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Affiliation |
IWATE University Faculty of Education Science Education |
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Position |
Associate Professor |
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Laboratory Address |
〒0208550 3-18-33 Ueda, Morioka, Iwate, Japan |
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Laboratory Phone number |
+81-19-621-6826 |
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Mail Address |
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Tetsuya HISASAKA
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Research Interests 【 display / non-display 】
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motivation
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self-efficacy
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self-regulated learning
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scientific inquiry
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metacognition
Graduating School 【 display / non-display 】
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-2003.03
Iwate University Faculty of Education Graduated
Graduate School 【 display / non-display 】
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-2016.03
Osaka University Graduate School, Division of Human Science Doctor's Course Accomplished Credits for Doctoral Program
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-2006.03
Naruto University of Education Graduate School, Division of School Education Master's Course Completed
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-2005.03
Iwate University Graduate School, Division of Education Master's Course Completed
Campus Career 【 display / non-display 】
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2016.04-Now
IWATE University Faculty of Education Science Education Associate Professor [Duty]
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2016.04-Now
IWATE University Graduate School of Education Associate Professor [Concurrently]
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2016.04-2018.03
IWATE University Faculty of Education Clinical Research Center for Child Development and Education Practices Associate Professor [Concurrently]
External Career 【 display / non-display 】
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2014.04-2016.03
Japan Society for the Promotion of Science Special Researcher of the Japan Society for the Promotion of Science
Research Areas 【 display / non-display 】
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Humanities & Social Sciences / Educational psychology
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Humanities & Social Sciences / Educational technology
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Humanities & Social Sciences / Science education
Message 【 display / non-display 】
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Our laboratory has started in April 2016. Our research focuses on developments of instructional design and teaching materials from both science educational (practical) and psychological (theoretical) perspectives. Especially, we focus on metacognition, motivation and self-efficacy of learners, and work on improving student's scientific thinking and scientific inquiry abilities through educational intervention.
Course Subject 【 display / non-display 】
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2016
Special Topics in Science Teaching Ⅱ
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2016
Special Topics in Science Teaching Ⅰ
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2016
"SEIKATSU" (Life of Children in Family and Society)for Elementary School Education
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2016
Science for Elementary School Education B
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2016
Science for Elementary School Education A
Published Papers 【 display / non-display 】
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Pilot Study of Relationship between Teacher Efficacy and Their Experiences for Elementary School Teachers
42 ( Suppl. ) 57 - 60 2018.12 [Refereed]
International Conference Proceedings Multiple authorship
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Kazuhiro Ohtani, Tetsuya Hisasaka
Metacognition and Learning 13 ( 2 ) 179 - 212 2018.08 [Refereed]
Bulletin of University, Institute, etc. Multiple authorship
This meta-analytic study estimated the correlations among metacognition, intelligence, and academic performance. Metacognition is higher order cognition and one of the most significant predictors of academic performance. The purpose of this study was to examine the degree to which metacognition predicted academic performance when controlling for intelligence. The analysis of 149 samples from 118 articles revealed that, overall, metacognition weakly correlated with both academic performance and intelligence, and that these relationships were moderated by the type of measurement of metacognition. Furthermore, it was found that metacognition predicted academic performance when controlling for intelligence. Our findings indicate the importance of metacognition in educational practice and provide guidance for assessing metacognition in future research.
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Elementary school students' learning strategies for reflection in science class
SEINO,Mikie.,NAKAJIMA,Ayaka.,and HISASAKA,Tetsuya
32 ( 3 ) 117 - 120 2017.12
International Conference Proceedings Multiple authorship
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Relationship between teacher's efficacy and their experiences for science teaching
NAKAJIMA, Ayaka., SEINO, Mikie., and HISASAKA, Tetsuya
32 ( 3 ) 121 - 124 2017.12
International Conference Proceedings Multiple authorship
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On-line assessment of elementary students' metacognitive activities during mathematical problem-solving tasks
Tetsuya Hisasaka, Kazuhiro Ohtani, Haruhisa Komoto, Masayoshi Kameoka, Machiko Sannomiya
International Journal of Psychology 51 ( Suppl ) 1156 2016.07 [Refereed]
Bulletin of University, Institute, etc. Multiple authorship
Presentations 【 display / non-display 】
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The on-line assessment of metacognition in scientific problem-solving using balloon method
Oral Presentation(General) SEINO, Mikie., OIKAWA, Koki., KOMOTO, Haruhisa., HISASAKA, Tetsuya
2018.12 -
Basic Study on Cognitive Counseling in Subject Study
Oral Presentation(General) KONISHI, Kanna., HISASAKA, Tetsuya
2018.12 -
Analysis of anxiety for science teaching: university students in faculty of education
Oral Presentation(General) NAKAJIMA, Ayaka., HISASAKA, Tetsuya
2018.12 -
Examination of the relationships between academic help-seeking, test anxiety, self-efficacy and motivation on science learning
Oral Presentation(General) KAWAKAMI, Saki., HISASAKA, Tetsuya
2018.12 -
Relationship between teacher's efficacy and their experiences for science teaching
Oral Presentation(General) NAKAJIMA, Ayaka., SEINO, Mikie., and HISASAKA, Tetsuya
2017.12
Association Memberships 【 display / non-display 】
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2014.04
The Japanese Psychological Association
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2006.03
The Japanese Association of Educational Psychology
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2005.06
Japan Society for Science Education
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2005.06
Japan Society for Educational Technology
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2001.08
Society of Japan Science Teaching
Academic Activity 【 display / non-display 】
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2021.08-2023.07
Society of Japan Science Teaching
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2020.07-2024.06
Japan Society for Science Education
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2020.04-2021.08
Society of Japan Science Teaching
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2016.04-Now
Society of Japan Science Teaching