Research Philosophies and Methodologies of Japanese Social Studies Education Researchers

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Other Title
  • 日本の社会科教育研究者の研究観と方法論
  • 日本の社会科教育研究者の研究観と方法論 : なんのために,どのように研究するか
  • ニホン ノ シャカイカ キョウイク ケンキュウシャ ノ ケンキュウカン ト ホウホウロン : ナンノ タメニ,ドノ ヨウ ニ ケンキュウ スル カ
  • : Why and how they do research
  • なんのために,どのように研究するか

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Abstract

This paper clarifies the research philosophies and methodologies shared by researchers who have made significant contributions to the development of the field of social studies education. Our findings are primarily based on a targeted questionnaire survey sent to 121 board directors from two large social studies education association: the Japanese Association for the Social Studies (JASS) and Japanese Educational Research Association for the Social Studies (JERASS). The questionnaire consisted of 16 questions, including questions about respondents’ research interest, research methods, influences from research trends abroad, and their opinion on the roles that researchers are expected to play. The survey results indicated that there are seemingly bipolar views in terms of approaches to research; they are “research aiming to propose practical applications” and “research of historical documents and philosophical research.” The findings also suggested that the research interests of the respondents can be classified into “educational aims,” “subject matters,” and “children’s perceptions,” and the researchers’ interests seem to be influenced by the disciplines they encountered as graduate students. Meanwhile, the research orientations shared by majority of the respondents can be characterized as Japanese-style normativecomprehensive study on the school subject (Social Studies Education), which integrates the (1) practice, (2) research, (3) development/improvement, and (4) social services.

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