{"title":"What Kind of Research Is Needed to Make a Large-scale Test Useful for Society? A Review of Recent Studies","authors":"Haruhiko Mitsunaga","doi":"10.5926/arepj.59.116","DOIUrl":"https://doi.org/10.5926/arepj.59.116","url":null,"abstract":"In this article, research related to educational measurement, evaluation, and research methods is reviewed. A majority of the articles were published from July 2018 through June 2019 . In this paper, the relationship between the focus of these studies and the key concepts of improvement for developing a large-scale testing system, such as the university entrance examination, are illustrated. Recently the reformation of the Japanese university entrance examination system was forced to suspend. Thus, the findings of this article should be taken into account when discussing the new system for the university entrance examination from the viewpoint of psychological scale construction, methodological study of psychometrics, and feasibility of the test system, as well as the enhancement of the study environment of psychometrics and analytical methods.","PeriodicalId":162011,"journal":{"name":"The Annual report of educational psychology in Japan","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130074664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hiroki Yamamoto, Tatsushi Fukaya, M. Takagaki, Futoshi Hiruma, M. Onose
{"title":"Has Educational Psychology Contributed to Explanatory Practices? Current Status and Problems From the Perspective of Studies on Explanations","authors":"Hiroki Yamamoto, Tatsushi Fukaya, M. Takagaki, Futoshi Hiruma, M. Onose","doi":"10.5926/arepj.59.209","DOIUrl":"https://doi.org/10.5926/arepj.59.209","url":null,"abstract":"The curriculum guidelines to be implemented from fiscal 2020 aim at \"proactive, interactive, and deep learning.\" Explanatory practices of teachers and/or among students are expected to achieve this goal. \"Explaining\" are language activities consisting of both explainers' describing an issue and recipients' becoming plain. However, in some classes, the explainers describe an issue one-sidedly, so the recipients themselves fail to understand it. And, in other classes, there are misunderstandings about characteristics and structures of \"explanations as language activities,\" which is a serious problem. Alternatively, people sometimes wrongly think that presenting explanations only could lead to deep learning. Explanatory activities include difficult problems in epistemology that are relevant to \"making it plain\" to the recipients. In this respect, it is useful to examine the contributions made by educational psychology because explanatory practices to achieve deep learning in students are developed based on the findings of educational psychology. This article reviews how researchers have managed difficult tasks related to the original meaning of \"explanation\" and discusses the contributions made to explanatory practices by educational psychology. The main issues are as follows: (1) are explainers (teachers and/or students) able to recognize insufficient comprehension of the recipients; (2) are explainers able to improve the recipients' insufficient comprehension; and (3) have explanatory skills been developed for recognizing and improving the insufficient comprehension of recipients?","PeriodicalId":162011,"journal":{"name":"The Annual report of educational psychology in Japan","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115505624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"International Comparison of School Psychology:","authors":"Junko Iida","doi":"10.5926/arepj.59.128","DOIUrl":"https://doi.org/10.5926/arepj.59.128","url":null,"abstract":"","PeriodicalId":162011,"journal":{"name":"The Annual report of educational psychology in Japan","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134463937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Shigemasu, Nobuko Uchida, Kuniyoshi Sakai, Makiko Nakamuro
{"title":"Merits and Demerits of Early Education","authors":"K. Shigemasu, Nobuko Uchida, Kuniyoshi Sakai, Makiko Nakamuro","doi":"10.5926/arepj.59.253","DOIUrl":"https://doi.org/10.5926/arepj.59.253","url":null,"abstract":"繁桝算男 ヴィクトリア朝時代の英国を代表する作家,George Elliott (筆名は男だが,実は女性)の言葉に,\"It is never too late to be what you might have been.”という言がある。 心理学的に自己実現ともつながるし,やる気を高める 良い言葉である。 本シンポジウムの企画者(繁桝)が,一般教養の心理 学を教えるとき,好んで参照したのが,『早教育と天 才』(木村久一, 1977,初版は 1917 年)という古い本である。 この本のかなりの部分が,カール・ヴィッテの教育の 紹介に割かれている。カール・ヴィッテは著名な国際 法学者のようであるが,早期教育で彼が取り上げられ るのは,彼の父がカール・ヴィッテの教育について長 い著作を残したからである。この父親の書はかなりの 影響力を持ったらしく,たとえば,ノーバート・ ウィーナーの父は,彼の本を読んで,子どもを教育し たことなどで世間にも知られるようになった。カー ル・ヴィッテの教育論は,彼自身の言葉でいえば,「十 人並みの子供なら,適当にさえ教育すれば必ず非凡な 人になる」ということで要約できる。先述の木村久一 氏の書からの孫引きではあるが,より具体的にその教 育の段取りのいくつかを紹介する。(1)順序を追う。 順序を間違えてはならない。たとえば,最初に教える べきは言葉である,(2)子どもが興味を示せば,その 時教え始める,(3)まやかしの説明を避け合理的に説 明する,(4)自然に親しませるなどである。このよう なことを実際に実行するのは大変な苦労がいるように 思う。カール・ヴィッテの父親自身は,教会の牧師の 準備委員会企画シンポジウム 3","PeriodicalId":162011,"journal":{"name":"The Annual report of educational psychology in Japan","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132073105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}