Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

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Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)  

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Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Springer International Publishing  

File： 2022_IJIL_Creating a critical culture to cultivate students’ critical thinking .pdf

DOI： 10.1007/978-3-030-21562-0_16

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Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Informa UK Limited  

DOI： 10.1080/10494820.2020.1848874

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Authorship：Lead author,　Last author,　Corresponding author   Language：Japanese   Publishing type：Doctoral thesis   Publisher：Kansai University  

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Total pages：293   Responsible for pages：11   Language：English   Book type：Scholarly book

DOI： 10.1007/978-3-031-35731-2_15

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Language：English   Book type：Scholarly book

Developing students’ journalistic skills online is a big challenge in the field of journalism education. In addition, inquiry-mind is an important critical thinking disposition to write better news reports. The purpose of this study was to examine how to design a course to cultivate students’ journalistic skills and inquiry-mind in a blended learning environment based on a case study. This research was conducted in a Japanese university course, called “Internet Journalism in Practice”. The authors conducted Participant Observation to identify the interactions between the lecturer and students and administered questionnaires to clarify whether the course fostered students’ inquiry-mind. The authors identified that the following five design elements were important in the blended learning environments. These elements were: (1) visualization of scaffolding of news reports writing, (2) surprising game experience, (3) role-playing as journalists in a team, (4) situational support of critical thinking and writing techniques and (5) encouraging students’ active participation on challenging assignments online after they reached a higher level of journalistic skills and critical thinking. In addition, the challenge of using the five design elements during the COVID-19 pandemic was discussed.

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Total pages：415   Responsible for pages：210-223   Language：English   Book type：Scholarly book

A blended learning environment including interactive activities was designed to encourage students to analyze media with multiple views. The purpose of this study was to examine whether the design of interactive activities cultivated students’ inquiry-mind and objectiveness of Critical Thinking Dispositions (CTD). This research used a media literacy course in a Japanese university as a case study. The authors developed the questionnaire items which examined interactive activities and the CTD scale for Japanese university students. As a result, the authors found that (1) students highly evaluated activities where they analyzed media with inquiry-mind and objectiveness, (2) the activities positively correlated inquiry-mind and objectiveness, and (3) there were significant differences of inquiry-mind and objectiveness in the low, middle and high groups of participation in LMS activities. The cycle, of thinking activities in the classroom, discussion on LMS and reflection activities, created a critical culture in the blended learning environment in a semester.

DOI： 10.1007/978-3-030-51968-1_18

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Total pages：349   Responsible for pages：186-202   Language：English  

The purpose of this study is to examine Chinese, primary school teachers’ developmental stages in blended learning environments when exploring the use of thinking tools (TTs) for improving students’ thinking skills. This study analyzed data using the Trajectory Equifinality Modeling (TEM). TEM is a new qualitative methodology of Cultural Psychology that explores the trajectory of multiple decision-making actions based on time and interaction between social direction and social guidance. TEM clarified that Chinese primary teachers went through the followings five stages: Stage 1: application of TTs, Stage 2: trials of improving students’ reasoning, Stage 3: reflection of the usage of TTs in one year, Stage 4: “Aha” experiences of matching TTs with specific thinking skills (reasoning) and Stage 5: shifting the focus from TTs to reasoning. In Stages 1, 2, 3, and 5, online support was the major turning point and sustaining Lesson Study was the social guidance that promoted teacher inquiry. In Stage 4, face-to-face training triggered the “Aha” experience and multiple viewpoints from the teachers who had experienced using TTs in the training workshop and provided social guidance. Furthermore, attention needed to be paid to how the relocation of the principal and the director of the research group in the school affected teacher’s decision-making.

DOI： 10.1007/978-3-030-21562-0_16

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Authorship：Lead author,　Corresponding author  

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper, summary (international conference)  

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Language：English  

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Authorship：Lead author,　Corresponding author   Language：English  

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Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper, summary (international conference)  

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Event date： 2020.12

Language：Chinese  

Country：China  

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Language：Japanese   Presentation type：Oral presentation (general)  

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Language：Japanese   Presentation type：Poster presentation  

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Language：Japanese   Presentation type：Symposium, workshop panel (public)  

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Language：Japanese   Presentation type：Oral presentation (general)  

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