Details of a Researcher

Higa Takashi

写真a

Title	Associate Professor
Researcher Number(JSPS Kakenhi)	30780390
2

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Current Affiliation Organization 【 display / non-display 】

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

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University 【 display / non-display 】

1988.04

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1992.03

University of the Ryukyus Faculty of Science Graduated
　

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2007

University of the Ryukyus Graduated
　

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2007

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

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Graduate School 【 display / non-display 】

2005.04

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2007.03

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

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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

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Research Areas 【 display / non-display 】

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

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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)

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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

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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)
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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)

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<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>
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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)

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<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>
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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