Japanese Social Studies teachers' perceptions on controversial issues

2021 Fiscal Year Final Research Report

• Project/Area Number: 19K14239
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: Hiroshima University
• Principal Investigator: Kawaguchi Hiromi (前田) 広島大学, 人間社会科学研究科(教), 准教授 (80710839)
• Project Period (FY): 2019-04-01 – 2022-03-31
• Keywords: 論争問題学習 / シティズンシップ教育 / 教師教育 / 教員養成

Outline of Final Research Achievements

This study aims to understand how Japanese secondary school social studies teachers (1) in-service teachers and (2) prospective teacher students perceive the teaching about controversial issues. There are two research questions: (1) how do teachers perceive teaching about controversial issues, and (2) why do they perceive it that way in the context of the environment and context surrounding the teachers. To answer the questions, we conducted two types of studies. (1) a questionnaire survey to examine the general trends in how they perceive controversial issue learning, and (2) a qualitative study focusing on specific themes and exploring the interplay of context and factors. The results revealed that while grasping the importance of controversial issues learning, many in-service teachers find it challenging to implement it. That cross-curricular teacher education and research are needed to promote controversial issues in teaching.

Free Research Field

教科教育学

Academic Significance and Societal Importance of the Research Achievements

選挙年齢の引き下げを背景に，現在主権者教育の充実が推進されている。この中で，「考える主権者」の資質を育成することを目的に，論争問題学習に注目が集まっている。しかし，現状では，政治問題化を避けるべく，論争問題の教材化を忌避する状況にある。論争問題学習を進めることができるのかを考える際には，日本の社会科教師の論争問題学習をめぐる受け止め方の把握が不可欠である。それは，社会・文化的状況によっても基準は異なるためである。しかしながら，日本においては現状詳細案調査が行われていない。そのため，教師の論争問題学習の状況の把握を行い，その特徴を明確にすることは重要である。