安積 典子, 向井 大喜, 種田 将嗣, 平川 尚毅, 日高 翼, 仲矢 史雄, 種村 雅子, 萩原 憲二, 秋吉 博之, 川上 雅弘. 小学校の若手教員を対象とした課題探究型理科研修における受講者の学び-個人のワークシートとグループ活動のまとめ図の記述内容より--What did Young Primary School Teachers Learn from the Problem -Solving and Inquiry-Based Science Training?: A Research of Contents of Individual Worksheets and Summary Charts of Group Activities. 大阪教育大学紀要. 総合教育科学. 2024. 72. 335-354
Development of the On-dem;Teacher Training;Program of;Science Problem-Inquiry Activities for Young Primary;School Teachers;Attempt of Learner's Achievement Level Evaluation of;he;Program Using Rubric. Memoirs of Osaka Kyoiku University. Educational Science. 2024. 71. 349-364
ASAKA Noriko, OKAZAKI Junko, KAWAMURA Mishio, KANDORI Kazuhiko, TANEDA Masatsugu, TSUJIOKA Tsuyoshi, TOHDA Yasuo, NAKATA Hiroyasu, HIROTANI Hiroshi, HORI Kazushige, et al. What and How far the Young Primary School Teachers Have Learned from the Project Based Science Training ? - from Results of the Poster Presentation, Mutual Evaluation of Performances, and the Questionnaire. Proceedings of the Annual Meeting of Japan Society for Science Education. 2019. 43. 0. 632-635
ASAKA Noriko, TANEDA Masatsugu, HAGIHARA Kenji, KAWAKAMI Masahiro, AKIYOSHI Hiroyuki, YAMANOUCHI Yasunori, OZAKI Takuro, IKUTA Kyosuke, YOSHIMOTO Naohiro, NAKAYA Fumio. Development of e-Learning Program of Inquiry-based Learning for Teacher Training Using Google Classroom. Proceedings of the Annual Meeting of Japan Society for Science Education. 2021. 45. 615-616
安積典子, 種田将嗣, 萩原憲二, 川上雅弘, 秋吉博之, 山内保典, 尾崎拓郎, 生田享介, 吉本直弘, 仲矢史雄. Development of e-Learning Program of Inquiry-based Learning for Teacher Training Using Google Classroom. 日本科学教育学会年会論文集(Web). 2021. 45th
Asaka Noriko, Kawakami Masahiro, Yamanouchi Yasunori, NAKAYA Fumio, HAGIHARA Kenji, AKIYOSHI Hiroyuki, IKUTA Kyosuke, OKAZAKI Junko, TANEDA Masatsugu, TSUJIOKA Tsuyoshi, et al. Learning of the Young Primary School Teachers from the Project Based Science Training - Where do They Get a Wrong Way to Solve Their Problem?. Proceedings of the Annual Meeting of Japan Society for Science Education. 2020. 44. 351-354