Possibilities for “Proactive, Interactive Deep Learning” in Japan's New National Curriculum Evident From an Analysis of IBDP's Theory of Knowledge

2021 ◽  
pp. 177-193
Author(s):  
Risa Tanaka Kinoshita ◽  
Shammi Datta
Keyword(s):  
Deep Learning ◽  
International Baccalaureate ◽  
Science And Technology ◽  
National Curriculum ◽  
Theory Of Knowledge ◽  
Trial And Error ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Sports Science ◽  
Education Culture

Prior to the implementation of Japan's new national curriculum—known as the course of study (COS)—in 2012, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) declared it would examine the viability of the International Baccalaureate (IB) curriculum. Considering this, it is likely that the “proactive, interactive, deep learning,” a key idea of the new COS, and IB philosophy have many points of commonality. This chapter will focus on non-IB schools attempting to include the IB philosophy with an emphasis on classes incorporating the theory of knowledge (TOK) philosophy, an integral part of the IB Diploma Programme's (IBDP). Relevant aspects of TOK are examined, supported by the results of semi-structured interviews with teachers. It is suggested that the TOK philosophy is a meaningful reference for teachers to implement proactive, interactive, deep learning. However, teachers will likely go through some trial and error while applying it in their schools.

Design and Economics of the HTGR-GT Power Plant by JAERI

2002 ◽  
Author(s):  
Yasushi Muto ◽  
Shintaro Ishiyama ◽  
Shusaku Shiozawa ◽  
Masanori Tanihira ◽  
Yasuyuki Miyoshi ◽  
...  
Keyword(s):  
Power Plant ◽  
Gas Turbine ◽  
Cost Estimation ◽  
Science And Technology ◽  
Ministry Of Education ◽  
Sports Science ◽  
System Type ◽  
Helium Gas ◽  
Generation Cost ◽  
Education Culture

This paper describes the conceptual design and cost estimation of a 600MW(t) HTGR-GT power plant, which has been completed in the framework of the HTGR-GT feasibility study project in the duration of FY 1996 to FY 2000. The project is assigned to JAERI by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) (former Science and Technology Agency) in Japan. The inlet and outlet gas temperatures in the reactor are 460°C and 850°C, respectively. Helium gas pressure is 6MPa. The gas turbine system type is an intercooled recuperative direct cycle. Designs of reactor and gas turbine are presented. The main feature of the plant is a relatively large 600 MW(t) HTGR, horizontal single shaft helium turbine and divided power conversion vessel, that is, a turbomachine vessel and heat exchanger one. Their main specifications and drawings are presented. As a result of cost estimation, an economically attractive construction cost and a power generation cost have been obtained.

scholarly journals Learner Autonomy Transforming a Self-Reflection Task

Relay Journal ◽  
2018 ◽  
pp. 173-177
Author(s):  
Lorna S. Asami
Keyword(s):  
Active Learning ◽  
Evaluation Method ◽  
National Curriculum ◽  
Ministry Of Education ◽  
Self Reflection ◽  
Sports Science ◽  
Learner Centered ◽  
Motivation For Learning ◽  
Central Council ◽  
Education Culture

In 2017, the Japanese Ministry of Education (MEXT) published the pamphlet, “Overview of the Ministry of Education, Culture, Sports, Science and Technology.” In it, MEXT states that the Central Council for Education has been discussing revisions to the National Curriculum Standards “with the aim of realizing a ‘curriculum open to society’.” The council also advocates “proactive, interactive, and deep learning (improving classes from the perspective of active learning)” (MEXT, 2017, p. 8). Regarding junior and senior high schools, MEXT states that “… schools should verify and adopt an evaluation method, etc. which covers various aspects including students’ motivation and attitude for active learning. This can be achieved by focusing on students’ interest, motivation and attitude towards communication, which all lead to active learning” (MEXT, 2017, p. 8). As I have found it possible to combine active learning concepts that MEXT advocates with my research interests in autonomy and motivation, I am challenged to design a more learner-centered classroom. Walker and Symons (1997) state that human motivation is at its peak when certain requirements are fulfilled. One requirement is that people have sufficient autonomy (Dörnyei, 2001). It follows that to increase our students’ motivation for learning, we need to allow our students to have the autonomy they need to thrive.

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