• Search Research Projects
  • Search Researchers
  • How to Use
  1. Back to previous page

Achievement of Learning Through Discourse

Research Project

Project/Area Number 10831008
Research Category

Grant-in-Aid for Scientific Research (C)

Allocation TypeSingle-year Grants
Section一般
Research Field 談話(ディスコース)
Research InstitutionToyama Prefectural University

Principal Investigator

BERDUCCI Domenic  Toyoama Prefectural University, Associate Professor, 工学部, 助教授 (20257596)

Co-Investigator(Kenkyū-buntansha) MORO Yuji  Tukuba University, Associate Professor, 心理学系, 助教授 (50157939)
UENO Naoki  National Institute for Educational Research, 教育指導研究部, 室長 (40124177)
NISHIZAKA Aug  Meiji Gakuin University, Professor, 社会学部, 教授 (80208173)
Project Period (FY) 1998 – 1999
Project Status Completed (Fiscal Year 2001)
Budget Amount *help
¥3,500,000 (Direct Cost: ¥3,500,000)
Fiscal Year 1999: ¥1,800,000 (Direct Cost: ¥1,800,000)
Fiscal Year 1998: ¥1,700,000 (Direct Cost: ¥1,700,000)
Keywordsclassroom interaction / science education / scientist / technician interaction / USA / Japan comparative education / structure of science interaction / sociology of science laboratories / Vygotsky / Conversation Analysis / Microanalysis
Research Abstract

1) Japanese students work at a higher level than Americans ;
2) equipment is more available in Japan ;
3) Japanese classes are teacher centered ;
4) Japanese teachers are better prepared than American teachers ;
5) Professional scientific technicians are rare in Japan, causing scientists to waste time ;
6) social interaction rare in Japanese laboratories, compared with America.
RESULTS SCHOOLS : In the USA school-science begins at a lower level than Japan. Japanese students are expected to do more than Americans. Scientific equipment is more available in Japan. In the USA, students are encouraged to speak, not in Japan where grades depend only on tests. Student-led lessons were never observed in Japan. Funding differs between both countries. In Japan funding is consistent, schools have the same equipment. In the USA, funding is inconsistent, schools in better neighborhoods have better equipment.
RESULTS LABORATORIES : In laboratories in Japan, technicians need to be trained, wasting scientist … More s' time. Technicians receive low pay, and positions are highly unstable. Scientists depend on them or students, to complete their experiments. In the USA, technicians have Ph.D.s and stable positions. US scientists need not spend time training technicians, because pre-trained technicians exist. Finally, Japanese laboratories depend on the 'brute force' method of obtaining results, in the USA they depend partially on brute-force, but also on serendipity. In Japan lab leaders decide with little input from underlings. In Japan, scientists work more hours than American scientists. In USA, ideas predominate. Anyone with an idea is encouraged to contribute even if it contradicts current knowledge orsuperious.
RECOMMENDATIONS, FOR JAPAN : Encourage interaction in classrooms, do more experiments than lectures, more creative teaching, follow the curriculum, but not strictly ; create professional lab technicians, encourage ideas from younger scientists.
RECOMMENDATIONS, FOR USA : Improve teacher training in the sciences, make allocation of equipment more equitable, spend more money on equipment, require more of students. Less

Report

(3 results)
  • 2001 Final Research Report Summary
  • 1999 Annual Research Report
  • 1998 Annual Research Report
  • Research Products

    (7 results)

All Other

All Publications (7 results)

  • [Publications] バデユーチ・ドミニク: "Give and Take : Learning the Context of Science-mentoring"The Journal of Education Theory and Practice. Vol.22, #1. (2000)

    • Description
      「研究成果報告書概要(和文)」より
    • Related Report
      2001 Final Research Report Summary
  • [Publications] パデユーチ・ドミニク: "Structuring the Stream : Bracketing and Bounding Japanese ScientificTraining Interaction"Ressearch on Language and Social Interaction. 40. (2000)

    • Description
      「研究成果報告書概要(和文)」より
    • Related Report
      2001 Final Research Report Summary
  • [Publications] D. BERDUCCI: "Give and Take : Learning the Context of Science-mentoring"The Journal of Education Theory and Practice. No.22(1). 1-39 (2000)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      2001 Final Research Report Summary
  • [Publications] D. BERDUCCI: "Structuring the Stream : Bracketing and Bounding Japanese Scientific Training Interaction"Research on Language and Social Interaction. No.40, (in press). (2000)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      2001 Final Research Report Summary
  • [Publications] A. NISHIZAKA: "Notes on Memory/Remembering : Storage of What is learned"(Submitted April). (2000)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      2001 Final Research Report Summary
  • [Publications] バデユーチ ドミニク: "Give and Take:Learning the Context of Science-mentoring"The Jouranl of Education Theory and Practice. vol.22,#1. (2000)

    • Related Report
      1999 Annual Research Report
  • [Publications] バデユーチ ドミニク: "Structuring the Stream: Bracketing and Bounding Japanese Scientific Training Interaction"Ressearch on Language and Social Interaction. (未定).

    • Related Report
      1999 Annual Research Report

URL: 

Published: 1998-04-01   Modified: 2016-04-21  

Information User Guide FAQ News Terms of Use Attribution of KAKENHI

Powered by NII kakenhi