Higa Takashi

写真a

Title

Associate Professor

Researcher Number(JSPS Kakenhi)

30780390

2

Current Affiliation Organization 【 display / non-display

  • Duty   University of the Ryukyus   Graduate School of Education   Professional Teacher Education   Associate Professor  

University 【 display / non-display

  • 1988.04
    -
    1992.03

    University of the Ryukyus   Faculty of Science   Graduated

  •  
    -
    2007

    University of the Ryukyus     Graduated

  •  
    -
    2007

    University of the Ryukyus   Graduate School, Division of Education   School Educatuin   Graduated

Graduate School 【 display / non-display

  • 2005.04
    -
    2007.03

    University of the Ryukyus  Graduate School, Division of Education  School Educatuin  Master's Course  Completed

External Career 【 display / non-display

  • 2016.04
     
     

    - , University of the Ryukyus, Graduate School of Education, Associate Professor  

  • 2016.04
     
     

     

  • 2016.04
     
     

    University of the Ryukyus, Graduate School of Education, Associate Professor  

Research Areas 【 display / non-display

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

  • Humanities & Social Sciences / Education

Acquisition of a qualification 【 display / non-display

  • Junior High School Teacher Specialization License (first and second kind,specialization)

  • High School Teacher Specialization License (first and second kind,specialization)

Thesis 【 display / non-display

  • 学校教育における科学的リテラシーの形成

    2007.03

Published Papers 【 display / non-display

  • A Study of the Effect of the Class by Researchers: Based on the "Experience! Univeersity of the Ryukyus"

    Takashi HIGA, Masahiko MORITA, Hideo YOKOTA

      103   163 - 171   2023.08

    Type of publication: Research paper (bulletin of university, research institution)

  • A Study of Textbooks' Treatment of Foreign Invasive Species: Based on Authorized Textbooks of Living Environment Studies and Science for Elementary Schools, and Science for Junior and Senior High Schools

    HIGA Takashi

    Journal of Science Education in Japan ( Japan Society for Science Education )  43 ( 4 ) 457 - 467   2019 [ Peer Review Accepted ]

    Type of publication: Research paper (scientific journal)

     View Summary

    <p>We investigated descriptions of foreign invasive species in textbooks of Living Environment Studies in elementary school, Science in elementary school, Science in junior high school, and Science in high school. Additionally, we investigated the respective curriculum guidelines and their related commentaries. Results reveal no explanation specifically addressing invasive species in the curriculum guidelines of Living Environment Studies or Science in elementary schools. In junior high school, Science includes descriptions that include invasive species in curriculum guidelines and their related commentaries. In high school Science, textbooks introduce invasive species as a subject matter to study developmentally and in an exploratory manner. Textbooks show that learning contents are presented in higher order according to higher grades. However, some room remains for consideration because no formal basis exists for learning about invasive species. We would welcome more research to be dedicated to expanding education about foreign invasive species in educational environments.</p>

  • Assessing the Science Proficiency of Teacher-hopeful Undergraduates in Japan Using the Results of the National School Achievement Test 2015

    YOSHIDA Akira, HIGA Takashi

    Journal of Research in Science Education ( Society of Japan Science Teaching )  57 ( 4 ) 403 - 421   2017

    Type of publication: Research paper (scientific journal)

     View Summary

    <p>Inferring points for redesigning the Japanese science teacher training program enables one to also design an enriched learning environment for elementary and lower secondary school students. For that purpose, undergraduates of University of the Ryukyus who hoped to become teachers took a science examination, the national school achievement test, in 2015. Afterward, their answers were analyzed. 122 participants completed the science test for elementary school; the average score and correct answer rate were, respectively, 19.9 and 82.7%. 79 participants completed the science test for lower secondary school, with similar results: the average score and correct answer rate were, respectively, 20.6 and 82.5%. Careless mistakes can be regarded as the background of wrong answers for any question. The results obtained for elementary school science show that the undergraduates have weaknesses in “Application", to use the knowledge and skills as solutions, and “Skills" for observations and experiments. The results suggest that the capability to handle subjects with little or no experience and the ability to discuss matters scientifically are both areas that require improvement. Furthermore, the results for lower secondary school science revealed that undergraduates also have weaknesses in “Review and Improvement", which is the ability to consider the opinions or ideas of others compared with one's own and make improvements. Moreover, results show the existence of many “who do not understand the fundamentals" and also “who are judged to have understanding but actually do not understand" in the answer situations of electromagnetic induction. Improvement of this situation must include knowledge of both teaching and science for students aspiring to be science teachers, using teaching materials in science textbooks. </p>

Presentations 【 display / non-display

  • 「主体的・対話的で深い学び」その深さをどう創るかーその2ー

    比嘉俊

    日本教材学会第30回研究発表大会  (福山大学宮地茂記念館)  2018.10  -  2018.10 

  • 教員志望学生に対する全国学力・学習状況調査結果 -地域課題を解決できる教員養成と新しい小中学校理科教職課程に向けて-

    日本理科教育学会 第66回全国大会論文集  1900.01  -  1900.01 

SDGs 【 display / non-display

  • 生物多様性,外来生物

  • 生物多様性,環境保全

  • 教育課程

  • 環境保全

  • バイオエタノール