A function of Japanese and American world history lessons using an illustration : focusing on lesson that consider social changes by industrial revolution

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  • 絵画を用いた日本と米国の世界史の授業の意義 : 産業革命による社会の変化を考察する授業に着目して

Abstract

Previous studies in world study education focused on what should be taught. In contrast, this interpretive case-study focused on how world history is taught. This study was to examine how two ambitious teachers use an illustration in their student-centered learning in world history, in both Japan and the United States. Classes targeted for this study were on "changes in society as a result of the industrial revolution," and both of two teachers in Japan and the United States use an illustration as mainly teaching materials as a way of their ambitious teaching for student-centered learning. Through observes and analysis of classroom practices, the study revalidated Ikeno's (1992) argument; materials, such as illustration, are essential for students to actively understand the past in the current classroom where the past does not exist. Additionally, this study founds there are two types of use of illustrational materials: analysis and creation; each type has the necessary pedagogical engagement. In organizing student-centered learning, however, there is a need to position clearly as learning in the unit, rather than a one-time lesson. These findings highlight that world history teachers need to have more interested in classroom method, and they need some network that can share materials which promote student-centered learning.

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