Abstract
In this chapter, I present all the protocols of a lesson video conducted by a veteran elementary science teacher, Mr. Fujio Hiramatsu, and interpret it as if the readers were taking my teaching methodology class at university. The lesson was an “electromagnet” for a sixth-grade elementary school student, conducted at the attached Elementary School of the University of Tsukuba. Hiramatsu had found that children miss understood the essential concept of the electromagnet, and then conducted the lesson starting with one enameled wire. Through a multi-disciplinary approach, such as historical examination and the interview, I not only confirm some basic skills of teachers’ but also point out some advanced techniques. You will see how sensitive the teacher’s thoughts are, that class is a work of art, and that research themes are hidden in daily practice.
The aspects of things that are most important for us are hidden because of their simplicity and familiarity. (Wittgenstein, 1953, 2009, p. 56).
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References
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Acknowledgements
I am grateful to Crimson Interactive Pvt. Ltd. (Ulatus) for their assistance in this manuscript translation, Japan Educational Book Center for the permission to use their resources, Mr. Fujio Hiramatsu, Prof. Tetsuo Isozaki, and Prof. Manabu Sumida for fruitful suggestions. I would like to offer my special thanks to Prof. Glen Aikenhead, who showed me the nature of research in 2000, and gave me a lot of detailed suggestions at the time. Finally, I would like to express the deepest appreciation to Prof. Masakata Ogawa who gave me the VHS video that became a trigger to opening further research for my career.
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Otsuji, H. (2021). Lessons of a Veteran Teacher’s Ordinary Instruction in Elementary School Science: Implications to Using an Analysis of Fujio Hiramatsu’s Practice. In: Isozaki, T., Sumida, M. (eds) Science Education Research and Practice from Japan. Springer, Singapore. https://doi.org/10.1007/978-981-16-2746-0_6
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