Updated on 2023/02/05

写真a

 
TOSA Sachiko
 
Organization
Academic Assembly Institute of Humanities and Social Sciences KYOIKUGAKU KEIRETU Professor
Faculty of Education Mathematical and Natural Sciences Professor
Title
Professor
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Degree

  • Ed.D. ( 2009.5   University of Massachusetts, Lowell )

  • Ph. D. ( 1986.2   University of Rochester )

  • 理学修士 (Master of Arts) ( 1982.2   ロチェスター大学 (University of Rochester) )

  • 理学士 ( 1980.3   東京都立大学 )

Research Interests

  • Lesson study

  • International comparison of science lessons

  • Use of technology in science lessons

  • Active learning in college/high-school physics

Research Areas

  • Humanities & Social Sciences / Educational technology  / Active Learning in Science Education

  • Humanities & Social Sciences / Educational technology  / Use of Technology in Science Education

  • Humanities & Social Sciences / Educational technology  / Physics Education Research

  • Humanities & Social Sciences / Science education  / International Comparative Study of Science Lessons

Research History (researchmap)

  • Niigata University   Faculty of Education   Professor

    2013.8

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  • Wright State University   Department of Physics   Associate Professor

    2009.9 - 2013.7

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  • University of Massachusetts Lowell   Department of Physics   Adjunct Faculty

    2009.1 - 2009.5

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  • Museum of Science, Boston   Courses Department   Instructor

    1995.8 - 2009.6

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  • Japanese Language School of Greater Boston   Middle and High School   Teacher

    1994.10 - 2009.6

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  • University of Rochester   Department of Physics and Astronomy   Postdoctoral Research Associate

    1986.2 - 1986.8

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Research History

  • Niigata University   Faculty of Education Mathematical and Natural Sciences   Professor

    2013.8

Education

  • University of Massachusetts Lowell   Graduate School of Education   Program of Mathematics and Science Education

    2005.1 - 2009.5

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  • University of Rochester   Department of Physics and Astronomy

    1980.9 - 1986.2

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  • Tokyo Metropolitan University   Faculty of Science   Physics

    1976.4 - 1980.3

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Professional Memberships

  • American Association of Physics Teachers

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  • American Educational Research Association

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  • JAPAN SOCIETY FOR SCIENCE EDUCATION

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  • SOCIETY OF JAPAN SCIENCE TEACHING

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  • THE PHYSICS EDUCATION SOCIETY OF JAPAN

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  • THE PHYSICAL SOCIETY OF JAPAN

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Committee Memberships

  • The Physical Society of Japan   Representative  

    2021.3   

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    Committee type:Academic society

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  • Japan Society for Science Education   Chair, International Exchange Committee  

    2020.8   

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    Committee type:Academic society

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  • Research Center for Science Systems, Japan Society for the Promotion of Science   Program Officer  

    2020.4   

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  • 新潟大学附属学校部   統括長(実践研究活性化担当)  

    2019.4 - 2022.1   

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    Committee type:Other

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  • Japan-U.S. Teacher Education Consortium (JUSTEC)   Governing Board Member  

    2018.9   

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    Committee type:Academic society

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  • Junior High School Attached to Niigata University   Principal  

    2016.4 - 2019.3   

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    Committee type:Other

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  • Hokuriku Branch, Society of Japan Science Teaching   Council  

    2014.8   

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    Committee type:Academic society

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  • スーパーサイエンスハイスクール(新潟県立長岡高校)   運営指導委員  

    2013.4   

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    Committee type:Other

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Papers

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Books

  • ライト兄弟はなぜ飛べたのか―紙飛行機で知る成功のひみつ (やさしい科学)

    土佐 幸子( Role: Sole author)

    さえら書房  2005.4  ( ISBN:9784378038964

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    Total pages:63  

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  • クォークの魔法使い : 素粒子物理のワンダーランド

    Gilmore Robert, 土佐 幸子, 江沢 洋

    培風館  2002  ( ISBN:4563022616

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    Language:Japanese

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  • シュレーディンガー : その生涯と思想

    Moore Walter John, 小林 澈郎, 土佐 幸子

    培風館  1995  ( ISBN:4563022209

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    Language:Japanese

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  • 電磁気学 : 新しい視点にたって 1

    Barger V. (Verno, Olsson Martin G, 土佐 幸子, 小林 澈郎

    培風館  1991  ( ISBN:4563022020

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    Language:Japanese

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  • 電磁気学 : 新しい視点にたって 2

    Barger V. (Verno, Olsson Martin G, 土佐 幸子, 小林 澈郎

    培風館  ( ISBN:4563022039

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    Language:Japanese

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MISC

  • How Does Modeling Promote Student Conceptual Understanding? : Through the Unit of “Exploring Light” in the 3rd Grade Elementary Science

    TOSA, Sachiko, MORI, Yuto, KATO, Satoshi

    14 ( 1 )   115 - 127   2021.10

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    Authorship:Lead author, Corresponding author   Language:Japanese  

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  • How Can Students Generate Scientific Questions Actively? : Finding the Process Through Observations of Science Lessons in a Middle School

    TOSA, Sachiko, YAMATANI, Tadahiro

    14 ( 1 )   129 - 136   2021.10

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  • Research on the Development of Elementary Science Lessons that Promote Students? Deep Understanding of the Scientific Concepts through the Use of "Resources" in the Textbooks

    TOSA, Sachiko, HOSHI, Arisa, TAKANO, Kazuaki

    13 ( 2 )   343 - 350   2021.3

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    Authorship:Lead author, Corresponding author   Language:Japanese  

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  • How Effectively Can We Incorporate "Making Things" into Science Learning in Elementary-School Lessons?

    TOSA, Sachiko, MINAMI, Akihiro, KATO, Satoshi

    13 ( 2 )   331 - 32   2021.3

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    Authorship:Lead author, Corresponding author   Language:Japanese  

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  • Instructional Strategies that Help Students Generate Why Questions in Their Inquiry Processes Invited

    SAKAI, Hiroki, SAITO, Hironori, TOSA, Sachiko

    70 ( 822 )   29 - 31   2021.1

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    Authorship:Corresponding author   Language:Japanese   Publishing type:Article, review, commentary, editorial, etc. (scientific journal)  

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  • Development of Middle-School Science Lessons that Promote Student Attitudes toward Sustainable Society

    TOSA, Sachiko, SATO, Takahiro

    13 ( 1 )   117 - 131   2020.10

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    Authorship:Lead author, Corresponding author   Language:Japanese  

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  • Effectiveness of the Particle Model and the Use of Technology in Elementary Science Learning : In the Unit of Water Solubility

    TOSA, Sachiko, NOJIMA, Yusaku, HIRONO, Tatsuya

    13 ( 1 )   90 - 115   2020.10

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    Authorship:Lead author, Corresponding author   Language:Japanese  

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  • Identifying the Elements that Promote Students’ Deep Approach to Learning in Middle-School Science Lessons Ⅱ: In the Unit of Electric Current and its Usage

    TOSA, Sachiko, YAMAMOTO, Nobuhisa, YAMAGIWA, Mitsugu

    12 ( 2 )   231 - 241   2020.3

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    Authorship:Lead author, Corresponding author   Language:Japanese  

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  • Characteristics of Middle-School Students’ Misconceptions about Mass:Based on the Comparison with College Students’ Misconceptions

    TOSA, Sachiko, SHIMAKAGE, Tatsuki

    12 ( 2 )   21 - 40   2020.3

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    Authorship:Lead author, Corresponding author   Language:Japanese  

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  • Risk Deduction as the Self-Motivated Action in Middle-School Science : Through the Perspective of Legitimate Peripheral Participation Theory

    NANBA, Aoki, TOSA, Sachiko

    12 ( 1 )   11 - 20   2019.10

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    Authorship:Corresponding author   Language:Japanese  

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  • Identifying the Elements that Promote Students' Deep Approach to Learning in Middle-School Lessons: Through theUse of the Daniel Cell

    TOSA, Sachiko, YAMAMOTO, Nobuhisa, UEHARA, Mai, KONAKAWA, Erisa

    12 ( 1 )   85 - 94   2019.10

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  • Development and Implementations of the Instructional Strategies that Help Student Understanding of Scientific Concepts in Electricity and Magnetism : Through the Use of Students' Five Senses

    Nakazato Kazuko, Tosa Sachiko

    新潟大学教育学部研究紀要 自然科学編   11 ( 1 )   17 - 35   2018.10

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    Language:Japanese   Publisher:新潟大学教育学部  

    It is often the case that middle-school students have difficulties in understanding concepts in electricity and magnetism in science lessons. Especially in Okinawa where students are facing serious problems of having low scores in the national assessment tests, the percentage of students who have difficulties in the electricity and magnetism unit of the science curriculum is high and instructional strategies to overcome the difficulties are very much needed. In this study, instructional strategies that help student understand scientific concepts in electricity and magnetism (E&M) were developed and implemented in middle-school science. The background of the teaching of the E&M area was explored first using the government-issued documents and textbooks. Analyses of middle-school science lessons followed to reveal the types of questions that are effective for student understanding of scientific concepts. Based on these findings and the constructivism framework, an 8th grade mock lesson in electricity was developed and implemented (N=9). The results indicate the effectiveness of a ) the multi-perspective for developing a science lesson, b) questions at the comprehensive level of Bloom's taxonomy, and 3) the material developed for this lesson to help students feel the electricity by using their fingers immersed in water. Further implications of the effectiveness of the use of senses in science teaching are discussed.

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  • Effectiveness of the Use of the Conflict Map in Science Lessons : In the case of the misconceptions about leverage

    Tosa Sachiko, Uchida Yuto

    新潟大学教育学部研究紀要 自然科学編   11 ( 1 )   1 - 15   2018.10

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    Language:Japanese   Publisher:新潟大学教育学部  

    In this study, misconceptions about leverage were revealed though the use of a questionnaire for the college students enrolled in the Science Methods class at a university (N=105). The questionnaire includes a question about the balance of a stiff piece of wire hang by string in the middle and bent on one side. Through the analysis of the survey responses, this study identified three types of misconceptions about leverage, namely, a) judgment by the appearance, b) forces other than gravity work, and c) the wire balances when the weight on both sides equal. Based on these findings, a lesson plan was developed using the idea of a conflict map by Tsai. The use of the conflict map helped the researchers to develop a lesson to help students change their misconceptions into correct understanding of the principles of leverage through a step-wise manner. A mock lesson about leverage was implemented to the group of college students who are prospective teachers of science in elementary and middle-school science (N=7). The analysis of the surveys administered before and after the lesson showed that student misconceptions about leverage were changed into correct understanding. Limitations and extensions of the study were further discussed.

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  • Research on Curriculum Development for Promoting Integrated Learning : An example of a social studies curriculum in a middle school

    Kishi Takashi, Tosa Sachiko

    新潟大学教育学部研究紀要 人文・社会科学編   10 ( 2 )   551 - 560   2018.3

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    Language:Japanese   Publisher:新潟大学教育学部  

    In the rapidly changing modern society, citizens who are able to integrate various aspects and find the best solution under the given circumstance are very much needed. This study aims to develop a curriculum for promoting student integrated learning in middle school social studies. A 7th grade unit in world geography was developed and implemented to promote student critical thinking abilities. Data suggest that strategies to help students ask critical questions such as question starters and fish-bone diagrams actually help them look at the problem more critically from different perspectives. Extensions of the study for strengthening student argument by including the evidence for their logic are discussed.

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  • How Does the Use of Technology Support Students' Understanding of Scientific Concepts in Middle-School Science Lessons?

    Tosa Sachiko, Suenaga Masanori, Hashida Yuki

    新潟大学教育学部研究紀要 人文・社会科学編   10 ( 2 )   561 - 568   2018.3

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    Language:Japanese   Publisher:新潟大学教育学部  

    The use of technology in science education is known to enhance student learning. However, in Japan, the effectiveness of using sensors and data-loggers was not very much explored. This study examines how the use of temperature sensors and data–loggers enhances student conceptual understanding of super cooling phenomena of water. A science lesson was developed and implemented in a 7^<th> grade class (N=40). Students' work sheets and reflection sheets were collected as data. The analysis of data shows that the real-time measurement of the water temperature and the automatic graphing capability of the data-logger help students grasp the phenomena on site. The situation helps student undergo a conceptual change. Moreover, more group discussion happened and the level of student interest was high during the lesson. Extensions of the research such as to include a long-term effect of the use of technology were discussed.

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  • Effectiveness of the Context-Based Science Lessons in Elementary School

    Tosa Sachiko, Daikoku Yoshino

    新潟大学教育学部研究紀要 人文・社会科学編   10 ( 1 )   299 - 308   2017.10

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    Language:Japanese   Publisher:新潟大学教育学部  

    In this study, the effectiveness of the context-based approach in elementary science lessons was explored. In order to reveal the characteristics of Japanese elementary science lessons in terms of the use of the context-based approach, Japanese lessons (N=12) were compared with American lessons (N=10). It was found that the degree to which context-based approach is incorporated in elementary science lessons is smaller in Japan than in USA. Also, it was found that Japanese lessons tend to incorporate connections to everyday life only at the beginning of the lesson. Based on these findings, we developed a science lesson that incorporates story-based context throughout the lesson, and implemented it for a group of perspective science teachers (N=11). Through the results of a survey and interview, three important points to make the context-based approach effective were identified: 1) use of story-based context, 2) use of teaching materials that show the real image, and 3) importance of the clear experimental results performed during the lesson. A discussion to connect the findings to active learning follows.

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  • Hidden Features of Japanese Science Lessons that Were Revealed through Lesson Analysis in Elementary and Middle Schools

    Tosa Sachiko, Tanaka Hideyuki, Ohta Kiyohisa

    新潟大学教育学部研究紀要 人文・社会科学編   10 ( 1 )   291 - 297   2017.10

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  • An Analysis of the Misconceptions about Shape Dependence of Buoyancy

    Tosa Sachiko, Tazawa Mimari, Matsuda Koto

    新潟大学教育学部研究紀要 自然科学編   9 ( 2 )   83 - 90   2017.3

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    In this study, misconceptions about shape dependence of buoyancy were revealed though the useof a questionnaire for the participants of two science classes (children N=45, adults N=49) and forcollege students enrolled in the Science Methods class (N=72). The results indicate that only 16% ofthe participants understand that buoyancy depends not on the shape but on the volume of the object.Also, 40% of the participants think that broad objects have more buoyancy because of the large bottomarea. A lesson was developed and implemented for the participants to change their misconceptions.The percentage of the participants who hold the correct understanding about the shape dependenceof buoyancy increased. However, the percentage stays only at the 50% level for children. Need fordeveloping more effective instructional strategies, including connections to real-world experiences suchas swimming, is discussed and advocated.

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  • 大学物理の初年次学習における困難―多視点からの調査結果を用いて要因を探る―

    土佐幸子, 岸本功

    新潟大学教育学部研究紀要 自然科学編(Web)   8 ( 1 )   21‐28 (WEB ONLY) - 28   2015.10

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  • A06 子どもの浮力に関する概念構造の調査研究 : 船の形と体積に関連づけて

    田澤 美麻梨, 土佐 幸子

    日本理科教育学会北陸支部大会発表要旨集   2015   10 - 10   2015

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    Language:Japanese   Publisher:日本理科教育学会北陸支部  

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  • A07 日本の理科授業の潜在的な特徴の解明 : 子どもの言葉の活用と思考負荷の関係に着目して

    田中 秀志, 土佐 幸子

    日本理科教育学会北陸支部大会発表要旨集   2015   11 - 11   2015

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  • A08 電磁気分野における生徒の概念理解を促す指導法の開発研究 : 五感を伴った手法に着目して

    仲里 和子, 土佐 幸子

    日本理科教育学会北陸支部大会発表要旨集   2015   12 - 12   2015

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    Language:Japanese   Publisher:日本理科教育学会北陸支部  

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  • Impact of a Professional Development Program Using Data-Loggers on US and Japanese Science Teachers : Focusing on Attitudes towards Inquiry-Based Teaching

    Tosa Sachiko

    新潟大学教育学部研究紀要. 人文・社会科学編   7 ( 1 )   171 - 184   2014

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  • みんなでわかる素粒子入門 (特集 素粒子入門)

    土佐 幸子

    Rikatan   5 ( 11 )   4 - 9   2011.11

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    Language:Japanese   Publisher:文一総合出版  

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  • 高い塔を作ろう (特集 遊べる理科の自由研究(前編))

    土佐 幸子

    Rikatan   5 ( 7 )   20 - 22   2011.7

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  • シュレーディンガー方程式をどのように出してくるか--学部生向け教科書に見る日米物理教育の相違点 (特集 シュレーディンガー--拡げた波紋の衝撃と足跡を追う)

    土佐 幸子

    数理科学   47 ( 9 )   60 - 62   2009.9

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    Language:Japanese   Publisher:サイエンス社  

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  • 風船で調べるプラス電気とマイナス電気 (特集 静電気の実験で遊ぼう)

    土佐 幸子

    Rikatan   1 ( 8 )   8 - 11,図巻頭1p   2007.11

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    Language:Japanese   Publisher:星の環会  

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  • 飛ぶっていったいどういうこと? : 紙飛行機でライト兄弟飛行成功のひみつを探る (特集 紙で「飛ぶ」もの作りをしよう!)

    土佐 幸子

    Rikatan = リカタン : 理科の探検   1 ( 6 )   4 - 7   2007.9

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Presentations

  • Effectiveness of Context-Based Teaching in High-School Chemistry Lessons

    FUJITA, Kento, TOSA, Sachiko

    2021.10 

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    Event date: 2021.10

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:online   Country:Japan  

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  • Online Lesson Study that Promotes Improvement of College Physics Lessons

    Tosa, Sachiko, ITOH, Katsumi, UEMATSU, Haruko, UMEDA, Takashi, KISHIMOTO, Isao, KOBAYASHI, Akizo, TANIGUCHI. Kazunari, NAKANO, Hiroaki NAKAMURA, Taku, YAMADA, Yoshihide

    2021.9 

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    Event date: 2021.9

    Language:Japanese   Presentation type:Oral presentation (general)  

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  • Improving High-School Science Lessons Through the Use of Japanese Version of RTOP

    TOSA, Sachiko, ISHII, Kyoko, RYU, Junpei, GOTO, Kenishi

    2021.9 

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    Event date: 2021.9

    Language:Japanese   Presentation type:Oral presentation (general)  

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  • Effectiveness and Risks of the Use of Modeling in Elementary Science Education

    Tosa, Sachiko, MORI, Yuto, KATO, Satoshi

    2021.8 

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    Event date: 2021.8

    Language:Japanese   Presentation type:Oral presentation (general)  

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  • Characteristics of Children's Thinking that is Revealed Through Drawings

    TOSA, Sachiko

    2021.8 

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    Event date: 2021.8

    Language:Japanese   Presentation type:Oral presentation (general)  

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  • Effectiveness of Action Research and RTOP for Improving Physics Lessons International conference

    Sachiko Tosa

    2021 AAPT Virtual Summer Meeting  2021.7  American Association of Physics Teachers (AAPT)

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    Event date: 2021.7 - 2021.8

    Language:English   Presentation type:Oral presentation (general)  

    Venue:online  

    High-school teaching in Japan is traditionally known as teacher-driven. To improve the situation, the new Course of Study for high schools, which will be fully implemented in 2022, emphasizes the importance of active learning and inquiry. This study examines the effectiveness of the use of action research and RTOP (Reformed Teaching Observation Protocol) for improving high-school physics lessons in Japan. Three action research sessions were conducted for a particular Basic Physics class in two months. The results indicate that the RTOP scores improved dramatically as action research progressed, especially in the areas of teacher’s procedural knowledge and student-student interactions. The teacher’s attitudes towards active learning and collaboration also showed an improvement. Discussions on the difficulties of helping teachers have student-centered views in physics teaching will be included in the presentation.

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  • Promoting Active Learning in College Physics in Japan through Lesson Study International conference

    Sachiko Tosa

    31st JUSTEC Virtual Conference  2021.5  Japan-U.S. Teacher Education Consortium (JUETEC)

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    Event date: 2021.5

    Language:English   Presentation type:Oral presentation (general)  

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  • Comparison Between the Flipped and Non-Flipped Classroom Approaches in a Statistical Mechanics Course

    ONO, Yoshiaki, GOTO, Yasushi, TOSA, Sachiko

    2021.3 

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    Event date: 2021.3

    Language:Japanese   Presentation type:Oral presentation (general)  

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  • High-School Physics Lesson Reform Through Action Research and the Use of RTOP

    TOSA, Sachiko, ISHII, Kyoko, RYU, Junpei, GOTO, Kenichi

    2021.3 

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    Event date: 2021.3

    Language:Japanese   Presentation type:Oral presentation (general)  

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  • Promoting Active-Learning in High-School Physics Lessons through Action Research International conference

    Sachiko Tosa

    WALS 2020 International Conference  2020.12  World Association of Lesson Studies (WALS)

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    Event date: 2020.12

    Language:English   Presentation type:Oral presentation (general)  

    Venue:online  

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  • How do Critical Thinking Abilities Help Students Conduct Inquiry Activities?

    TAMURA, Yuto, TOSA, Sachiko

    2020.11 

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    Event date: 2020.11

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:online   Country:Japan  

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  • Implementation of Science Lessons that Promote Student Understanding Through Collaborative Learning

    WATANABE, Hibiki, TOSA, Sachiko

    2020.11 

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    Event date: 2020.11

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:online   Country:Japan  

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  • Development of Elementary Science Lessons that Incorporate the Merits of Learning in Science Museums

    CHIDA, Eito, TOSA, Sachiko

    2020.11 

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    Event date: 2020.11

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:online   Country:Japan  

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  • Can We Promote Children's Essential Understanding Through the Use of Modeling?

    MORI, Yuto, TOSA, Sachiko

    2020.11 

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    Event date: 2020.11

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:online  

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  • Development of Middle-School Science Lessons that Promote Students' Active Generation of Scientific Questions

    YAMATANI. Tadahiro, TOSA, Sachiko

    2020.11 

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    Event date: 2020.11

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:online   Country:Japan  

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  • Observation Protocol that Measures Active Learning in High-School Physics Lessons

    TOSA, Sachiko, ISHII, Kyoko, RYU, Junpei, GOTO, Kenichi

    2020.9 

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    Event date: 2020.9

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:online   Country:Japan  

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  • Implementation of Flipped Classroom in Mechanics and Statistical Mechanics Classes: Part 3

    ONO, Yoshiaki, Goto, Yasushi, TOSA, Sachiko

    2020.9 

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    Event date: 2020.9

    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:online   Country:Japan  

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  • Development of Middle-School Science Lessons that Promote Attitudes Towards Sustainable Society

    TOSA, Sachiko, SATO, Takahiro

    2020.8 

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    Event date: 2020.8

    Language:Japanese  

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  • Effectiveness of the Use of Particle Model and Technology in Elementary Science Education

    TOSA, Sachiko, NOJIMA, Yusaku, HURONO, Tatsuya

    2020.8 

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    Event date: 2020.8

    Language:Japanese  

    Country:Japan  

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  • Improving High-School Physics Lessons through Action Research International conference

    Sachiko Tosa

    American Association of Physics Teachers (AAPT) Virtual Summer Meeting  2020.7  American Association of Physics Teachers (AAPT)

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    Event date: 2020.7

    Language:English   Presentation type:Oral presentation (general)  

    Venue:online  

    The use of active-learning instructional strategies in high schools is strongly emphasized in the new Course of Study in Japan. However, in the actual classroom, one-way didactic teaching is more common. This study focuses on a high-school physics teacher and examines how his beliefs and teaching change through action research. The change of his teaching from the teacher-driven way before the treatment to more student-centered way after the treatment was shown by the use of S-T graphs and co-occurrence network diagrams of the observation data. It was interesting to notice that the teacher does not recognize the change in spite of the obvious change in his teaching style. Further discussions on the effects of action research for promoting active learning in high-school physics will be included in the presentation.

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  • Research on the Development of Middle-School Science Lessons that Promote Attitudes Towards Sustainable Society

    SATO, Takahiro, TOSA, Sachiko

    2019.11 

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    Language:Japanese   Presentation type:Oral presentation (general)  

    Country:Japan  

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  • Research on Particle Model in Elementary Science

    NOJIMA, Yusaku, TOSA, Sachiko

    2019.11 

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    Language:Japanese   Presentation type:Oral presentation (general)  

    Country:Japan  

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  • Proposing a Science Lesson in Which Inquiry Process and Making Things Process are Included Interchangeably

    MINAMI, Akihiro, TOSA, Sachiko

    2019.11 

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    Language:Japanese   Presentation type:Oral presentation (general)  

    Country:Japan  

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  • How Did Children Reach to That Thinking?

    SEKIGUCHI, Eiko, TOSA, Sachiko

    2019.11 

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    Language:Japanese   Presentation type:Oral presentation (general)  

    Country:Japan  

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  • A Lesson Structure that Promotes Students' Deep Understanding in Elementary Science

    HOSHI, Arisa, TOSA, Sachiko

    2019.11 

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    Language:Japanese   Presentation type:Oral presentation (general)  

    Country:Japan  

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  • Improvement of High-School Physics Lessons Through Action Research

    MINAMI, Ryuichi, TOSA, Sachiko

    2019.11 

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    Country:Japan  

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  • Searching the Elements that Promote Student Deep Learning in Middle-School Science Lessons

    TOSA, Sachiko, YAMAMOTO, Nobuhisa

    2019.9 

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    Language:Japanese   Presentation type:Oral presentation (general)  

    Country:Japan  

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  • Characteristics of Middle-School Students' Misconceptions About Mass

    TOSA, Sachiko, SHIMAKAGE, Tatsuki

    2019.9 

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    Language:Japanese   Presentation type:Oral presentation (general)  

    Country:Japan  

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  • Effectiveness of Lesson Study on Teachers’ Questioning Techniques in Science Lessons in Japan International conference

    Sachiko Tosa

    World Association of Lesson Studies (WALS) 2019  2019.9  World Association of Lesson Studies (WALS)

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    Event date: 2019.9

    Language:English   Presentation type:Oral presentation (general)  

    Venue:Amsterdam, Netherland   Country:Netherlands  

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  • Science Education that Promote Risk Reduction Activities as Their Own Matter

    TOSA, Sachiko, NANBA, Aoki

    2019.8 

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    Language:Japanese   Presentation type:Oral presentation (general)  

    Venue:Utsunomiya University   Country:Japan  

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  • Improving College Physics Lectures Through Lesson Study

    TOSA, Sachiko

    2019.8 

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    Country:Japan  

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  • Effectiveness of the use of a conflict map for developing a science lesson which helps students change their misconceptions: Part 2

    TOSA, Sachiko, UCHIDA, Yuto

    2019.3 

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    Language:Japanese   Presentation type:Oral presentation (general)  

    Country:Japan  

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  • Improving High-School Physics Lessons through Action Research: From the perspective of active learning

    MINAMI, Ryuichi, TOSA, Sachiko

    2019.3 

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    Event date: 2019.3

    Language:Japanese   Presentation type:Oral presentation (general)  

    Country:Japan  

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  • Action Research that Improves High-School Physics Lessons

    TOSA, Sachiko, MINAMI, Ryuichi

    2020.3 

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  • Implementation of Flipped Classroom in Mechanics and Statistical Mechanics Classes: Part 2

    ONO, Yoshiaki, GOTO, Yasushi, TOSA, Sachiko

    2020.3 

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    Country:Japan  

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  • Action research for implementing active-learning high-school physics lessons in Japan International conference

    Sachiko Tosa

    American Association of Physics Teachers (AAPT) Summer Meeting  2019.7 

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    Venue:Provo, UT, USA  

    In spite of a strong emphasis on the use of active-learning type instructional strategies, high school lessons in Japan are known to be one-way knowledge transmission (Ministry of Education, 2018). This study examines the effects of implementing active-learning type instructional strategies in a particular high-school physics class in Japan As the first step, characteristics of the physics class were identified through an analysis of the observation data of the class for three months. The results indicate that the lessons were conducted mostly by the transmission of knowledge despite the fact that the teacher included elements that would help students relate physics knowledge to their daily lives. A plan for implementing active-learning type instructional strategies was developed by the teacher and researchers. Impacts of action research on student academic performance, teacher teaching, and teacher’s beliefs will be discussed in the presentation.

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  • 中学校理科における生徒の「質量」の誤概念に関する研究

    島影 樹, 土佐 幸子

    日本理科教育学会北陸支部  2018.11 

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  • 防災を「自分事」として捉える中学校理科教育―正統的周辺参加理論に着目して

    難波 碧希, 土佐 幸子

    日本理科教育学会北陸支部  2018.11 

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  • アクティブ・ラーニングの視点による中学校理科授業分析

    川向 将大, 小林 勇志, 土佐 幸子

    日本理科教育学会北陸支部  2018.11 

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  • What Can Japanese Teachers Learn from Lesson Study in the U.S.? International conference

    Sachiko Tosa

    2018.9 

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  • 誤概念を覆す理科授業実践におけるコンフリクトマップの有用性

    土佐 幸子, 松田 琴

    日本物理学会秋季大会  2018.9 

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  • Improving High-School Physics Lessons through Action Research International conference

    R. Minami, Tosa, S

    第30回日米教師教育学会JUSTEC  2018.9 

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  • ICT活用は中学校理科授業において生徒の深い概念理解を助けるか

    土佐 幸子

    日本科学教育学会第42回年会  2018.8 

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  • アクティブラーニング型物理教授法普及におけるワークショップの役割

    土佐 幸子

    日本物理教育学会第35回物理教育研究大会  2018.8 

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  • 授業分析を通して明らかにする日本の小中学校理科授業の潜在的特徴

    土佐 幸子, 田中 秀志

    日本理科教育学会第68回全国大会  2018.8 

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  • Active Learning in High-School Physics Lessons in Japan International conference

    Tosa, S, Tanaka, H

    American Association of Physics Teachers (AAPT) Summer Meeting  2018.7 

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  • Lesson Study Improves College Physics Teaching in USA and Japan International conference

    Sachiko Tosa

    American Association of Physics Teachers (AAPT) Summer Meeting  2018.7 

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  • 日本の物理教育において必要とされる要素:国際比較研究に基づいて Invited

    土佐 幸子

    グローバル対応型STEM高等教育の国際比較に関する研究会  2018.7 

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  • 物理教育において、学びを助けるアクティブ・ラーニングとは?-国際比較研究を基に Invited

    土佐 幸子

    CIEC第116回研究会  2018.6 

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  • S-T分析を通して明らかにする高校物理授業の特徴

    田中 秀志, 土佐 幸子

    日本物理学会第73回年次会  2018.3 

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  • レッスンスタディによる大学物理授業改善

    土佐 幸子

    日本物理学会第73回年次会  2018.3 

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  • ⽇⽶で⼤学物理のアクティブラーニングを進めるレッスンスタディ

    土佐 幸子

    2018 Transforming Undergraduate STEM Education in Japan  2018.2 

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  • 授業デザインに着目した高校物理授業の特徴:小中学校理科授業との比較分析を通して

    田中 秀志, 土佐 幸子

    日本理科教育学会北陸支部  2017.11 

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  • Lesson Study as a Vehicle to Promote Active Learning in College Physics in the USA and Japan International conference

    Sachiko Tosa

    World Association of Lesson Studies (WALS)  2017.11 

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  • 理科授業における『深い学び』とは?

    上原 真衣, 土佐 幸子

    日本理科教育学会北陸支部  2017.11 

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  • てこの原理に関する誤概念調査

    内田 悠人, 土佐 幸子

    日本理科教育学会北陸支部  2017.11 

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  • 理科教育における子どもの素朴概念を覆す ICT 活用教育

    橋田 優希, 土佐 幸子

    日本理科教育学会北陸支部  2017.11 

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  • Educational Research on High-School Physics Lessons: Aiming for the Improvement on Student Learning Processes

    Tosa Sachiko, Tanaka Hideyuki

    Meeting Abstracts of the Physical Society of Japan  2017.9 

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  • What Makes Japanese High-School Physics Teachers Stay Away from Using Active Learning Instructional Strategies?-Through an international comparison of high-school physics lessons in US, China, Indonesia, and Japan International conference

    Sachiko Tosa

    Japan-U.S. Teacher Education Consortium  2017.9 

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  • Characteristics of the Context-Based Science Lessons in Japanese Elementary School

    TOSA Sachiko, DAIKOKU Yoshino

    Proceedings of the Annual Meeting of Japan Society for Science Education  2017.8 

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  • Why not including active learning instructional strategies in your class?-Based on US-Japan comparison of college physics lessons Invited International conference

    Sachiko Tosa

    International Symposium: Transformation of STEM Teaching  2017.7 

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  • U.S. and Japanese Comparative Study of High School Physics Lessons International conference

    Sachiko Tosa

    American Association of Physics Teachers (AAPT) Summer Meeting  2017.7 

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  • International Comparative Study of High-School Physics Lessons: Through the lens of active learning

    Tosa Sachiko, Kiryu Shohei

    Annual Meeting of the Physical Society of Japan  2017.3 

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  • 深い学びを促すアクティブ・ラーニングを広めよう Invited

    土佐 幸子

    第77回応用物理学会秋季学術講演会シンポジウム  2016.9 

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  • International Comparative Study of High-School Physics Lessons-Are Japanese teachers using more active-learning strategies than US and Chinese teachers? International conference

    Sachiko Tosa

    Japan-U.S. Teacher Education Consortium  2016.9 

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  • An Analysis of the Misconception about Shape Dependence of Buoyancy International conference

    Sachiko Tosa

    American Association of Physics Teachers (AAPT) Summer Meeting  2016.7 

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  • Lesson Study as a Vehicle to Promote Active Learning in College Physics International conference

    Sachiko Tosa

    American Association of Physics Teachers (AAPT) Summer Meeting  2016.7 

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  • Historical Progress and Modern Reconstruction of Active-Learning Science Education Methods through the Analysis of Students' Notes since Meiji Era

    Kobayashi Akizo, Okiharu Fumiko, Tosa Sachiko, Hatakeyama Morio

    Meeting Abstracts of the Physical Society of Japan  2016.3 

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  • An Analysis of the Process for Pre-Service Teachers' Conceptual Understanding in Mechanics

    Tosa S

    Meeting Abstracts of the Physical Society of Japan  2016.3 

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  • 理科授業力を向上させるための指標の開発 : 発問レベルと発話パターンに着目して

    金子 彩央理, 土佐 幸子

    日本理科教育学会北陸支部大会発表要旨集  2015.10 

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  • 日本の理科授業の潜在的な特徴の解明 : 子どもの言葉の活用と思考負荷の関係に着目して

    田中 秀志, 土佐 幸子

    日本理科教育学会北陸支部大会発表要旨集  2015.10 

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  • 電磁気分野における生徒の概念理解を促す指導法の開発研究 : 五感を伴った手法に着目して

    仲里 和子, 土佐 幸子

    日本理科教育学会北陸支部大会発表要旨集  2015.10 

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  • 子どもの浮力に関する概念構造の調査研究 : 船の形と体積に関連づけて

    田澤 美麻梨, 土佐 幸子

    日本理科教育学会北陸支部大会発表要旨集  2015.10 

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  • How does Conceptual Change in Mechanics Occur for Pre-Service Teachers in a Science Methods Course?

    Tosa Sachiko

    Meeting Abstracts of the Physical Society of Japan  2015.9 

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  • Rediscovery and Modern Reconstruction of Active-Learning Science Education Plans through the Analysis of Students' Notes etc. from Middle Meiji Era

    Kobayashi Akizo, Okiharu Fumiko, Tosa Sachiko, Hatakeyama Morio

    Meeting Abstracts of the Physical Society of Japan  2015.9 

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  • Narrowing the Gap between What Middle-School Science Teacher Wants to Teach and Student Understanding:-Through a Discourse Analysis of TIMSS Video-Taped Lessons-

    TOSA Sachiko, KITA Shunsuke

    Proceedings of the Annual Meeting of Japan Society for Science Education  2015.8 

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  • Comparison of High School Physics Lessons in Three Countries International conference

    Sachiko Tosa

    International Conference on Physics Education 2015  2015.8 

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  • How Can Lesson Study Promote Active Learning in College Physics? International conference

    Sachiko Tosa

    American Association of Physics Teachers (AAPT) Summer Meeting  2015.7 

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  • International Comparative Study of High School Physics Lessons International conference

    Sachiko Tosa

    American Association of Physics Teachers (AAPT) Summer Meeting  2015.7 

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  • How does Conceptual Change in Mechanics Occur for Pre-Service Teachers in a Science Methods Course? International conference

    Sachiko Tosa

    Physics Education Research Conference (PERC)  2015.7 

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  • What should science pre-service teachers learn in college? International conference

    Sachiko Tosa

    The 59th World Assembly of International Council on Education for Teaching(ICET)  2015.6 

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  • Teaching Gap between Children's Understanding and Scientific Concepts that Teachers Want to Teach in Science Lessons International conference

    Sachiko Tosa

    The 59th World Assembly of International Council on Education for Teaching(ICET)  2015.6 

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  • Rediscovery and Reconstruction of Active-Learning Science & Mathematics Education through the Analysis of Students' Notes in Meiji-Taisho Era

    Kobayashi Akizo, Okiharu Fumiko, Tosa Sachiko, Hatakeyama Morio

    Meeting Abstracts of the Physical Society of Japan  2015.3 

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  • International Comparative Study on High-School Physics Lessons

    Tosa Sachiko

    Meeting Abstracts of the Physical Society of Japan  2015.3 

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  • 中学校理科授業の日米比較研究 : 相違点から今後の日本の理科教育の改善点を探る

    土佐 幸子

    日本理科教育学会北陸支部大会発表要旨集  2014.11 

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  • 子どもと教師の概念理解の架け橋を探る : 中学校理科授業の談話分析を通して

    喜多 俊介, 土佐 幸子

    日本理科教育学会北陸支部大会発表要旨集  2014.11 

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  • 効果的な理科授業の要素の解明 : ルーブリックに基づく授業評価と発問レベルの関係に着目して

    太田 聖久, 土佐 幸子

    日本理科教育学会北陸支部大会発表要旨集  2014.11 

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  • Identifying Levels of Teacher Reflection during Post-Lesson Discussions through Lesson Study Invited International conference

    Sachiko Tosa

    World Association of Lesson Studies (WALS) 2014  2014.11 

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  • Impact of a Professional Development Program Using Data-Loggers on Science Teachers : Focusing on Teachers' Insight on Inquiry-Based Teaching

    TOSA Sachiko

    日本科学教育学会年会論文集  2014.9 

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  • Growth of Knowledge for Elementary School Mathematics Teachers using Lesson Study Invited International conference

    Farrell, A. M, Miura, Y, Tosa, S

    Math and Science Partnerships Conference  2014.9 

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  • Impact of Lesson Study on Teaching Practice: Improvement on Lesson Design and Transferability Measured by Reformed Teaching Observation Protocol (RTOP) International conference

    Sachiko Tosa, Ann M. Farrell

    Japan-U.S. Teacher Education Consortium  2014.9 

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  • Rediscovery and Reconstruction of Active-Learning Science & Mathematics Education in Middle Meiji Era through the Analysis of Students' Notes found in Various Places in Japan

    Kobayashi Akizo, Okiharu Fumiko, Tosa Sachiko, Hatakeyama Morio

    Meeting Abstracts of the Physical Society of Japan  2014.8 

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  • Obstacles for Learning Introductory College Physics : Identifying the Factors from a Case Study

    Tosa Sachiko, Kishimoto Isao

    Meeting Abstracts of the Physical Society of Japan  2014.8 

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  • What Japan’s Urgent Development of Radiation Curricula is Telling Us International conference

    Sachiko Tosa

    American Association of Physics Teachers (AAPT) Summer Meeting  2014.7 

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  • Lesson Study as a Vehicle to Improve College Physics Teaching International conference

    Sachiko Tosa

    American Association of Physics Teachers (AAPT) Summer Meeting  2014.7 

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  • Re-examining the Meaning of Flipped Classroom in Physics Education in Japan International conference

    Sachiko Tosa

    Physics Education Research Conference (PERC)  2014.7 

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  • Rediscovery and Reconstruction of Science Education in Middle Meiji Era by Searching Students' Science Notebooks in Overall Japan

    Kobayashi Akizo, Okiharu Fumiko, Tosa Sachiko, Hatakeyama Morio

    Meeting Abstracts of the Physical Society of Japan  2014.3 

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  • Improving Teaching of College Physics Courses through Lesson Study

    Tosa Sachiko

    Meeting Abstracts of the Physical Society of Japan  2014.3 

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  • Lesson Study as a Vehicle to Develop Highly Reflective Teachers Invited International conference

    Sachiko Tosa, Ann M. Farrell

    American Association of Colleges for Teacher Education (AACTE)  2014.2 

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  • 反転授業は日本の理科教育を救うか? Invited

    土佐 幸子

    NPO法人理科カリキュラムを考える会  2014.1 

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  • Characteristics of Japanese and US Science Lessons that were Revealed in a US-Japan Comparative Study in Elementary Schools

    TOSA Sachiko

    日本科学教育学会年会論文集  2013.9 

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  • Impact of Lesson Study as a Model of Collaborative Professional Development in Dayton, OH Invited International conference

    Sachiko Tosa, Ann M. Farrell

    Math and Science Partnerships Conference  2013.9 

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  • Professional Development in an Urban Elementary School: A Lesson-Study Approach to Mathematics International conference

    Woodruff, S, Cox, C, Tosa, S, Farrell, A. M

    Ohio Educators Connect for Success Conference  2013.6 

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    Language:English   Presentation type:Oral presentation (general)  

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  • Comparison of U.S. and Chinese Teaching Practice in High-School Physics International conference

    Sachiko Tosa

    University of Washington, Physics Education Research Group  2013.5 

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    Language:English   Presentation type:Public lecture, seminar, tutorial, course, or other speech  

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  • Lesson Study as a Vehicle to Develop Highly Reflective Teachers International conference

    Sachiko Tosa, Ann M. Farrell

    Japan-U.S. Teacher Education Consortium  2013.5 

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  • What Roles Does Teacher Collaboration Play in Helping Teacher Growth in Lesson Study Professional Development? International conference

    Sachiko Tosa, Ann M. Farrell

    2013.5 

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  • Identifying Levels of Teacher Reflection during Post-Lesson Discussions through Lesson Study International conference

    Sachiko Tosa, Ann M. Farrell

    American Educational Research Association 2013 Annual Meeting  2013.4 

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  • Effectiveness of Lesson Study through the Use of Discussion Protocols International conference

    Sachiko Tosa, Ann M. Farrell

    American Educational Research Association 2013 Annual Meeting  2013.4 

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  • Inquiry-Based Teaching for U.S. and Japanese Elementary School Science: Two Views, Two Practices International conference

    Sachiko Tosa

    Ohio State University, Physics Education Research Group  2013.4 

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  • Revealing Student Difficulties as a Tool to Promote Teacher Growth in Teaching of Mathematics Lessons through Lesson Study Invited International conference

    Sachiko Tosa, Ann M. Farrell

    American Association of Colleges for Teacher Education (AACTE)  2013.2 

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    Language:English   Presentation type:Oral presentation (invited, special)  

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  • Improving Teaching of College Physics Courses through Lesson Study International conference

    Sachiko Tosa

    American Association of Physics Teachers (AAPT) Winter Meeting  2013.1 

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  • Comparing US and Chinese High-School Physics Teaching in Terms of the Use of Inquiry International conference

    Sachiko Tosa, Linbo Qian

    American Association of Physics Teachers (AAPT), Winter Meeting  2013.1 

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  • 生徒のアクティブ・ラーニングを促す探究的理科指導法―国際比較研究を基に Invited

    土佐 幸子

    NPO法人理科カリキュラムを考える会  2012.7 

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    Language:Japanese   Presentation type:Oral presentation (invited, special)  

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  • Revealing Student Difficulties as a Tool to Promote Teacher Growth in Teaching of Mathematics Lessons through Lessons Study International conference

    Sachiko Tosa, Ann M. Farrell

    Japan-U.S. Teacher Education Consortium  2012.7 

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  • Revealing Student Difficulties in Mathematics Lessons through Lesson Study International conference

    Sachiko Tosa, Ann M. Farrell

    American Educational Research Association 2012 Annual Meeting  2012.4 

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  • How Japanese Elementary Teachers Recognize and Practice Inquiry-Based Science Teaching Similarly and Differently from US Elementary International conference

    Sachiko Tosa

    American Association of Colleges for Teacher Education (AACTE) Winter Meeting  2012.2 

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    Language:English   Presentation type:Oral presentation (invited, special)  

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  • 討論を通して自分の考えを作り上げる物理教育—米国物理学会の新しい教育方法 Invited

    土佐 幸子

    NPO法人理科カリキュラムを考える会  2012.1 

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    Language:Japanese   Presentation type:Oral presentation (invited, special)  

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  • Impact of the Use of Discussion Protocols on Teacher Discourse in Lesson Study International conference

    Sachiko Tosa, Ann M. Farrell

    World Association of Lesson Studies (WALS)  2011.11 

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  • How Do U.S. and Japanese Elementary Teachers Recognize and Practice Inquiry-Based Science Teaching Similarly and Differently? International conference

    Sachiko Tosa, Kyoko Ishii

    World Association of Lesson Studies (WALS)  2011.11 

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  • How Japanese Elementary Teachers Recognize and Practice Inquiry-Based Science Teaching Similarly and Differently from US Elementary Teachers? International conference

    Sachiko Tosa, Kyoko Ishii

    Japan-U.S. Teacher Education Consortium  2011.9 

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  • 生徒同士の説明で,概念理解を深める

    土佐 幸子

    科学教育研究協議会第58回全国大会栃木大会  2011.8 

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    Language:Japanese   Presentation type:Oral presentation (general)  

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  • アメリカ物理学会が先導する『わかる物理』の大きな動き

    土佐 幸子

    NPO法人理科カリキュラムを考える会  2011.7 

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  • Comparing US and Japanese Elementary Teachers’ Attitudes Towards Inquiry-Based Science Teaching International conference

    Sachiko Tosa

    American Educational Research Association 2011 Annual Meeting  2011.4 

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  • Effective Instructional Strategies in Physics Classrooms Invited International conference

    Sachiko Tosa

    Joint Spring Meeting of the New England Section of the APS and the AAPT  2011.4 

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  • 中学校理科授業の日米比較研究 : 相違点から今後の日本の理科教育の改善点を探る

    土佐 幸子

    日本理科教育学会全国大会要項  2010.8 

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  • 太陽の動きの学習をシナリオ仕立てで

    土佐 幸子

    科学教育研究協議会第57回全国大会兵庫大会  2010.8 

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  • アメリカ中都市の理科教員養成・研修の事例より-日米の相違点から日本の理科教育の改善点を探る

    土佐 幸子

    NPO法人理科カリキュラムを考える会  2010.7 

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    Language:Japanese   Presentation type:Oral presentation (general)  

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  • Comparing Japanese and American Inquiry-Based Science Practices in Middle Schools International conference

    Sachiko Tosa

    American Educational Research Association 2010 Annual Meeting  2010.4 

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  • Developing Scientific Reasoning Abilities Through General Education Courses International conference

    Katherine Koenig, Sachiko Tosa

    American Association of Physics Teachers (AAPT) Winter Meeting  2010.2 

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  • 今,なぜ教科横断型の指導法が推奨されるか?―アメリカの教育界で捉えられていることと,日米比較教育から見えてくること Invited

    土佐 幸子

    2009年理科教育フォーラム  2009.11 

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    Language:Japanese   Presentation type:Oral presentation (invited, special)  

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  • Effective Use of Data-Loggers to Enhance Teachers’ Attitudes towards Inquiry International conference

    Sachiko Tosa

    American Association of Physics Teachers (AAPT) Summer Meeting  2009.7 

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  • What does Inquiry-Based Teaching Mean to Japanese and American Middle-School Teachers? International conference

    Sachiko Tosa, Jill H. Lohmeier

    American Educational Research Association 2009 Annual Meeting  2009.4 

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  • What does Inquiry-Based Teaching Mean to US and Japanese Middle-School Science Teachers? Invited International conference

    Sachiko Tosa, Kyoko Ishii

    American Association of Colleges for Teacher Education (AACTE)  2009.2 

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  • What does Inquiry-Based Teaching Mean to Japanese and American Middle-School Teachers? International conference

    Sachiko Tosa, Kyoko Ishii

    Japan-U.S. Teacher Education Consortium  2008.10 

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  • アメリカと日本の理科教育比較

    神崎 夏子, 土佐 幸子

    日本理科教育学会全国大会要項  2008.9 

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  • 中学校理科教員は探究的指導法をどのように捉えているか:日米比較から明らかになったこと

    土佐 幸子

    NPO法人理科カリキュラムを考える会  2008.7 

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Awards

  • Excellence in Paper Presentation at the Annual Conference

    2015.8   Japan Society for Science Education  

    Sachiko Tosa

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  • Excellence in Teaching Award

    2015.4   Niigata University  

    Sachiko Tosa

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  • Excellence in Teaching Award

    2011.5   Wright State University  

    Sachiko Tosa

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Research Projects

  • Educational Innovation of College Physics through Development and Implementation of Japanese-style Active Learning Pedagogy

    2019.4 - 2024.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research 

    Sachiko Tosa

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  • Challenging Development of High-School Science Curriculum Based on the Findings of an International Comparative Study of Science Lessons

    2019.4 - 2022.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research 

    Sachiko Tosa

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    Authorship:Principal investigator  Grant type:Competitive

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  • International Comparative Research of Four Countries for Revealing the Problems in High-School Physics Lessons through the Lens of Inquiry-Based Teaching

    2016.4 - 2018.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research 

    Sachiko Tosa

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  • Educational Innovation in College Physics that Promotes Active Learning through a Qualitative Change in Pedagogy Based on the Collaboration of Six Universities in Japan and USA

    2015.4 - 2018.3

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research 

    Sachiko Tosa

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    Authorship:Principal investigator  Grant type:Competitive

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  • Lesson Study: Research on Teaching and Learning

    2011.1 - 2014.5

    Ohio Board of Regents  Improving Teacher Quality Program 

    Sachiko Tosa

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    Authorship:Principal investigator  Grant type:Competitive

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  • Impact of Lesson Study as a Model of Collaborative Professional Development

    2010.3 - 2016.8

    Ohio Department of Education  Mathematics and Science Partnership Program 

    Ann Farrell

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    Grant type:Competitive

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Teaching Experience (researchmap)

  • ICT活用物理教授法特論

    2021.10
    Institution name:新潟大学自然科学研究科

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  • 授業改善と学習評価B(数理系)Ⅰ,Ⅱ

    2019.4
    Institution name:新潟大学教育実践学研究科

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  • アクティブラーニング型物理教授法特論

    2017.10
    Institution name:新潟大学自然科学研究科

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  • 課題探索特講Ⅰ,Ⅱ

    2017.4
    Institution name:新潟大学自然科学研究科

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  • 理科教育法(初等)

    2013.10

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  • 自然科学基礎演習Ⅰ,Ⅱ

    2013.10
    Institution name:新潟大学教育学部

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  • 理科教育法(中等Ⅰ、中等Ⅱ、中等Ⅲ、中等Ⅳ)

    2013.10

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  • Middle Childhood Education Science: Curriculum and Methods

    2012.9
    -
    2012.12
    Institution name:Wright State University

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  • Elementary School Science: Curriculum and Material

    2012.1
    -
    2012.3
    Institution name:Wright State University

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  • Astronomy

    2009.9
    -
    2013.5
    Institution name:Wright State University

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  • CONCEPTS & APPLICATIONS IN PHYSICS

    Institution name:Wright State University

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Teaching Experience

  • ICT活用物理教授法特論

    2021
    Institution name:新潟大学

  • 課題探索特講II

    2021
    Institution name:新潟大学

  • 理科教育法(中等)III

    2021
    Institution name:新潟大学

  • 授業改善と学習評価B(数理系)Ⅱ

    2020
    Institution name:新潟大学

  • 情報理科特講

    2020
    Institution name:新潟大学

  • 中等教育実習I(事前・事後指導)

    2020
    Institution name:新潟大学

  • 初等教育実習I(事前・事後指導)

    2020
    Institution name:新潟大学

  • 初等教育実習II(事前・事後指導)

    2020
    Institution name:新潟大学

  • 中等教育実習II(事前・事後指導)

    2020
    Institution name:新潟大学

  • 授業改善と学習評価B(数理系)Ⅰ

    2019
    Institution name:新潟大学

  • 課題探索特講II

    2019
    Institution name:新潟大学

  • 情報理科特論

    2018
    Institution name:新潟大学

  • 課題探索特講I

    2017
    Institution name:新潟大学

  • アクティブ・ラーニング型物理教授法特論

    2017
    Institution name:新潟大学

  • 授業開発と実践

    2016
    -
    2019
    Institution name:新潟大学

  • 理科教育法(初等)

    2014
    Institution name:新潟大学

  • 理科教育法(中等)IV

    2014
    Institution name:新潟大学

  • 卒業研究

    2014
    Institution name:新潟大学

  • 自然科学基礎演習II

    2014
    Institution name:新潟大学

  • 理科教育法(中等)II

    2014
    Institution name:新潟大学

  • 自然科学基礎演習I

    2014
    Institution name:新潟大学

  • 理科教育法(中等)III

    2014
    -
    2021
    Institution name:新潟大学

  • 理科教育課題研究I

    2014
    -
    2017
    Institution name:新潟大学

  • 理科教育学演習III

    2014
    -
    2017
    Institution name:新潟大学

  • 理科教育課題研究III

    2014
    -
    2017
    Institution name:新潟大学

  • 理科教育法(中等)I

    2014
    -
    2017
    Institution name:新潟大学

  • 理科教育学演習IV

    2014
    -
    2017
    Institution name:新潟大学

  • 理科教材開発研究特論

    2014
    -
    2017
    Institution name:新潟大学

  • 理科教育学演習I

    2014
    -
    2016
    Institution name:新潟大学

  • 理科教育課題研究IV

    2014
    -
    2016
    Institution name:新潟大学

  • 理科教育課題研究II

    2014
    -
    2016
    Institution name:新潟大学

  • 理科教育学各論

    2014
    -
    2016
    Institution name:新潟大学

  • 理科教育学演習II

    2014
    -
    2016
    Institution name:新潟大学

  • 理科教育学特論

    2014
    Institution name:新潟大学

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Social Activities

  • 「燕中等教育学校」おける土曜講座

    Role(s): Advisor

    新潟県立燕中等教育学校  高大連携土曜講座  2015.9 - 2018.12

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  • 「静岡自然を学ぶ会」における科学実験教室

    Role(s): Lecturer

    静岡自然を学び会(静岡市)  科学実験教室  2008.7 - 2018.7

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  • 「探求の部屋」における科学実験教室

    Role(s): Lecturer

    台東区生涯学習センター  夏休み親子科学実験教室  2008.7 - 2018.7

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  • 「出雲科学館」における科学実験教室

    Role(s): Lecturer

    出雲科学館(出雲市)  科学実験教室  2005.7 - 2012.7

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  • 「科学の鉄人」におけるサイエンスショー

    Role(s): Appearance

    「科学の鉄人」実行委員会  科学の鉄人  2002.8 - 2005.2

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  • 「東芝科学館」における科学実験教室

    Role(s): Lecturer

    東芝科学館(川崎市)  科学実験教室・サイエンスショー  2002.7 - 2015.7

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  • 「ワンダーラボ」における科学実験教室

    Role(s): Lecturer

    北陸電力エネルギー科学館ワンダーラボ(富山市)  科学実験教室  2000.7 - 2015.7

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  • 「台東区立松が谷児童館」における科学教室

    Role(s): Lecturer

    東京都台東区立松が谷児童館  科学教室  1998.7 - 2012.7

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  • 「発見工房クリエイト」における科学実験教室

    Role(s): Lecturer

    発見工房クリエイト(川崎市)  科学実験教室  1998.7 - 2005.7

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  • 「島津理化」における科学実験教室

    Role(s): Lecturer, Planner

    株式会社島津理化(東京都)  科学実験教室  1998.7 - 1999.7

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  • 青少年のための科学の祭典全国大会出展

    Role(s): Lecturer

    日本科学技術振興財団  青少年のための科学の祭典全国大会  1997.7 - 2007.7

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  • Science instructor at the Museum of Science Boston

    Role(s): Lecturer

    Museum of Science Boston  Courses  1995.8 - 2009.6

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  • Science Instructor at Discovery Museums

    Role(s): Lecturer

    Discovery Museums, Acton, MA  1995.2 - 2009.1

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