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韓国語母語話者を対象にしたピア·ラーニングにおけるペアおよびグループ内の問題の実態と学習者意識
石塚健(Ishizuka Ken) 동북아시아문화학회 2016 동북아 문화연구 Vol.1 No.48
Peer learning that focuses on writing and reading has been introduced in Japanese education and implemented in various learning environments. Through various studies, the method has proved its effectiveness on learning and is now widely used and accepted. Peer learning has several pros so is recognized as a learning concept that should be adopted in many areas, not only in English and Japanese education. However, it does not mean that peer learning does not have issues. Issues related to cooperative learning since peer learning was first introduced in Japanese education are still unresolved. Even though successful examples have been introduced in actual practice, the method does not necessarily proceed ideally in the classroom. Studies so far have dealt with some problems in peer learning. However, most of them are limited to speculation from teachers, but only a few are from learners’ perspectives, who are the principle actors in learning. Attention has not been drawn to the state of mind of actual learners, the kinds of problems that occur in peer learning, the quality of effort learners put in, and what measures have been taken to solve these problems. Qualitative research is required to identify in detail the real conditions of peer learning. Therefore, through an interview survey, the kinds of specific problems that occur have been analyzed. Also, research has been conducted into the kinds of effort learners put in to overcome issues when they arise. At the same time, Ishizuka(2016)’s questionnaire survey was conducted for the purposes of confirmation and review. The results of the questionnaire survey were almost the same as those of Ishizuka(2016). However, problems in learner pairs and groups remain unresolved. In the interview, advanced learners and beginners generally gave different answers. Learners pointed to willingness to participate and differences in the language levels of partners or group members as the most difficult hurdles. When forming groups, teachers need to consider intimacy between participants as well as an appropriate balance in language skills between learners. As a result of this questionnaire survey, problems associated with peer learning that learners experience and the real mindset of students have become specific and clear. Peer learning assessment has stood out as a task to be completed, but I aim to find an effective way to improve this teaching method through actual research.
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Proton-Coupled Electron Shuttling in a Covalently Linked Ruthenium–Copper Heterodinuclear Complex
Ishizuka, Tomoya,Tobita, Kengo,Yano, Yuichi,Shiota, Yoshihito,Yoshizawa, Kazunari,Fukuzumi, Shunichi,Kojima, Takahiko American Chemical Society 2011 JOURNAL OF THE AMERICAN CHEMICAL SOCIETY - Vol.133 No.46
<P>A heterodinuclear complex based on a Ru<SUP>II</SUP>–TPA [TPA = tris(2-pyridylmethyl)amine] complex having a peripheral Cu<SUP>II</SUP>(bpy)<SUB>2</SUB> (bpy = 2,2′-bipyridine) group bonded through an amide linkage displayed reversible intramolecular electron transfer between the Ru and Cu complex units that can be controlled by protonation and deprotonation of the bridging amide moiety.</P><P><B>Graphic Abstract</B> <IMG SRC='http://pubs.acs.org/appl/literatum/publisher/achs/journals/content/jacsat/2011/jacsat.2011.133.issue-46/ja208141b/production/images/medium/ja-2011-08141b_0004.gif'></P><P><A href='http://pubs.acs.org/doi/suppl/10.1021/ja208141b'>ACS Electronic Supporting Info</A></P><P><A href='http://pubs.acs.org/doi/suppl/10.1021/ja208141b'>ACS Electronic Supporting Info</A></P>
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石塚健(ISHIZUKA Ken) 동북아시아문화학회 2021 동북아 문화연구 Vol.1 No.69
It is said that due to the spread of the Coronavirus disease online lessons are becoming more widely used on a worldwide scale, and Japan is no exception. Also at the Japanese university the author is affiliated to hybrid classes were held at the beginning and end of the 2021 spring semester. It was a semester during which hybrid classes were held regularly, although not throughout the semester. Some students living in Japan experienced both classroom and Zoom participation, while a number of students participated online from their own countries due to travel restrictions to Japan. This practical study investigates, analyses, and considers how students perceived classes when peer learning was adopted in hybrid classes under such circumstances. It aims to analyse data focused on surveys of questionnaires and interviews mainly concerning whether there is a difference between the specialised and liberal arts subjects as well as between the languages, if different trends between Japanese students and exchange students can be observed, and how students perceive the positive and negative aspects of peer learning during hybrid classes. It is believed that the hybrid class format will remain in the future, therefore this study also considers the possibility that peer learning can be successfully conducted in hybrid classes. Through this analysis, it has become clear that, although peer learning can be implemented in hybrid lessons, students did not perceive it advantageous to the point of surpassing classes held face-to-face or using Zoom. From the point of view of learning efficacy, it can be considered that the order thus goes from ‘face-to-face classes’ to ‘zoom classes’ to ‘hybrid classes’. It seems that in the future, hybrid classes will remain as one of the basic teaching formats and will be widely adopted. Through this survey, negative aspects and issues have become apparent, and, at the same time, it has also become clear that there is ample room for improvement in future teaching. ‘Exchange’ and ‘communication’ were mentioned together in the answers of the negative perception survey, which indicates a negative impact on the findings of the basic elements of cooperative learning in “Face-to-face interaction in interactive learning environments” by Johnson et al. (2001) and Ikeda and Tateoka’s “Equality” and “Face-to-face” (2007). It is important that teachers systematically provide continuous care and support, and actively play the role of facilitator in order to encourage ‘exchange and communication’ when introducing peer learning in hybrid classes in order to build trust between students and efficiently transition to harmonious activities.
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JFL環境の韓国人学習者を対象としたピア · レスポンスにおける学習者の意識の研究
石塚健(Ishizuka Ken) 동북아시아문화학회 2015 동북아 문화연구 Vol.1 No.43
In this study, I focused on the level difference between the members of the group in a Peer-Response. The goal is to clarify the question of what differences arise in the consciousness of the learner by the level difference in the group. I had a questionnaire after writing class in order to solve this problem. Three issues will be mentioned as future challenges. First one is “Content to learn the advanced learner”. Not only higher capacity than other members learners teach in the group, about what to learn and the notice was obtained, there is a need to more specifically survey. The second is the “Contribution way for low levels learner”. If the Japanese ability is inferior to other members, it will become many situations that taught to advanced learners. So it will deviate from the basic elements of the original cooperative learning. It is important to figure out what contribute to the group members in activities. Class of Peer response is required ingenuity, such as can feel that he is useful. And, the third one is “Way for the role is not too unilaterally” Teachers will need to consider the basic elements of cooperative learning. That is the “equal” and “reciprocity”.
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石塚健(Ishizuka Ken) 동북아시아문화학회 2017 동북아 문화연구 Vol.1 No.52
A survey targeting learners who study Japanese as a foreign language in Korean universities was conducted using “The Belief in Cooperation Scale,” developed by Yasunaga (2006) to clarify whether the concept of cooperative learning is an appropriate educational approach for Japanese learners whose mother tongues are Korean and how they perceive an image and a skill related to cooperative learning while having a ‘conversation.’ In addition to the survey, which is the original method of this study, an interview, qualitative research, was conducted at the same time to analyze and consider the learners’ perception from different perspectives by quoting specific situations and cases. After researching students’ tendencies, I cannot deny that there were differences by individual. The aggregate method can be averaged, but research that clarifies individual properties more specifically needs to be implemented. For that research, in addition to quantitative data, a class can be set up which introduces cooperative learning and observes the learners’ changes and the progress in the learners’ belief by researching repeatedly over time. Interviews, qualitative research, which target learners who are weighted towards high scores and low scores respectively, can be conducted as well. As a result, unexpectedly, the learners’ answers were mostly in the categories of ‘Harmony,’ ‘Motivation,’ ‘Cooperation,’ and ‘Initiative,’ and less in ‘Level Difference,’ ‘Grade Difference,’ and ‘Gender Difference.’ They speak up and directly express honest opinions while showing a tendency to avoid a leader’s role. Also, they consider vertical relationships and gender differences less than expected, but depend highly on higher level classmates. Based on this result, when designing a class, teachers need to fully grasp through the methods of a questionnaire survey, learning perception research, and preliminary interviews, a balance between learners, especially for those who do not get along with each other. However, from time to time, a positive learning atmosphere is not formed, even between close learners, and an adjustment will be needed.
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韓国語母語話者を対象としたピア․ラーニングにおける学習形態の違いに対する学習者の意識
石塚健(Ishizuka Ken) 동북아시아문화학회 2017 동북아 문화연구 Vol.1 No.50
This study conducted a survey to clarify how different learning spaces (or classrooms) and grouping (or pair) methods of peer learning affect the mindset of a learner. Also, an interview was carried out to add a qualitative factor. In the three different class types of uniform learning, ‘ㄷ,’ and a fixed group, a Japanese class with a peer learning concept was given, and then the survey and the interview were conducted. Before the survey, a preliminary survey was conducted to identify the learner’s tendency and to set questions. In the uniform types of learning classroom, learners freely choose seats and members to do assignments with, but they normally do activities with the same members. They accept positively that they can study both in the seats and with the friends they like, but from the perspective of peer learning, only a few pairs or groups achieve effective learning. Intimacy reduces psychological anxiety, but it is hard to balance language level or motivational differences between group members, so this method is effective on only a portion of learners. In the ‘ㄷ’ type of classroom, a sense of unity, partner diversity, and novelty are accepted positively, but it has a negative impact on building relationships with partners. The survey result shows that it is better to have the same partners for a certain period, rather than to have a new partner in every class. Also, having a teacher to choose partners, who knows the readiness of the learners (*readiness refers to a learner’s information such as one’s learning maturity, the learner’s condition, or the learning environment), gives more balanced learning pairs. In the fixed group types of classroom, the learners accepted this method positively from the perspective of interactive learning. Not only was their own Japanese learning stimulated through activities with other members, but it also clearly showed that the burden on learners was reduced. However, it became clear that motivation, cooperation, and appropriate level differences in the group members are the necessary conditions to achieve those effects. Even from a conductor’s point of view, this type can control both small and large groups; it is expected to be one of the most effective learning space methods in peer learning.
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Shogo Ishizuka,Akimasa Yamada,Koji Matsubara,Paul Fons,Keiichiro Sakurai,Shigeru Niki 한국물리학회 2010 Current Applied Physics Vol.10 No.2
CuInSe2 (CIS), Cu(In,Ga)Se2 (CIGS), and CuGaSe2 (CGS) solar cells were fabricated on flexible 50-lm thick zirconia sheet substrates. Alkali doping into CIS, CIGS, and CGS absorber layers was demonstrated using alkali-silicate glass thin layers (ASTL) deposited on substrates prior to the sputtering of the Mo back contact layer. Enhanced cell efficiencies with the use of ASTL were demonstrated regardless of the In/Ga composition ratio in CIGS. The external quantum efficiency (EQE) curves of CIGS solar cells fabricated with ASTL showed an enhanced absorption in the long wavelength region, whereas the EQE curves of CIS and CGS cells showed no such variation. This result implies that the presence of alkali elements in CIGS lead to a reduction in elemental inter-diffusion of In and Ga during growth, resulting in a decrease of the nominal band-gap energy of the CIGS layer due to the steep Ga composition gradient present in the CIGS layer.
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