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How Do Japanese High School Students Learn History? A Qualitative Study on the Layered Construction of Meaning Based on Career Paths and Academic Abilities
https://hiroshima.repo.nii.ac.jp/records/2041133
https://hiroshima.repo.nii.ac.jp/records/204113387edeb80-b236-49fd-92f5-ba35adb0e438
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JSSEA_14_53.pdf (2.7 MB)
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| Item type | デフォルト(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2025-09-09 | |||||||
| タイトル | ||||||||
| タイトル | How Do Japanese High School Students Learn History? A Qualitative Study on the Layered Construction of Meaning Based on Career Paths and Academic Abilities | |||||||
| 言語 | en | |||||||
| 作成者 |
NISHIMURA, Yutaka
× NISHIMURA, Yutaka
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| アクセス権 | ||||||||
| アクセス権 | open access | |||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||
| 権利情報 | ||||||||
| 言語 | en | |||||||
| 権利情報 | Copyright © 2025 the International Social Studies Association (ISSA) and Japanese Educational Research Association for the Social Studies (JERASS). All rights reserved. No part of this publication may be reproduced, stored, transmitted, in any form, or by any means, without prior written permission from JERASS and ISSA, to whom all requests to reproduce copyright material should be directed, in writing. | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | History classes | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Japanese high school student perception | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Layered meaning-making | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Learning contexts | |||||||
| 内容記述 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | The purpose of this study is to qualitatively clarify students’ perceptions of history classes in Japanese high schools, which are organized according to career paths and academic abilities. We analyzed the narratives of eight high school students from different learning contexts. The results showed that, even though they were based on exam preparation, students in learning contexts A and B found cultural and social signifi cance in history classes. Students in contexts C and D had negative perceptions of history classes due to expectations for learning. In other words, students’ perceptions of history classes are layered, not monolithic. These results suggest that Japanese high school students interpret and assign meaning to history classes based on their career aspirations, interests, and learning styles. This refl ects their perspectives and experiences. Based on these student narratives, the study derived implications for designing history classes that go beyond career-oriented instruction and enable students to discover the meaning of learning. | |||||||
| 言語 | en | |||||||
| 出版者 | ||||||||
| 出版者 | The International Social Studies Assosiation | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | journal article | |||||||
| 出版タイプ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| 書誌情報 |
en : The Journal of Social Studies Education in Asia 巻 14, p. 53-70, ページ数 18, 発行日 2025-03-31 |
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| 見出し | ||||||||
| 大見出し | ARTICLES | |||||||
| 言語 | ja | |||||||
| 見出し | ||||||||
| 大見出し | ARTICLES | |||||||
| 言語 | en | |||||||
