研究者詳細 - 中村　大輝

論文 - 中村　大輝

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Social Studies and Science Education as Specific Subject Pedagogies in Comparison: State of the Art, Research Approaches and Challenges 査読あり国際誌

Hiroaki Sakaue, Daiki Nakamura

Research in Subject-matter Teaching and Learning (RISTAL) 7 ( 1 ) 180 - 195 2025年1月

担当区分：最終著者記述言語：英語掲載種別：研究論文（学術雑誌）出版者・発行元：Walter de Gruyter GmbH

Abstract

This study discusses the commonalities and differences between Social Studies and Science education in Japan, focusing on the curriculum structure, research themes, and educational roles. Both subjects are central to fostering students’ understanding of society and nature, with Social Studies rooted in the social sciences and Science in the natural sciences. The analysis highlights shared elements, such as problem-solving and inquiry- based learning, and the presence of both integrated courses (e.g., “Science and Our Daily Life” and “Modern and Comprehensive History”) and specialized subjects (e.g., “Basic Biology” and “Advanced Japanese History”). Despite certain similarities, these subjects differ in their research focus. Science education often addresses students’ misconceptions and cognitive development, whereas Social Studies research rarely extends beyond lesson-based studies to explore students’ prior knowledge. Examining these subjects in parallel clarifies their distinct methodological approaches and foundational principles, thereby providing insights into the broader positioning of Social Studies and Science education research in Japan.

DOI： 10.2478/ristal-2024-0014

科学の本質の理解の評価方法とその特徴に関するシステマティックレビュー査読あり

中村大輝, 藤原聖輝, 石飛幹晴, 川崎弘作, 小林和雄, 小林優子, 三浦広大, 雲財寛

科学教育研究 47 ( 2 ) 137 - 154 2023年7月

担当区分：筆頭著者,　責任著者記述言語：日本語掲載種別：研究論文（学術雑誌）出版者・発行元：一般社団法人日本科学教育学会

The purpose of this study was to derive the types, characteristics, historical evolution, and issues for future research on assessment methods of understanding of the Nature of Science (NOS). The assessment methods for NOS understanding were extracted from an article database, and 69 assessment methods were identified. These assessment methods differed in response format and subjects, and there was some bias in the elements measured. Finally, we summarized issues for future research from the three viewpoints of “What should be assessed as NOS understanding,” “What methods should be used for assessment,” and “What is the purpose of assessment”.

DOI： 10.14935/jssej.47.137

CiNii Research

社会認知的キャリア理論に基づくSTEMキャリア選択の要因と性差の検討 ―PISA2015データの二次分析を通して― 査読あり

中村大輝, 堀田晃毅, 西内舞, 雲財寛

日本教育工学会論文誌 46 ( 2 ) 303 - 312 2022年6月

担当区分：筆頭著者,　責任著者記述言語：日本語掲載種別：研究論文（学術雑誌）出版者・発行元：日本教育工学会

DOI： 10.15077/jjet.45098

理科における認知欲求尺度の再構成および項目反応理論に基づく検討査読あり

中村大輝, 雲財寛, 松浦拓也

科学教育研究 45 ( 2 ) 215 - 233 2021年7月

担当区分：筆頭著者,　責任著者記述言語：日本語掲載種別：研究論文（学術雑誌）出版者・発行元：一般社団法人日本科学教育学会

The purpose of this study is to redevelop the Need for Cognition Scale in Science Education (NCSE) and provide basic data for its application. We define NCSE as the intrinsic tendency that allows one to engage in and enjoy cognitive activities; these are scientific inquiries through observation and experimentation. This study is divided into four parts. In Study 1, we conducted a questionnaire survey on 1,875 elementary and junior high school students and clarified the structure of the scale based on item response theory (IRT). Several IRT model fits were compared, and finally, we identified the characteristics of each question item based on the graded response model (GRM). In Study 2, we verified the validity and accuracy of NCSE. In addition, we showed that there was no differential item functioning (DIF) of gender. In Study 3, we examined gender and grade differences. We found that NCSE tended to be higher in males than in females and may decrease as the grade progresses. In Study 4, we divided the questionnaire into two groups based on item parameters estimated in Study 1. These two sets, known as the horizontal test, will contribute to future investigations using the pre-post design approach.

DOI： 10.14935/jssej.45.215

CiNii Research

理科教育学における再現性の危機とその原因査読あり

中村大輝, 原田勇希, 久坂哲也, 雲財寛, 松浦拓也

理科教育学研究 62 ( 1 ) 3 - 22 2021年7月

担当区分：筆頭著者,　責任著者記述言語：日本語掲載種別：研究論文（学術雑誌）出版者・発行元：日本理科教育学会

DOI： 10.11639/sjst.sp20016

Trends in STEM/STEAM Education and Students' Perceptions in Japan 査読あり国際誌

Takuya Matsuura, Daiki Nakamura

Asia-Pacific Science Education 7 ( 1 ) 7 - 33 2021年5月

担当区分：最終著者記述言語：英語掲載種別：研究論文（学術雑誌）出版者・発行元：Springer

This study aimed to examine the trends in grants for STEM/STEAM education in Japan as well as Japanese students’ perception of science learning and future careers. The grants were addressed through analysis of chronological trends, while student perceptions were reviewed through student questionnaires on Trends in International Mathematics and Science Study (TIMSS) 2011, 2015, and 2019. The results reflect ideas on not only STEM education, which is often treated in the context of workforce development and science/mathematics education in Japan, but also ideas on the rapid expansion of and changes to STEAM education around 2015, which seems to be intended the integration of multiple subjects. In contrast, the results showed that students’ perceptions of science and engineering careers are improving, but there are still challenges. Since subject-integrated learning has already been conducted in Japan, we consider the further discussion required regarding specific objective of STEAM versus STEM education.

DOI： 10.1163/23641177-bja10022

子供を対象とした教科教育研究における研究倫理上の課題査読あり

中村大輝, 雲財寛, 川崎弘作

日本教科教育学会誌 49 ( 1 ) 2026年6月

担当区分：筆頭著者,　責任著者記述言語：日本語掲載種別：研究論文（学術雑誌）出版者・発行元：日本教科教育学会

中学校理科における知的謙虚さ育成のための学習指導に関する研究 ―生命領域におけるモデリングに着目して― 査読あり

川崎弘作, 橋本日向, 雲財寛, 中村大輝

理科教育学研究 66 ( 1 ) 77 - 88 2025年7月

担当区分：最終著者記述言語：日本語掲載種別：研究論文（学術雑誌）出版者・発行元：日本理科教育学会

DOI： 10.11639/sjst.25008

他者との相互作用を通して最適解を追究する理科授業

永友周作, 園田怜央, 弓削聖一, 瀬戸口和昭, 宇都宮慎一郎, 中村大輝, 野添生

宮崎大学教育学部附属教育協働開発センター研究紀要 33 65 - 74 2025年3月

記述言語：日本語掲載種別：研究論文（大学，研究機関等紀要）出版者・発行元：宮崎大学教育学部附属教育協働開発センター

教科教育学をめぐる３つの分断―角屋重樹氏へのインタビューを通して― 招待あり

雲財寛, 中村大輝, 𠮷�田純太郎

日本教科教育学会誌 47 ( 4 ) 57 - 64 2025年3月

記述言語：日本語掲載種別：研究論文（学術雑誌）出版者・発行元：日本教科教育学会

DOI： 10.18993/jcrdajp.47.4_57

馴染みのない研究方法論を学ぶことで生じる科学教育研究者の変容ー主として量的研究方法を用いている研究者による質的研究方法の学びを事例にー査読あり

舟橋友香, 新井しのぶ, 雲財寛, 岡部舞, 下平剛司, 田中秀志, 中村大輝

科学教育研究 48 ( 4 ) 365 - 380 2025年1月

担当区分：最終著者記述言語：日本語掲載種別：研究論文（学術雑誌）出版者・発行元：日本科学教育学会

DOI： 10.14935/jssej.48.365

A systematic review and meta-analysis of research on mathematics and science pedagogical content knowledge: Exploring its associations with teacher and student variables 査読あり国際誌

Tatsushi Fukaya, Daiki Nakamura, Yoshie Kitayama, Takumi Nakagoshi

Teaching and Teacher Education 155 2024年12月

記述言語：英語掲載種別：研究論文（学術雑誌）出版者・発行元：Elsevier

DOI： 10.1016/j.tate.2024.104881

日本の初等中等理科教育における批判的思考力育成に関する研究動向査読あり

中山貴司, 中村大輝, 山中真悟, 川崎弘作, 木下博義

理科教育学研究 65 ( 2 ) 263 - 277 2024年11月

記述言語：日本語掲載種別：研究論文（学術雑誌）出版者・発行元：日本理科教育学会

DOI： 10.11639/sjst.24023

A Systematic Review and Meta-Analysis of Intervention Studies on Mathematics and Science Pedagogical Content Knowledge 査読あり国際誌

Tatsushi Fukaya, Daiki Nakamura, Yoshie Kitayama, Takumi Nakagoshi

Frontiers in Education 9 2024年9月

記述言語：英語掲載種別：研究論文（学術雑誌）出版者・発行元：Frontiers Media

Pedagogical content knowledge (PCK) has been considered as professional knowledge that teachers need to effectively instruct students. Empirical studies have been conducted to enrich teachers' PCK through interventions such as professional development programs. In this study, we conducted a systematic review and meta-analysis of studies about PCK interventions and their quantitative evaluation among mathematics or science teachers at the elementary and secondary education levels. We identified 101 effect sizes (42 for multiple group comparison designs and 59 for multiple time point comparison designs) and found that the interventions had a positive effect in both designs. The results of the meta-regression analysis showed that in the multiple group design, the effects differed by intervention target, with higher scores for the PCK intervention than for the CK-only intervention, and in the multiple time point design, the effects differed by subjects treated, with higher scores for the science materials than for the mathematics materials. These results not only demonstrate the average effectiveness of previous studies aimed at improving teachers' PCK but also provide insights into effective designs for professional development methods that promote PCK acquisition.

Systematic review registration

https://osf.io/vf4hq/?view_only=068483e4e82c42cd994e2c8174bd0a64.

DOI： 10.3389/feduc.2024.1435758

中学校理科における環境シティズンシップ教育の実践－多様なステークホルダーとの関わりを通して－査読あり

佐久間直也, 中村大輝

環境教育 33 ( 3 ) 58 - 65 2024年7月

担当区分：最終著者記述言語：日本語掲載種別：研究論文（学術雑誌）出版者・発行元：一般社団法人日本環境教育学会

DOI： 10.5647/jsoee.2318

学習としての評価論に基づく探究活動を通した児童の科学観の変容査読あり

森川大地, 中村大輝

理科教育学研究 65 ( 1 ) 3 - 19 2024年7月

担当区分：最終著者記述言語：日本語掲載種別：研究論文（学術雑誌）出版者・発行元：日本理科教育学会

DOI： 10.11639/sjst.B23009

オンライン研究コミュニティを基盤とした科学教育の新しい研究活動 ―若手研究者が取り組む対話と共創― 査読あり