and Japan）

    Gesellschaft für Didaktik der Chemie und Physik (Online publishing)  2022.4 

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  • Science Education Research and Practice from Japan

    Tetsuo Isozaki, Manabu Sumida 編, Hiroki Fujii（ Role： Contributor ,  Towards the identification of ESD competencies required for pre-service science teachers）

    Springer  2021.7 

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  • 持続可能な開発目標のための教育－学習目標－

    藤井 浩樹, 柴川 弘子, 大安 喜一（ Role： Joint translator）

    ユネスコ, 岡山大学大学院教育学研究科ESD協働推進室, 公益財団法人ユネスコ・アジア文化センター  2020.9 

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  • Science Education Research and Practice in East Asia: Trends and Perspectives

    Huann-shyang Lin ほか編, Hiroki Fujii, Derek Cheung（ Role： Contributor ,  Chapter 4 National and regional systems of research training in science education: The experiences in Japan and Hong Kong）

    Higher Education Publishing  2016.9 

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  • Science Education Research and Practice in Asia: Challenges and Opportunities

    Mei-Hung Chiu 編, Hiroki Fujii, Haruo Ogawa（ Role： Contributor ,  Chapter 22 Innovative lesson plans in chemistry education for broadening sustainable society）

    Springer  2016.1 

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  • ドイツの理科教育－その伝統と革新－

    宮野 純次, 藤井 浩樹（ Role： Joint author）

    風間書房  2015.3  （ ISBN:9784759920819 ）

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    Total pages：iii, iv, 239p   Language：Japanese

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  • Science Education in East Asia: Pedagogical Innovations and Research-informed Practices

    Myint Swe Khine 編, Takuya Kamon, Hiroki Fujii（ Role： Contributor ,  Chapter 14 Practice and effect of lessons on inquiry activities in senior high school chemistry: Focusing students' attitudes toward chemistry）

    Springer  2015 

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  • Chemistry Education and Sustainability in the Global Age

    Mei-Hung Chiu ほか編, Haruo Ogawa, Hiroki Fujii（ Role： Contributor ,  A trial of placement and embodiment of images for chemical concepts in the lesson model of a "surface active agent" through SEIC）

    Springer  2013.1 

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  • 未来をひらくESDの授業づくり－小学生のためのカリキュラムをつくる－

    福山市立駅家西小学校 編, 藤井 浩樹, 川田 力（ Role： Supervisor (editorial)）

    ミネルヴァ書房  2012.4  （ ISBN:9784623062706 ）

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    Total pages：vi, 159p, 図版8p   Language：Japanese

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MISC

  • Climate change awareness profiles of Japanese primary school children: A pilot study Reviewed

    Hiroki FUJII, Khalifatulloh FIEL'ARDH

    Connecting science education with cultural heritage – The ESERA Proceedings Book Series-IV (pp. 44-57)   2024.9

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    Authorship：Lead author,　Corresponding author   Publishing type：Article, review, commentary, editorial, etc. (international conference proceedings)  

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  • Book Review. Sustainable Development, Education and Learning: The Challenge of Inclusive, Quality Education for All, Authored by Victoria W. Thoresen, Agenda Publishing, 2023

    Hiroki Fujii

    Nordic Journal of Comparative and International Education   8 ( 2 )   2024.5

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    Authorship：Lead author   Language：English   Publishing type：Book review, literature introduction, etc.  

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  • Exploring global dynamics of sustainable environmental sciences in climate change mitigation for sustainable development Reviewed

    Hasan Nuurul Hidaayatullaah, Eko Hariyono, Deni Hadiana, Hiroki Fujii, Muhammad Satriawan

    E3S Web of Conferences   513 ( 03014(11 pages) )   2024.4

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    Publisher：EDP Sciences  

    Sustainable Environmental Sciences (SES) and climate change have emerged as relatively new subjects in sustainability that have garnered increasing attention from academics in recent years. This study aims to delve deeper into the implications of SES in climate change mitigation to support the achievement of Sustainable Development Goals (SDGs). A systematic review method combined with bibliometric analysis was employed to comprehensively uncover the evolution of scientific studies. Data utilized encompassed publications from 2019 to 2023 sourced from three databases: Dimensions, Lens, and Scopus. Findings reveal a significant increase in research on SES over the past five years. The most prolific authors in SES research were identified as Horton, R.C. in the Dimensions database, Ciais, P. in the Lens database, and Meena, R.S. in the Scopus database. The United States and China emerged as the countries with the highest contributions to SES research. The most significant contributions from SES and Climate Change research to SDGs in the past five years were observed in SDG-13, SDG-7, and SDG-15 indicators. This study highlights the emerging domain of SES and its crucial involvement in mitigating climate change, emphasizing its essential role in advancing SDGs.

    DOI： 10.1051/e3sconf/202451303014

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  • ESD lesson ideas on plant biodiversity by prospective science teachers

    Khalifatulloh FIEL’ARDH, Hiroki FUJII

    日本科学教育学会研究会研究報告   37 ( 6 )   1 - 6   2023.6

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  • 民話を活用した小学校理科の授業づくり－第５学年「流れる水の働きと土地の変化」の単元において－

    小野寺かれん, 藤井浩樹

    日本科学教育学会研究会研究報告   37 ( 6 )   63 - 68   2023.6

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  • SDGｓの時代に求められる理科教育の課題－気候変動の問題にいかに取り組むか

    藤井浩樹

    理科の教育   71 ( 12 )   10 - 11   2022.12

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  • Fostering future thinking using climate action simulation.

    Ardh, K. F, Fujii, H

    Okayama University ESD Promotion Centre. (Eds.). Promoting teacher education for climate change education through collaboration between Asian centres of excellence for education for sustainable development (ATECCE) – Project interim report   34 - 40   2022.8

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  • SDGsのための教育の登場と理科教育の課題

    藤井 浩樹

    理科の教育   68 ( 10 )   9 - 12   2019.10

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  • ESDの視点を取り入れた理科の教員養成プログラムの作成－授業科目「理科指導法開発」において－

    藤井 浩樹

    日本科学教育学会研究会研究報告   31 ( 7 )   1 - 4   2017.5

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  • ESDと理科をどうつなぐのか－授業づくりを考えるー

    藤井 浩樹

    初等教育資料   ( 948 )   70 - 73   2017.1

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    Authorship：Lead author,　Corresponding author   Language：Japanese   Publisher：東洋館出版社  

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  • 理科の授業研究のすすめ－目的と視点の再確認を－

    藤井 浩樹

    理科の教育   65 ( 3 )   9 - 12   2016.3

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  • 女子生徒に配慮した理科授業のための教師教育プログラムの開発－教育実習生を対象として－

    津村 真里菜, 藤井 浩樹

    日本科学教育学会研究会研究報告   29 ( 8 )   21 - 26   2015.5

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  • 岡山大学の海洋教育普及への取り組み－地域連携による「うなぎ探検隊」の文理横断学習を中心として－

    小林 靖尚, 筒井 直昭, 齊藤 和裕, 坂本 竜哉, 藤井 浩樹

    日本科学教育学会研究会研究報告   29 ( 3 )   79 - 82   2014.12

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  • 聴覚障害特別支援学校における理科授業の現状と課題

    塩崎 絵理, 藤井 浩樹

    日本科学教育学会研究会研究報告   28 ( 7 )   77 - 80   2014.5

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  • ESDの視点に立った小学校理科の授業づくり－理科とESDのつなぎ方に注目して－

    藤井 浩樹, 中山 貴司, 土井 徹, 定金 なつみ

    理科の教育   62 ( 11 )   50 - 53   2013.11

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  • 理科の教材研究と授業づくり

    藤井 浩樹

    理科の教育   62 ( 3 )   5 - 8   2013.6

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  • Japan-Korea cooperative lesson on the topic of bio-diesel in chemical education: Focus on promotion of students' abilities in proper judgment

    Hiroki Fujii, Eri Shiozaki, Atsushi Hiramatsu, Yusuke Ohkata, Ryoichi Utsumi, Sung-Hoon Kim, Haruo Ogawa

    La Chimica nella Schuola   34 ( 3 )   121 - 125   2012.8

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  • Inquiry-based learning in Japan

    Haruo Ogawa, Hiroki Fujii

    La Chimica nella Schuola   34 ( 3 )   259 - 265   2012.8

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Awards

  • Distinguished Contribution Award

    2024.7   East-Asian Association for Science Education  

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  • International Contribution Award

    2019.8   Japan Society for Science Education  

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Research Projects

  • グリーンエデュケーションパートナーシップを具現化する気候変動教育のアジア共同研究

    Grant number：24KK0048  2024.09 - 2028.03

    日本学術振興会  科学研究費助成事業  国際共同研究加速基金(海外連携研究)

    藤井 浩樹、大安喜一、市瀬智紀、小野寺かれん、Khalifatulloh Fiel’ardh

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    Grant amount：\20930000 （ Direct expense: \16100000 、 Indirect expense：\4830000 ）

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  • Creation of Biodiversity Education for Citizens in SDGs era

    Grant number：21H00925  2021.04 - 2026.03

    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)

    三宅 志穂, 向 平和, 藤井 浩樹, 大貫 麻美, 高岡 素子, 出口 明子, 三好 美織

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    Grant amount：\17030000 （ Direct expense: \13100000 、 Indirect expense：\3930000 ）

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  • SDGs達成に向けたESD（持続可能な開発のための教育）の教師教育の先端拠点形成

    2021.04 - 2025.03

    日本学術振興会  研究拠点形成事業 A.先端拠点形成型 

    藤井 浩樹, 加藤 内蔵進, 川田 力, 桑原 敏典, 篠原 陽子, 柴川 弘子, 市瀬 智紀, 大鹿 聖公, 大安 喜一, 土井 徹, 三宅 志穂, 渡邊 重義

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  • SDGs達成に向けたESDの教師教育の機関包括型アプローチの指標開発

    2021.04 - 2023.03

    日本学術振興会  二国間交流事業 共同研究（スロベニア） 

    藤井 浩樹, 大竹 喜久, 桑原 敏典, 篠原 陽子, 平田 仁胤, 原田 太郎, 柴川 弘子

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  • Promoting Teacher Education for Climate Change Education through Collaboration between Asian Center of Excellence on ESD

    Grant number：20KK0047  2020.10 - 2024.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Fund for the Promotion of Joint International Research (Fostering Joint International Research (B))  Fund for the Promotion of Joint International Research (Fostering Joint International Research (B))

    藤井 浩樹, 市瀬 智紀, 大安 喜一, 柴川 弘子

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    Grant amount：\17420000 （ Direct expense: \13400000 、 Indirect expense：\4020000 ）

    本研究の目的は、アジア（中国、インド、インドネシア、日本、カザフスタン、マレーシア、モンゴル、フィリピン、タイの９か国）のＥＳＤ（持続可能な開発のための教育）の研究教育拠点が連携し、世界初の国際標準である「気候変動教育の教師教育プログラムのアジア・フレームワーク」とその普及ガイドを開発することである。そこで４年間の研究期間内に、各国の研究教育拠点で気候変動教育の教師教育プログラムを開発・実践・評価し、それらの成果をまとめ、アジアの教師教育機関で採用可能で国際的に通用する「気候変動教育の教師教育プログラムのアジア・フレームワーク」を提示する。そしてフレームワークの普及ガイドを作成し、気候変動教育の教師教育をアジアで普及させる。
    令和３年度は、研究代表者らがアジア太平洋１６か国の３４の教師教育機関、ユネスコ・アジア文化センター（ＡＣＣＵ）およびユネスコ・バンコク事務所と共同で開発した「Asia-Pacific ESD Teacher Competency Framework（アジア太平洋ＥＳＤ教員能力フレームワーク）」に基づいて、参加国の研究教育拠点において気候変動教育の教師教育プログラムの開発・実施・評価した。具体的には、（１）教員養成段階の学生や現職教員の気候変動教育に対する理解度やニーズの把握、（２）開発するプログラムの妥当性の検討、（３）プログラムの実践を通した改善点の明確化および（４）開発したプログラムの総括的評価を進めた。
    研究の進捗を共有するために、研究教育拠点のメンバーと協力機関のＡＣＣＵ、ユネスコ・バンコク事務所およびユネスコ・北京事務所が参加する第２回会議を開催した（令和３年９月２４日、オンライン）。

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  • Curriculum Development of Climate Change Education through Collaboration between UNESCO Associated Schools and Centers of Excellence on ESD in Asia

    Grant number：18K18650  2018.06 - 2021.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Challenging Research (Exploratory)

    Fujii Hiroki

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    Grant amount：\6370000 （ Direct expense: \4900000 、 Indirect expense：\1470000 ）

    The objective of this study was to develop a curriculum model of climate change education (CCE) in elementary and junior high schools in collaboration with UNESCO Associated Schools and centers of excellence on ESD in seven Asian countries (China, Indonesia, Japan, Laos, Mongolia, Myanmar, and South Korea). During the research period, we developed and implemented CCE units and lessons in schools, and analyzed students' development of competencies related to climate change in the cognitive, social-emotional, and behavioral domains. As a results, we identified the requirements for incorporating CCE into elementary and junior high school curricula in Asia. Furthermore, we examined measures to disseminate the research results to schools including UNESCO Associated Schools.

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  • Japan-Germany Join Research of Curriculum Development on Science Education Corresponding to the Global Action Programme on ESD

    Grant number：17H02700  2017.04 - 2021.03

    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)

    Fujii Hiroki

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    Grant amount：\17810000 （ Direct expense: \13700000 、 Indirect expense：\4110000 ）

    The purpose of this study was to develop a curriculum for elementary and junior high school science incorporating ESD in response to UNESCO's "Global Action Programme for ESD" and "ESD for 2030," which aims to promote ESD worldwide, through a joint research between Japan and Germany. We examined objectives of school science that incorporate the concept of sustainability, developed and implemented science learning units and lessons on climate change and energy, biodiversity, disaster prevention, and sustainable consumption and production, and analyzed and evaluated the development of competencies for sustainability in students. Based on these results, we identified curricular perspectives that could be adopted in elementary and secondary schools in both countries.

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  • Exploring efficient factors for biodiversity education in natural history museums and zoos

    Grant number：17H04490  2017.04 - 2021.03

    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)

    三宅 志穂, 山下 修一, 藤井 浩樹, 大貫 麻美, 高岡 素子, 出口 明子, 三好 美織, 向 平和

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    Grant amount：\15340000 （ Direct expense: \11800000 、 Indirect expense：\3540000 ）

    2年目となる本年度は，調査の中間報告として日本科学教育学会年会において課題研究を設定して本課題の成果の還元と専門家らとの意見交換を行った。専門家一人を期間限定的に分担者を加えることができたため，有意義な意見交換が可能となり，今後の課題も見えてきた。
    また，6名の分担者とともに海外と国内の調査を滞ることなく進めることができた。北米方面においては，Visiting ProfessorとしてUBCに滞在した分担者の一人が博物館研究の現地専門家とともに博物館教育の視点を取り入れた約1時間の新渡戸記念庭園での博物館教育プログラムを開発して試行した。ヨーロッパ方面においては，ドイツ・ハノーバー動物園の視察を行った（2019.03.19-03.20）。児童生徒を対象とした多様な動物園教育プログラムを展開し，種の保存や生物多様性の保全の教育普及に努めていることがわかった。なお視察に係り，ハノーバー大学（Prof. Dr. Gunnar Friege）との協議が行われた。さらに，フィンランド，エストニア，スウェーデン，フランス，チェコの動物園，自然系博物館等の実地調査を行った。動物が生息する自然環境を再現した展示に人が入り込んで観察できるような構成の動物園が多く，様々な角度から展示動物を観察することが可能となっていた。展示動物が野生下でどのような生活をしているのか，人間生活とどのように関わっているかなどについて解説板等で示されていることが分かった。展示デザインの工夫と教育的意味合いとが相互に作用している実態が理解できた。

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  • ESD（持続可能な開発のための教育）の教師教育推進に向けた国際研究拠点の構築

    2017.04 - 2020.03

    日本学術振興会  研究拠点形成事業 B.アジア・アフリカ学術基盤形成型 

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  • Development of Asian Framework for Science Teachers' Training Program Incorporating ESD

    Grant number：15K12385  2015.04 - 2018.03

    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

    Fujii Hiroki, Cheung Derek, Wijiya A. F. C, Lee Sun-Kyung, Siboualipha Sompong, Jalgalsaikhan Dulguun

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    Grant amount：\3640000 （ Direct expense: \2800000 、 Indirect expense：\840000 ）

    In this study, we proposed an Asian framework for a science teachers’training program incorporating ESD, based on the Japanese results of the Decade of Education for Sustainable Development (DESD) from 2005 to 2014. In the procedure of the study, we conducted: 1) to create an outline and framework for program development, referring to Stufflebeam’s CIPP evaluation model; 2) to develop, conduct, and evaluate the program at six teacher education institutions located in Japan, Indonesia, Korea, Laos, and Mongolia; 3) to continuously conduct and evaluate the modified program; and finally, 4) to propose an Asian framework for the program on the basis of mutual authentication of the institutions.

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  • Management Strategy of the Career Support System for Postgraduate Students in Science and Technology in Europe

    Grant number：24402001  2012.04 - 2015.03

    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)

    NOGAMI TOMOYUKI, OGAWA Masakata, INAGAKI Shigenori, OHMIDO Nobuko, FUJII Hiroki, MIYAKE Shiho, YAMAGUCHI Etsuji, KUSUNOKI Fusako, NAKAHARA Jun, KITANO Sachiko

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    Grant amount：\18460000 （ Direct expense: \14200000 、 Indirect expense：\4260000 ）

    This study aimed to examine the issue of managing human resource development targeted at postgraduate students in the areas of science and technology in higher education institutions and to conduct an international comparative analysis focusing on Europe. In particular, we conducted a comparative analysis primarily of six European countries- the United Kingdom, Germany, France, the Netherlands, Finland, and Norway-with which the members of the research team have developed a close relationship . As a result, the following two issues have emerged: (1) institutional infrastructure for career support system and (2) management strategy for career support system.

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  • Development of"Projektunterricht"in Chemical Education aimed at Expansion acrossAsian Countries

    Grant number：22500818  2010 - 2012

    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)

    FUJII Hiroki, OGAWA Haruo, CHEUNG Derek Sin-pui, KIM Sung Hoon

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    Grant amount：\4290000 （ Direct expense: \3300000 、 Indirect expense：\990000 ）

    Lesson models in chemical education of high school on the topic of bio-diesel and also iron were developed through this Japan-Korea-Hong Kong joint research. Results of the evaluation to the trial showed the lesson models realized the promotion of student’s scientific thinking and their abilities in proper judgment of social problems and also the urge to acquire basic conceptions of chemistry.

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  • Secondary Science Education Methodology （AdvancedⅠ） （2023academic year） Summer concentration  - その他

  • Secondary Science Education Methodology （AdvancedⅡ） （2023academic year） Summer concentration  - その他

  • Secondary Education Science Lesson Development(BasicⅠ) （2023academic year） 1st semester  - 水1～2

  • Secondary Education Science Lesson Development (BasicⅡ) （2023academic year） Second semester  - 水1～2

  • Secondary Education Science Lesson Development(AdvancedⅠ) （2023academic year） Fourth semester  - 木1～2

  • Secondary Education Science Lesson Development(AdvancedⅡ) （2023academic year） Fourth semester  - 木3～4

  • Secondary Education Science Teaching Methodology (BasicⅠ) （2023academic year） 1st semester  - 火7～8

  • Secondary Education Science Teaching Methodology (BasicⅡ) （2023academic year） Second semester  - 火7～8

  • Secondary Education Science Teaching Methodology (AdvancedⅠ) （2023academic year） Third semester  - 火7～8

  • Secondary Education Science Teaching Methodology (AdvancedⅡ) （2023academic year） Fourth semester  - 火7～8

  • Primary Education Science Content Construction （2023academic year） 3rd and 4th semester  - その他

  • Primary Education Science Education Methodology Basic （2023academic year） Third semester  - 火5～6

  • Primary Education Science Lesson Development （2023academic year） Second semester  - 月1～2

  • Primary Education Science Teaching Methodology （2023academic year） 1st semester  - 月1～2

  • Theory and Practice of Educational Evaluation B （2023academic year） Fourth semester  - 木5,木6

  • Development of Teaching-materials and Instructional Design A （2023academic year） Third semester  - 水1,水2,水3,水4

  • Development of Teaching-materials and Instructional Design B （2023academic year） Fourth semester  - 金1,金2

  • The theories of the development of teaching-materials and the instructional desi （2023academic year） 1st semester  - 火3,火4

  • The theories of the development of teaching-materials and the instructional desi （2023academic year） Second semester  - 火3,火4

  • Design and Practice of Subject II(Science Education) （2023academic year） Second semester  - 金1,金2

  • Design for Interdisciplinary Learning (ESD) （2023academic year） Summer concentration  - その他

  • Seminar in Teaching Profession Practice (Secondary school) （2023academic year） 1st-4th semester  - 水7～8

  • Practical Studies in Educational Research (Inquiring Issues/Science Education) （2023academic year） 1st-4th semester  - その他

  • Practical Studies in Educational Research(Verifying Proposals/Science Education) （2023academic year） 1st-4th semester  - その他

  • Practical Studies in Educational Research I(Analysing Schools) （2023academic year） 1st and 2nd semester  - 金7,金8

  • Practical Studies in Educational Research I (Searching Issues) （2023academic year） 1st and 2nd semester  - 月3,月4

  • Practical Studies in Educational Research II(Proposing Solutions) （2023academic year） 3rd and 4th semester  - 金7,金8

  • Practical Studies in Educational Research II (Solving Issues) （2023academic year） 3rd and 4th semester  - 月3,月4

  • Methodologies of Educational Practical Research IIA(Science Education) （2023academic year） Third semester  - 木7,木8

  • Methodologies of Educational Practical Research IIB(Science Education) （2023academic year） Fourth semester  - 木7,木8

  • Special Activities and Integrated Studies Methodology AI （2023academic year） 1st semester  - 月5～6

  • Special Activities and Integrated Studies Methodology AI （2023academic year） 1st semester  - 月5～6

  • Special Activities and Integrated Studies Methodology AI （2023academic year） Third semester  - 月5～6

  • Special Activities and Integrated Studies Methodology AI （2023academic year） Second semester  - 月5～6

  • Special Activities and Integrated Studies Methodology AI （2023academic year） Fourth semester  - 月5～6

  • Special Activities and Integrated Studies Methodology AI （2023academic year） Second semester  - 月5～6

  • Special Activities and Integrated Studies Methodology　BⅠ （2023academic year） Third semester  - 月5～6

  • Special Activities and Integrated Studies Methodology　BⅡ （2023academic year） Fourth semester  - 月5～6

  • Methodology of Special Activities and Integrated Studies ＣⅠ （2023academic year） Third semester  - 月5,月6

  • Methodology of Special Activities and Integrated Studies ＣⅡ （2023academic year） Fourth semester  - 月5,月6

  • Teaching Practice of Analysing Problems at School for Middle School Leaders （2023academic year） 1st-4th semester  - その他

  • Teaching Practice for Inquiry （2023academic year） 3rd and 4th semester  - その他

  • Teaching Practice for Verification （2023academic year） 1st-4th semester  - その他

  • Teaching Practice for Problem Finding （2023academic year） 1st and 2nd semester  - その他

  • Teaching Practice for Problem Solving （2023academic year） Summer concentration  - その他

  • SDGs education I （2023academic year） Third semester  - 金1～2

  • SDGs education Ⅱ （2023academic year） Fourth semester  - 金1～2

  • ESD・ESDGｓ論 （2022academic year） 前期  - その他

  • ESD・ESDGｓ論演習１ （2022academic year） 前期  - その他

  • ESD・ESDGｓ論演習２ （2022academic year） 後期  - その他

  • Secondary Education Science Content Construction Ⅰ （2022academic year） 1st semester  - 火3,火4

  • Secondary Education Science Content Construction Ⅱ （2022academic year） Second semester  - 火1～2

  • Secondary Education Science Content Construction Ⅲ （2022academic year） 3rd and 4th semester  - その他

  • Secondary Education Science Content Construction Ⅳ （2022academic year） 3rd and 4th semester  - その他

  • Secondary Science Education Methodology II (1) （2022academic year） Third semester  - 火7,火8

  • Secondary Science Education Methodology II (2) （2022academic year） Fourth semester  - 火7,火8

  • Secondary Science Education Methodology Development（BasicⅠ） （2022academic year） 1st semester  - 水7～8

  • Secondary Science Education Methodology Development（BasicⅡ） （2022academic year） Second semester  - 水9,水10

  • Secondary Science Education Methodology Development（AdvancedⅠ） （2022academic year） Third semester  - 水7～8

  • Secondary Science Education Methodology Development （AdvancedⅡ） （2022academic year） Fourth semester  - 水7～8

  • Secondary Science Education Methodology （BasicⅠ） （2022academic year） 1st semester  - 火7～8

  • Secondary Science Education Methodology （BasicⅡ） （2022academic year） Second semester  - 火7～8

  • Secondary Science Education Methodology （AdvancedⅠ） （2022academic year） Summer concentration  - その他

  • Secondary Science Education Methodology （AdvancedⅡ） （2022academic year） Summer concentration  - その他

  • Secondary Science Education Methodology I (1) （2022academic year） 1st semester  - 火7～8

  • Secondary Science Education Methodology I (2) （2022academic year） Second semester  - 火7～8

  • Secondary Education Science Lesson Development(BasicⅠ) （2022academic year） 1st semester  - 水1～2

  • Secondary Education Science Lesson Development(BasicⅠ) （2022academic year） 1st semester  - 水7～8

  • Secondary Education Science Lesson Development (BasicⅡ) （2022academic year） Second semester  - 水1～2

  • Secondary Education Science Lesson Development (BasicⅡ) （2022academic year） Second semester  - 水7～8

  • Secondary Education Science Lesson Development(AdvancedⅠ) （2022academic year） Fourth semester  - 木1～2

  • Secondary Education Science Lesson Development(AdvancedⅡ) （2022academic year） Fourth semester  - 木3～4

  • Secondary Education Science Teaching Methodology (BasicⅠ) （2022academic year） 1st semester  - 火7～8

  • Secondary Education Science Teaching Methodology (BasicⅡ) （2022academic year） Second semester  - 火7～8

  • Secondary Education Science Teaching Methodology (AdvancedⅠ) （2022academic year） Third semester  - 火7～8

  • Secondary Education Science Teaching Methodology (AdvancedⅡ) （2022academic year） Fourth semester  - 火7～8

  • Primary Education Science Content Construction （2022academic year） 3rd and 4th semester  - その他

  • Research of Class Making on Elementary School Science (1) （2022academic year） 1st semester  - 月1～2

  • Research of Class Making on Elementary School Science (2) （2022academic year） Second semester  - 月1～2

  • Primary Education Science Lesson Development （2022academic year） Second semester  - 月1～2

  • Primary Education Science Teaching Methodology （2022academic year） 1st semester  - 月1～2

  • Approaches to Education （2022academic year） 1st semester  - 火1～2

  • Theory and Practice of Educational Evaluation B （2022academic year） Fourth semester  - 木5,木6

  • Development of Teaching-materials and Instructional Design A （2022academic year） Third semester  - 水1,水2,水3,水4

  • Development of Teaching-materials and Instructional Design B （2022academic year） Fourth semester  - 金1,金2

  • The theories of the development of teaching-materials and the instructional desi （2022academic year） 1st semester  - 火3,火4

  • The theories of the development of teaching-materials and the instructional desi （2022academic year） Second semester  - 火3,火4

  • Design and Practice of Subject II(Science Education) （2022academic year） Second semester  - 金1,金2

  • Design and Practice of Subject (Science Education) （2022academic year） Second semester  - 金1,金2

  • Seminar in Teaching Profession Practice (Secondary school A) （2022academic year） 1st-4th semester  - 水7,水8

  • Seminar in Teaching Profession Practice (Secondary school) （2022academic year） 1st-4th semester  - 水7～8

  • Practical Studies in Educational Research (Inquiring Issues/Science Education) （2022academic year） 1st-4th semester  - その他

  • Practical Studies in Educational Research(Verifying Proposals/Science Education) （2022academic year） 1st-4th semester  - その他

  • Practical Studies in Educational Research I(Analysing Schools) （2022academic year） 1st and 2nd semester  - 金7,金8

  • Practical Studies in Educational Research I (Searching Issues) （2022academic year） 1st and 2nd semester  - 月3,月4

  • Practical Studies in Educational Research II(Proposing Solutions) （2022academic year） 3rd and 4th semester  - 金7,金8

  • Practical Studies in Educational Research II (Solving Issues) （2022academic year） 3rd and 4th semester  - 月3,月4

  • Methodologies of Educational Practical Research IIA(Science Education) （2022academic year） Third semester  - 木7,木8

  • Methodologies of Educational Practical Research IIB(Science Education) （2022academic year） Fourth semester  - 木7,木8

  • Special Activities and Integrated Studies Methodology AI （2022academic year） 1st semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2022academic year） Third semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2022academic year） 1st semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2022academic year） Second semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2022academic year） Fourth semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2022academic year） Second semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology　BⅠ （2022academic year） Third semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology　BⅡ （2022academic year） Fourth semester  - 月5,月6

  • Methodology of Special Activities and Integrated Studies ＣⅠ （2022academic year） Third semester  - 月5,月6

  • Methodology of Special Activities and Integrated Studies ＣⅡ （2022academic year） Fourth semester  - 月5,月6

  • Studies in Extra-curricular Activities A(1) （2022academic year） 1st semester  - 月5,月6

  • Studies in Extra-curricular Activities A(1) （2022academic year） Third semester  - 月5,月6

  • Studies in Extra-curricular Activities A(1) （2022academic year） 1st semester  - 月5,月6

  • Studies in Extra-curricular Activities A(2) （2022academic year） Second semester  - 月5,月6

  • Studies in Extra-curricular Activities A(2) （2022academic year） Fourth semester  - 月5,月6

  • Studies in Extra-curricular Activities A(2) （2022academic year） Second semester  - 月5,月6

  • Studies in Extra-curricular Activities B(1) （2022academic year） Third semester  - 月5,月6

  • Studies in Extra-curricular Activities B(2) （2022academic year） Fourth semester  - 月5,月6

  • Studies for Life Environment A (2) （2022academic year） Summer concentration  - その他

  • Life Environment Studies Content Teaching （2022academic year） Summer concentration  - その他

  • Teaching Practice of Analysing Problems at School for Middle School Leaders （2022academic year） 1st-4th semester  - その他

  • Teaching Practice for Inquiry （2022academic year） 3rd and 4th semester  - その他

  • Teaching Practice for Verification （2022academic year） 1st-4th semester  - その他

  • Teaching Practice for Problem Finding （2022academic year） 1st and 2nd semester  - その他

  • Teaching Practice for Problem Solving （2022academic year） Summer concentration  - その他

  • ESD・ESDGｓ論 （2021academic year） 特別  - その他

  • ESD・ESDGｓ論演習１ （2021academic year） 特別  - その他

  • ESD・ESDGｓ論演習２ （2021academic year） 特別  - その他

  • Secondary Education Science Content Construction Ⅰ （2021academic year） 1st semester  - 火3,火4

  • Secondary Education Science Content Construction Ⅱ （2021academic year） Second semester  - 火1～2

  • Secondary Education Science Content Construction Ⅲ （2021academic year） 3rd and 4th semester  - その他

  • Secondary Education Science Content Construction Ⅳ （2021academic year） 3rd and 4th semester  - その他

  • Secondary Science Education Methodology II (1) （2021academic year） Third semester  - 火7,火8

  • Secondary Science Education Methodology II (2) （2021academic year） Fourth semester  - 火7,火8

  • Secondary Science Education Methodology IIIA （2021academic year） special  - その他

  • Secondary Science Education Methodology IIIB （2021academic year） special  - その他

  • Secondary Science Education Methodology Development（BasicⅠ） （2021academic year） 1st semester  - 水7～8

  • Secondary Science Education Methodology Development（BasicⅡ） （2021academic year） Second semester  - 水9,水10

  • Secondary Science Education Methodology Development（AdvancedⅠ） （2021academic year） Third semester  - 水7～8

  • Secondary Science Education Methodology Development （AdvancedⅡ） （2021academic year） Fourth semester  - 水7～8

  • Secondary Science Education Methodology Development A (1) （2021academic year） Fourth semester  - 木1～2

  • Secondary Science Education Methodology Development A (2) （2021academic year） Fourth semester  - 木3～4

  • Secondary Science Education Methodology （BasicⅠ） （2021academic year） 1st semester  - 火7～8

  • Secondary Science Education Methodology （BasicⅡ） （2021academic year） Second semester  - 火7～8

  • Secondary Science Education Methodology （AdvancedⅠ） （2021academic year） Summer concentration  - その他

  • Secondary Science Education Methodology （AdvancedⅡ） （2021academic year） Summer concentration  - その他

  • Secondary Science Education Methodology I （2021academic year） 1st and 2nd semester  - 火7～8

  • Secondary Science Education Methodology I (1) （2021academic year） 1st semester  - 火7～8

  • Secondary Science Education Methodology I (2) （2021academic year） Second semester  - 火7～8

  • Secondary Education Science Lesson Development(BasicⅠ) （2021academic year） 1st semester  - 水1～2

  • Secondary Education Science Lesson Development (BasicⅡ) （2021academic year） Second semester  - 水1～2

  • Secondary Education Science Lesson Development(AdvancedⅠ) （2021academic year） Fourth semester  - 木1～2

  • Secondary Education Science Lesson Development(AdvancedⅡ) （2021academic year） Fourth semester  - 木3～4

  • Secondary Education Science Teaching Methodology (BasicⅠ) （2021academic year） 1st semester  - 火7～8

  • Secondary Education Science Teaching Methodology (BasicⅡ) （2021academic year） Second semester  - 火7～8

  • Secondary Education Science Teaching Methodology (AdvancedⅠ) （2021academic year） Third semester  - 火7～8

  • Secondary Education Science Teaching Methodology (AdvancedⅡ) （2021academic year） Fourth semester  - 火7～8

  • Primary Education Science Content Construction （2021academic year） 3rd and 4th semester  - その他

  • Elementary Science Education Methodology Development (1) （2021academic year） Fourth semester  - 木1～2

  • Elementary Science Education Methodology Development (2) （2021academic year） Fourth semester  - 木3～4

  • Lesson Study of Elementary Science （2021academic year） 1st and 2nd semester  - 月1,月2

  • Research of Class Making on Elementary School Science (1) （2021academic year） 1st semester  - 月1～2

  • Research of Class Making on Elementary School Science (2) （2021academic year） Second semester  - 月1～2

  • Primary Education Science Lesson Development （2021academic year） Second semester  - 月1～2

  • Primary Education Science Teaching Methodology （2021academic year） 1st semester  - 月1～2

  • Theory and Practice of Educational Evaluation B （2021academic year） Fourth semester  - 木5,木6

  • Development of Teaching-materials and Instructional Design A （2021academic year） Third semester  - 水1,水2,水3,水4

  • Development of Teaching-materials and Instructional Design B （2021academic year） Fourth semester  - 金1,金2

  • The theories of the development of teaching-materials and the instructional desi （2021academic year） 1st semester  - 火3,火4

  • The theories of the development of teaching-materials and the instructional desi （2021academic year） Second semester  - 火3,火4

  • Design and Practice of Subject II(Science Education) （2021academic year） Second semester  - 金1,金2

  • Design and Practice of Subject (Science Education) （2021academic year） Second semester  - 金1,金2

  • Seminar in Teaching Profession Practice (Secondary school A) （2021academic year） 1st-4th semester  - 水7,水8

  • Practical Studies in Educational Research (Inquiring Issues/Science Education) （2021academic year） 1st-4th semester  - その他

  • Practical Studies in Educational Research(Verifying Proposals/Science Education) （2021academic year） 1st-4th semester  - その他

  • Practical Studies in Educational Research I(Analysing Schools) （2021academic year） 1st and 2nd semester  - 金7,金8

  • Practical Studies in Educational Research I (Searching Issues) （2021academic year） 1st and 2nd semester  - 月3,月4

  • Practical Studies in Educational Research II(Proposing Solutions) （2021academic year） 3rd and 4th semester  - 金7,金8

  • Practical Studies in Educational Research II (Solving Issues) （2021academic year） 3rd and 4th semester  - 月3,月4

  • Methodologies of Educational Practical Research IIA(Science Education) （2021academic year） Third semester  - 木7,木8

  • Methodologies of Educational Practical Research IIB(Science Education) （2021academic year） Fourth semester  - 木7,木8

  • Special Activities and Integrated Studies Methodology AI （2021academic year） 1st semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2021academic year） Third semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2021academic year） 1st semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2021academic year） Second semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2021academic year） Fourth semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2021academic year） Second semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology　BⅠ （2021academic year） Third semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology　BⅡ （2021academic year） Fourth semester  - 月5,月6

  • Methodology of Special Activities and Integrated Studies ＣⅠ （2021academic year） Third semester  - 月5,月6

  • Methodology of Special Activities and Integrated Studies ＣⅡ （2021academic year） Fourth semester  - 月5,月6

  • Studies in Extra-curricular Activities A(1) （2021academic year） 1st semester  - 月5,月6

  • Studies in Extra-curricular Activities A(1) （2021academic year） Third semester  - 月5,月6

  • Studies in Extra-curricular Activities A(1) （2021academic year） 1st semester  - 月5,月6

  • Studies in Extra-curricular Activities A(2) （2021academic year） Second semester  - 月5,月6

  • Studies in Extra-curricular Activities A(2) （2021academic year） Fourth semester  - 月5,月6

  • Studies in Extra-curricular Activities A(2) （2021academic year） Second semester  - 月5,月6

  • Studies in Extra-curricular Activities B(1) （2021academic year） Third semester  - 月5,月6

  • Studies in Extra-curricular Activities B(2) （2021academic year） Fourth semester  - 月5,月6

  • Teaching Practice of Analysing Problems at School for Middle School Leaders （2021academic year） 1st-4th semester  - その他

  • Teaching Practice for Inquiry （2021academic year） 1st-4th semester  - その他

  • Teaching Practice for Verification （2021academic year） 1st-4th semester  - その他

  • Teaching Practice for Problem Finding （2021academic year） 1st and 2nd semester  - その他

  • Teaching Practice for Problem Solving （2021academic year） Summer concentration  - その他

  • Secondary Education Science Content Construction Ⅰ （2020academic year） 1st semester  - 火3,火4

  • Secondary Education Science Content Construction Ⅱ （2020academic year） Second semester  - 火1,火2

  • Secondary Science Education Methodology II (1) （2020academic year） Third semester  - 火7,火8

  • Secondary Science Education Methodology II (2) （2020academic year） Fourth semester  - 火7,火8

  • Secondary Science Education Methodology IIIA （2020academic year） special  - その他

  • Secondary Science Education Methodology IIIB （2020academic year） special  - その他

  • Secondary Science Education Methodology Development A (1) （2020academic year） Fourth semester  - 木1,木2

  • Secondary Science Education Methodology Development A (2) （2020academic year） Fourth semester  - 木3,木4

  • Secondary Science Education Methodology （BasicⅠ） （2020academic year） Summer concentration  - その他

  • Secondary Science Education Methodology （BasicⅡ） （2020academic year） Summer concentration  - その他

  • Secondary Science Education Methodology I (1) （2020academic year） Summer concentration  - その他

  • Secondary Science Education Methodology I (2) （2020academic year） Summer concentration  - その他

  • Secondary Education Science Teaching Methodology (BasicⅠ) （2020academic year） Summer concentration  - その他

  • Secondary Education Science Teaching Methodology (BasicⅡ) （2020academic year） Summer concentration  - その他

  • Secondary Education Science Teaching Methodology (AdvancedⅠ) （2020academic year） Third semester  - 火7,火8

  • Secondary Education Science Teaching Methodology (AdvancedⅡ) （2020academic year） Fourth semester  - 火7,火8

  • Elementary Science Education Methodology Development （2020academic year） Fourth semester  - 火1～4

  • Elementary Science Education Methodology Development (1) （2020academic year） Fourth semester  - 火1,火2

  • Elementary Science Education Methodology Development (2) （2020academic year） Fourth semester  - 火3,火4

  • Lesson Study of Elementary Science （2020academic year） 1st and 2nd semester  - 月1,月2

  • Research of Class Making on Elementary School Science (1) （2020academic year） 1st semester  - 月1,月2

  • Research of Class Making on Elementary School Science (2) （2020academic year） special  - その他

  • Research of Class Making on Elementary School Science (2) （2020academic year） Second semester  - 月1,月2

  • Primary Education Science Lesson Development （2020academic year） Second semester  - 月1,月2

  • Primary Education Science Teaching Methodology （2020academic year） 1st semester  - 月1,月2

  • Approaches to Education （2020academic year） 1st semester  - 火1,火2

  • Theory and Practice of Educational Evaluation B （2020academic year） Fourth semester  - 木5,木6

  • Development of Teaching-materials and Instructional Design A （2020academic year） Third semester  - 水1,水2,水3,水4

  • Development of Teaching-materials and Instructional Design B （2020academic year） Fourth semester  - 金1,金2

  • The theories of the development of teaching-materials and the instructional desi （2020academic year） 1st semester  - 火3,火4

  • The theories of the development of teaching-materials and the instructional desi （2020academic year） Second semester  - 火3,火4

  • Design and Practice of Subject II(Science Education) （2020academic year） Second semester  - 金1,金2

  • Design and Practice of Subject (Science Education) （2020academic year） Second semester  - 金1,金2

  • Seminar in Teaching Profession Practice (Secondary school A) （2020academic year） 1st-4th semester  - 水7,水8

  • Practical Studies in Educational Research (Inquiring Issues/Science Education) （2020academic year） 1st-4th semester  - その他

  • Practical Studies in Educational Research(Verifying Proposals/Science Education) （2020academic year） 1st-4th semester  - その他

  • Practical Studies in Educational Research I(Analysing Schools) （2020academic year） 1st and 2nd semester  - 金7,金8

  • Practical Studies in Educational Research I (Searching Issues) （2020academic year） 1st and 2nd semester  - 月3,月4

  • Practical Studies in Educational Research II(Proposing Solutions) （2020academic year） 3rd and 4th semester  - 金7,金8

  • Practical Studies in Educational Research II (Solving Issues) （2020academic year） 3rd and 4th semester  - 月3,月4

  • Methodologies of Educational Practical Research IIA(Science Education) （2020academic year） Third semester  - 木7,木8

  • Methodologies of Educational Practical Research IIB(Science Education) （2020academic year） Fourth semester  - 木7,木8

  • Special Activities and Integrated Studies Methodology AI （2020academic year） 1st semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2020academic year） Third semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2020academic year） 1st semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2020academic year） Second semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2020academic year） Fourth semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology AI （2020academic year） Second semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology　BⅠ （2020academic year） Third semester  - 月5,月6

  • Special Activities and Integrated Studies Methodology　BⅡ （2020academic year） Fourth semester  - 月5,月6

  • Methodology of Special Activities and Integrated Studies ＣⅠ （2020academic year） Third semester  - 月5,月6

  • Methodology of Special Activities and Integrated Studies ＣⅡ （2020academic year） Fourth semester  - 月5,月6

  • Studies in Extra-curricular Activities （2020academic year） 1st and 2nd semester  - 月5,月6

  • Studies in Extra-curricular Activities A(1) （2020academic year） 1st semester  - 月5,月6

  • Studies in Extra-curricular Activities A(1) （2020academic year） Third semester  - 月5,月6

  • Studies in Extra-curricular Activities A(1) （2020academic year） 1st semester  - 月5,月6

  • Studies in Extra-curricular Activities A(2) （2020academic year） Second semester  - 月5,月6

  • Studies in Extra-curricular Activities A(2) （2020academic year） Second semester  - 月5,月6

  • Studies in Extra-curricular Activities A(2) （2020academic year） Fourth semester  - 月5,月6

  • Studies in Extra-curricular Activities B(1) （2020academic year） Third semester  - 月5,月6

  • Studies in Extra-curricular Activities B(2) （2020academic year） Fourth semester  - 月5,月6

  • Teaching Practice of Analysing Problems at School for Middle School Leaders （2020academic year） 1st-4th semester  - その他

  • Teaching Practice for Inquiry （2020academic year） 1st-4th semester  - その他

  • Teaching Practice for Verification （2020academic year） 1st-4th semester  - その他

  • Teaching Practice for Problem Finding （2020academic year） 1st and 2nd semester  - その他

  • Teaching Practice for Problem Solving （2020academic year） 3rd and 4th semester  - その他

▼display all

 

Social Activities

  • JICA 課題別研修 中南米諸国 初中等教育課程における算数・数学教育の質の向上

    Role(s)：Lecturer,　Planner

    2022.11

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  • JICA 課題別研修 中南米諸国 中等教育課程における算数・数学教育の質の向上

    Role(s)：Lecturer,　Planner

    2019 - 2021

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  • JICA 課題別研修 中南米諸国 中等教育課程における数学教育の質の向上

    Role(s)：Lecturer,　Planner

    2016 - 2018

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  • JICA 国別研修 セネガル 初等教育算数能力向上に資する効果的取り組み

    Role(s)：Lecturer,　Planner

    2016 - 2017

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  • JICA 国別研修 セネガル 授業研究

    Role(s)：Lecturer,　Planner

    2012 - 2014

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    Type：Other

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Media Coverage

  • ESD教育者育成へ SDGs国際会議開幕 岡山 Newspaper, magazine

    山陽新聞  全県版  2019.11

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Academic Activities

  • 日本教育実践学会 第27回研究大会

    Role(s)：Planning, management, etc.

    大会実行委員長  2024.10.26 - 2024.10.27

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    Type：Academic society, research group, etc. 

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  • 一般社団法人 日本理科教育学会 第70回全国大会

    Role(s)：Planning, management, etc.

    大会実行委員長  2020.8.22 - 2020.8.23

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  • 2019 Global Conference on Teacher Education for Education for Sustainable Development

    Role(s)：Planning, management, etc.

    事務局長  2019.11.22 - 2019.11.25

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    Type：Academic society, research group, etc. 

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