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YAMAMOTO Tomokazu

FacultyAdvanced Elementary Teacher Education
PositionProfessor
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Last Updated :2025/04/12

Researcher Information

J-Global ID

Research Interests

  • CSCL   アーギュメント   総合学習   科学教育   理科教育   

Research Areas

  • Humanities & social sciences / Education - general / Science Education

Academic & Professional Experience

  • 2020/04 - Today  Hyogo University of Teacher EducationGraduate School of Education
  • 2014/09 - 2020/03  Hyogo University of Teacher EducationGraduate School of Education
  • 2010/04 - 2014/08  宮崎大学教育文化学部 准教授
  • 2009/04 - 2010/03  Kobe University
  • 1992/04 - 2009/03  Kobe UniversityFaculty of Human Development
  • 1991/04 - 1992/03  神戸市立本山第一小学校 教諭

Education

  •        - 2014/03  Graduate School of Human Development and Environment, Kobe University
  • 2001/04 - 2003/03  神戸大学大学院総合人間科学研究科
  •        - 1991/03  神戸大学教育学部初等教育科

Association Memberships

  • JAPAN CURRICULUM RESEARCH AND DEVELOPMENT ASSOCIATION   JAPAN SOCIETY FOR SCIENCE EDUCATION   SOCIETY OF JAPAN SCIENCE TEACHING   

Published Papers

Books etc

  • レリバンスの構築を目指す令和型学校教育
    關浩和; 吉川芳則; 河邊昭子編著 (Contributor第Ⅲ章第6節「授業を通して協調的な学級風土を醸成するアーギュメントの指導」pp.207-216.)風間書房 2024/03 9784759925050
  • 理論と実践をつなぐ理科教育学研究の展開
    一般社団法人日本理科教育学会 (Contributor第2章第22節 「アーギュメント（記述）」pp.220-225.)東洋館出版社 2022/07 9784491049359
  • 教育実践の理論と方法 教育実習・子どもの発達・授業
    長瀬善雄編著 (Contributor第16章「教育実習を終えて」pp.126-131.)教育出版 2017/11 9784316804507
  • 教科教育学の可能性を求めて
    原田智仁; 關浩和; 二井正浩編著 (Contributor第Ⅰ章第6節「科学的リテラシーとしてのアーギュメント構成能力の育成」pp.53-62.)風間書房 2017/03 9784759921779 pp.53-62.
  • 教育工学選書Ⅱ 第5巻学びのデザイン：学習科学
    大島純; 益川弘如編著 (Contributor第11章「科学技術の社会問題に関するアーギュメント・スキルの育成」山口悦司・稲垣成哲・山本智一・村津啓太による共著（pp.157-164. ） 第12章「理科授業観の変化を促す理科教育法の授業設計」中山迅・山本智一による共著（pp.165-173.）)ミネルヴァ書房 2016/11 9784623076956 pp,157-164,165-173.
  • 小学校理科教育におけるアーギュメント構成能力の育成
    山本智一 (Single work)風間書房 2015/10 9784759920963 160

Conference Activities & Talks

MISC

Awards & Honors

  • 2024/09 日本理科教育学会 学会賞
  • 2019/09 日本理科教育学会 Society of Japan Science Teaching: Distinguished Paper Award
     Developing an elementary school teacher training program for improving argument construction and evaluation skills 
    受賞者: YAMAMOTO Tomokazu;KAMIYAMA Shinichi

Research Grants & Projects

  • 日本学術振興会：科学研究費助成事業
    Date (from‐to) : 2024/04 -2028/03 
    Author : 中山 迅; 松原 憲治; 山本 智一; 中村 大輝; 坂倉 真衣
  • 日本学術振興会：科学研究費助成事業
    Date (from‐to) : 2024/04 -2028/03 
    Author : 和田 一郎; 長沼 武志; 後藤 大二郎; 山本 智一
  • 日本学術振興会：科学研究費助成事業
    Date (from‐to) : 2023/04 -2027/03 
    Author : 山口 悦司; 大浦 弘樹; 坂本 美紀; 望月 俊男; 山本 輝太郎; 山本 智一; 木村 優里
  • 日本学術振興会：科学研究費助成事業 基盤研究(B)
    Date (from‐to) : 2023/04 -2027/03 
    Author : 山本 智一; 和田 一郎; 神山 真一; 舟生 日出男
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
    Date (from‐to) : 2021/04 -2024/03 
    Author : 勝見 健史; 山本 智一
     
    本研究は、近年、科学教育において注目されているアーギュメントを、国語科がめざす能動的な課題解決の学習（国語科単元学習）における言語運用プロセスの協働的解決の学習方略として導入することによって、学習者が自らの言語運用の質を精緻に捉え、自律的に学習を進めていくことができる協働的な学習プログラムを開発するものである。 当該年度においては、主に現行学習指導要領がめざす課題解決の言語運用プロセスを含む国語科単元学習、自律性学習、アーギュメントの学術的背景を確証するために、国内外の文献・資料の収集と分析を行い、アーギュメントの背景理論の理解と課題の共有化を図った。とりわけ、わが国のアーギュメント研究の現況と、国語科における科学教育のアーギュメント導入の可能性と限界性について、科学教育におけるToulmin（1958）のモデルが示すアーギュメントの構成要素のうち、「理由の裏づけ」を、国語科教育で援用する場合どのように位置づけるかについて可能性を検討した。 そこでは、第一に、単元組織における「真正性」の保障を児童の自律的な学びを促進するための前提となる言語運用の場の要件とすること、第二に、国語科教育における「理由の裏付け」として、認知的葛藤の発生場面で質問と説明を通した自問自答が論証の質の向上を向上させるという考え方（Chin＆Osborne(2010)）に着目すること、を学習プログラム構築における視座とする可能性を抽出した。 また、実践協力学校とは既に授業研究に関わって共同研究関係にあるが、改めて今回申請の課題についての協力の依頼を行い、自律的言語運用を促進する単元組織の方略について当該学校の実態を踏まえながら本研究の意義の共有化を図った。
  • 日本学術振興会：科学研究費助成事業
    Date (from‐to) : 2020/04 -2024/03 
    Author : 中山 迅; 猿田 祐嗣; 鈴木 誠; 松原 憲治; 山本 智一
     
    海外における，優れた文脈ベースの理科カリキュラムについては，コンピテンス基盤型教育で世界の中等教育を牽引するフィンランドに着目し，年2回実施されている日本の共通テストにほぼ該当する大学入学資格試験の問題に着目して内容を明らかにしようとしている。COVID-19感染拡大により国家教育委員会や現場での聞き取りができなかったため，大学入学資格試験から生物と化学を各5年間抜き出し，一部CBT化され動画も含まれる問題を一つ一つ翻訳する形で作業を進めている。 TIMSS(国際数学理科教育動向調査)の論述式課題の回答分析については，日本の児童・生徒が展開する論理(アーギュメント)に注目して，その弱点と強みを抽出している。また，新たに生物の生殖を取り上げた問題の回答について「トレードオフ」の観点での分析結果について学会で発表した。 教育実践モデルについては，災害の文脈でのプログラミング活用を含む小学校での実践に取り組み，事例研究として成果を発表した。さらに，教員志望の大学生を対象に，理科授業でプログラミングを行う模擬授業を実践し，ロールプレイ中心の授業において「観察者」の役割を加えた。学生の気づきを記述させたワークシートから，「客観的に」という言葉を含む記述を調べると，多くの学生が先生と子どものやりとりに注目できていることから，模擬授業における「観察者」の役割による効果が明らかになった。また，小学校第3学年で日常生活の便利なもの（トイレの自動照明）について，回路の概念やプログラムが活用されていることに理解させるとともに，回路に興味・関心を持たせ，プログラミング的思考を養うことのできる授業開発を行い，その効果を明らかにしている。教育課程については，資質・能力の育成を重視する教科等横断的な学びとしてのSTEM／STEAM 教育の意義について，教育政策文書等を基にした整理を行っている。
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
    Date (from‐to) : 2018/04 -2023/03 
    Author : 山本 智一
     
    平成30年度は，アーギュメントの段階的指導を可能にする小学校教師教育プログラムを開発する条件整備の段階（第1～2フェーズ）であった。 第1フェーズは理論的検討であり，国内外の理科・科学教育関連の学会（ASERA2018，日本理科教育学会第68回全国大会，2018年度日本科学教育学会第2回研究会）に参加し，アーギュメント指導に関する最新の研究から情報収集を行ったり，連携協力者や理科教育関連の研究者から研究に関する助言を受けたりして，アーギュメントを段階的に指導する教師教育プログラムに必要な要件を調査した。 第2フェーズはプログラム試案の開発であった。小学校児童のアーギュメント構成能力育成のために開発したカリキュラムをベースに，教員養成における実践研究（山本・神山，2017）の知見を加えながら，教師教育プログラム試案を作成し，連携協力者を含めて，これまでにアーギュメントの研修を受けた小学校現職教員に事例的に導入した。アーギュメントの段階的指導としては，アーギュメントを初めて経験する小学校中学年児童を対象とした理科授業「風やゴムの働き」「温度と体積の変化」の単元開発（教材開発を含む）やそこでのアーギュメントの指導法について，事例的に授業の構想・実行を支援し，児童のワークシートから授業を分析したり，教師への質問紙・インタビュー調査から教師教育プログラムを評価したりした。これらの分析から得られた知見については，日本理科教育学会第68回全国大会でポスター発表したり，学術論文として日本理科教育学会の『理科教育学研究』に投稿したりした（採録決定済）。
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
    Date (from‐to) : 2016/04 -2021/03 
    Author : NAKAYAMA Hayashi
     
    From the argument structure analysis in the answer to the TIMSS essay task, we pointed out that there was a problem in pointing out "facts" and appropriate "reasoning", and that there was a need for scientific explanation guidance related to daily life and society. A survey of scientific inquiry activities at SSH school, we revealed the effect of promoting the understanding of demonstrativeness in the understanding of the nature of science (NOS) by high school students. A Finnish textbook analysis found 95% of descriptive formulas, questions about design of experiments, and questions without a "solution." In a practical study on science lessons using an argument that connects everyday context and science in schools, we presented a practical model of science lessons in primary and lower secondary schools that set context-based "questions."
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
    Date (from‐to) : 2017/04 -2020/03 
    Author : Sakamoto Miki
     
    This study aims to examine the effects of an intervention for pre-service teachers which enhanced students’ socio-scientific decision-making through argumentation in the classroom or the groups. Our intervention focused on the consensus building on the socio-scientific issue, the development of a genetically modified organism. In the instructional unit, students identified conflicts among various stakeholders' opinions and proposed solutions to resolve multiple conflicts. In pre- and post-tests, students were asked to construct arguments on the focal issue. Their arguments were explored mainly in terms of the quality of their decisions; reasoning from multiple perspectives and generating solutions to resolve issues. These results demonstrated that the instruction promoted students’ socio-scientific decision-making toward consensus building. We also conducted an SSI-based instruction in elementary schools to enrich contents of the pre-service teacher education.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
    Date (from‐to) : 2017/04 -2020/03 
    Author : Daikoku Takafumi
     
    The ability of promoting active learning in the classroom is one of the qualities and skills required by the new generation of teachers. In this study, we developed and evaluated a manga case-method learning program to foster the ability to lead pupils or students to cooperative learning for use in school teacher-training courses. In order to clarify the learning outcomes and learning status of the manga case-method learning program, the following five items were investigated for the 86 university students aspiring elementary school teacher.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
    Date (from‐to) : 2015/04 -2019/03 
    Author : KURODA Hideko
     
    In this study, we developed a lesson program to cultivate the teaching design ability of Life Environment Studies for college students who wish to be elementary school teachers and then evaluated the effectiveness of the program. MANGA teaching materials for a flipped classroom were used in this program. MANGA illustrates the learning activities and the conditions of representative children. Therefore, MANGA allows students to easily imagine actual classrooms, and it is a very useful type of teaching material. In group activities, it became clear that interaction was effective with others who found the problem from different points of view drawn in MANGA. In addition, it is revealed that the descriptions of "the points of necessary consideration in teaching" of the lesson plan sheet increased as a result of new viewpoints.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
    Date (from‐to) : 2015/04 -2018/03 
    Author : Inagaki Shigenori; MURATSU Keita; KAMIYAMA Shinicchi; DAIKOKU Masahiro; HATONO Itsuo
     
    The purpose of this study was to systemize the theory and method of teaching, and the method of assessing argumentation in science education based on comprehensive and interdisciplinary joint studies by experts in science education and researchers in fields such as learning science; by taking these studies into consideration, the research was intended to develop and propose education programs for teachers. Argumentation is defined as a process of composing a scientific claim, such as reasoning and producing cases of counter evidence. Given that argumentation studies in science education are being applied in teacher education today, establishing a theory and method of teaching, and a method of assessment were urgent tasks. As a result of this study, we were able to develop prototypes of a science teacher education program.
  • 小学校教員を対象とした科学的な論証スキルを育成するプログラムの開発
    科学研究費助成金：基盤研究C
    Date (from‐to) : 2015/04 -2018/03 
    Author : 山本智一
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2012/04 -2016/03 
    Author : OSHIMA Jun; MOCHIZUKI Toshio; NAKAYAMA Hayashi; MURAYAMA Isao; INAGAKI Shigenori; MIYAKE Naomi; OSHIMA Ritsuko; YAMAGUCHI Etsuji; SAKAMOTO Miki; YAMAMOTO Tomokazu; MASUKAWA Hiroyuki; KITAZAWA Takeshi
     
    PI team had a theoretical consideration for the instructional design and empirical studies of active learning. They focused on and developed an analytic framework for self-regulated learning, co-regulated learning and socially shared regulation of learning in the constructive jigsaw method. The teacher education teams expanded their contribution of design-based research in the primary and secondary schools to the teacher professional development program. This effort was made in the face-to-face contexts and on Social Network Service. The science education teams developed their instructional designs based on the idea of facilitating students’ argumentation in the classroom. In some contexts, they used mobile tools for students to review their peers’ practicum and discuss it.
  • 小学校理科教育におけるアーギュメント構成能力の育成
    科学研究費助成金：学術図書
    Date (from‐to) : 2015/04 -2016/03 
    Author : 山本智一
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Exploratory Research
    Date (from‐to) : 2014/04 -2016/03 
    Author : Daikoku Takafumi; HUNAOI Hideo; KURODA Hideko; TAKENAKA Makiko; YAMAMOTO Tomokazu
     
    The objective of this research is to develop flip teaching materials for teacher candidates to acquire experiment skills and reveal the effectiveness. The materials have been improved twice for 2 years. The materials are depicted as manga and the candidates use them with tablet PCs. The experiment skill the learners acquire in this research is operation system of the gas detector tube.Furthermore, the basic preparation of digital contents for the delivery with the Web base had completed.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
    Date (from‐to) : 2013/04 -2016/03 
    Author : YAMAGUCHI ETSUJI; OSHIMA Jun; MASUKAWA Hiroyuki; SAKAMOTO Miki; YAMAMOTO Tomokazu; DEGUCHI Akiko; INAGAKI Shigenori
     
    This study is an interdisciplinary collaborative study among researchers in learning sciences and science education. The purpose of the study is to develop science teacher education programs using learning progressions (LPs). LPs are “descriptions of the successively more sophisticated ways of thinking about a topic that can follow one another as children learn about and investigate a topic over a broad span of time.” (NRC, 2007). LPs are utilized to determine the stepping stone ideas or productive failures which significantly enable development of scientific proficiency. The result of the study is to propose a standard for science teacher education programs using learning progressions, and develop cases of science teacher education programs based on the standard.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
    Date (from‐to) : 2012/04 -2015/03 
    Author : INAGAKI SHIGENORI; YAMAGUCHI Etsuji; OSHIMA Ritsuko; NISHIGAKI Junko; YAMAMOTO Tomokazu; KUSUNOKI Fusako; NAKAYAMA Hayashi; FUNAOI Hideo; KAMIYAMA Shinnichi
     
    The objective of this study is to pioneer a theory of argumentation in science education and to develop a teaching method for it through interdisciplinary joint research by science education experts and learning sciences researchers. Argumentation is defined as the process of constructing scientific arguments, including providing reasons and preparing for counterexamples. In this study, I was able to (1) establish a theory in which the mechanism and function of scientific argumentation is systematized, (2) develop a teaching method and learning-support environment utilizing ICT, and (3) obtain pioneering results both in terms of argumentation theory and teaching method based on empirical research conducted at an affiliated experimental school.
  • 理科の授業構成力と実践的指導力を養成する教師教育用ケースメソッド教材の開発
    科学研究費助成金：基盤研究B
    Date (from‐to) : 2012/04 -2015/03 
    Author : 大黒孝文
  • 小学生を対象とした科学的な論証スキルを育成するカリキュラム開発
    科学研究費助成金：基盤研究C
    Date (from‐to) : 2012/04 -2015/03 
    Author : 山本智一
  • 科学技術社会問題を題材とする理科系教員養成のためのカリキュラム開発
    科学研究費助成金：研究活動スタート支援
    Date (from‐to) : 2010/04 -2011/03 
    Author : 山本智一
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2008 -2011 
    Author : NAKAYAMA Hayashi; SARUTA Yuji; MATSUBARA Michio; SUMIDA Manabu; YAMAGUCHI Etsuji; KINUGASA Takahiro; YAMAMOTO Tomokazu
     
    The purpose of the research is to clarify the standard flow of Japanese science lessons presented in science textbooks in Japan and to present a model of the science lessons. We conducted analyses of the responses to the essay type task of TIMSS-Science and description analysis of science textbooks and found the feature that description of a textbook has few "why" questions and many questions it is easily decided from the result of observation or an experiment that conclusions will be is became clear. Based on such findings, we developed and presented a practice model of the science lessons
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2008 -2011 
    Author : NOGAMI Tomoyuki; DEGUCHI Akiko; FUJII Hiroki; HASHIMOTO Tateo; INAGAKI Shigenori; KAWAKAMI Shogo; MIYAKE Shiho; MIZOBE Kazushige; NAKAYAMA Hayashi; OGAWA Yoshikazu; TAKEDA Yoshiaki; TAKENAKA Makiko; YAMAGUCHI Etsuji; DAIKOKU Takafumi; KUSUNOKI Fusako; YAMAMOTO Tomokazu
     
    The purpose of this study was to develop and assess a new type of science teacher training program within the scope of sustainability science and education for sustainable development(ESD). To this end, led by Kobe University, faculty and graduate school researchers in the fields of natural science and elementary/advanced science education from universities such as Nagasaki University, University of Miyazaki, Oita University, Prefectural University of Hiroshima, and Aichi University of Education as well as the National Museum of Nature and Science joined hands to develop and assess teacher training programs for undergraduate, graduate, and professional graduate school levels. Science learning programs and continuing education programs for practicing teachers were also developed and assessed under the project. As a result, we were able to formulate design guidelines for ESD-oriented teacher training programs and provide a number of specific program ideas and examples.
  • IT支援により連続型・非連続型テキストを統合した論理的思考力を育む授業の開発
    科学研究費助成金：奨励研究
    Date (from‐to) : 2009/04 -2010/03 
    Author : 山本智一
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2006 -2009 
    Author : INAGAKI Shigenori; YAMAGUCHI Etsuji; FUNAOI Hideo; DEGUCHI Akiko; OHSHIMA Ritsuko; TAKENAKA Makiko; SUGIMOTO Masanori; KUSUNOKI Fusako; OSHIMA Jun; NAKAYAMA Hayashi; MURAYAMA Isao; SAKAMOTO Miki; DAIKOKU Takafumi; YAMAMOTO Tomokazu; KURODA Hideko; KAMIYAMA Shinichi; FUJIMOTO Masaji; MISAWA Naohisa; TACHIBANA Sanae
     
    The purpose of this research is to create several CSCL (Computer Supported Collaborative Learning) systems originate in ubiquitous technology, thereby to develop and evaluate programs in science education that enable to foster human resources with creativity, which ultimately represents innovative science education that enhances ubiquitous society. To achieve these goals, our group firstly set four realms of scientific aptitudes considered to be desirable to equip such as : Discussion/Description, Conceptual Integration, Observation/Informational Application, and Deduction/Solution. Subsequently, based on the foresaid respective realms, we have introduced epoch-making IT lessons at targeting schools as demonstrative experiments. As results, we defined effective design principles in the school lessons that would contribute to the advancement of students' aptitudes.
  • 現実世界の科学的課題の解決を可能にする単元の開発
    科学研究費助成金：奨励研究
    Date (from‐to) : 2007/04 -2008/03 
    Author : 山本智一
  • Knowledge Forum(R)を利用したバイオサイエンスに関する単元開発
    科学研究費助成金：奨励研究
    Date (from‐to) : 2003/04 -2004/03 
    Author : 山本智一

Teaching Experience

  • Current State of Education in JapanCurrent State of Education in Japan Hyogo University of Teacher Education

Social Contribution

  • 「新たな学びの実現に向けた教育課程の在り方に関する研究」（探究班）委員
    Date (from-to) : 2023/05/18-Today
    Role : Official expert, Investigator
    Sponser, Organizer, Publisher  : 国立教育政策研究所
  • スクールパートナーシップ事業
    Date (from-to) : 2016/04/01-Today
    Role : Lecturer
    Category : Visiting lecture
    Sponser, Organizer, Publisher  : 兵庫教育大学
    Event, Program, Title : 理科授業における観察・実験指導のポイント
  • 令和4年度学力向上実践推進委員
    Date (from-to) : 2022/06/24-2023/01/31
    Role : Logistic support
    Sponser, Organizer, Publisher  : 兵庫県教育委員会義務教育課
  • 2021年度全国小学校理科研究協議会兵庫大会開催に向けた姫路市小学校教育研究会理科部会アドバイザー
    Date (from-to) : 2018/08/23-2021/11/19
    Role : Consultant
    Category : Research advise
  • 平成30年度学力向上実践推進委員
    Date (from-to) : 2018/07/27-2019/02/28
    Role : Logistic support
    Category : Others
    Sponser, Organizer, Publisher  : 兵庫県教育委員会義務教育課
  • 小学校理科授業改善研究事業
    Date (from-to) : 2016/04/01-2018/03/31
    Role : Consultant
    Category : Research advise
    Sponser, Organizer, Publisher  : 兵庫県教育委員会義務教育課

Other link

researchmap


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