Michinari Fukuda
Biographic Data
| ID | 230508 |
|---|---|
| NAME | Michinari Fukuda |
| GIVEN NAMES | Michinari |
| FAMILY NAME | Fukuda |
| SIGNATURE | FUKUDA M |
| AFFILIATIONS | Simon Fraser University |
| ORCID | 0000-0001-6049-0046 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Effects of just-in-time inquiry prompts and principle-based self-explanation guidance on learning and use of domain texts in simulation-based inquiry learning
Although scientific inquiry with simulations may enhance learning, learners often face challenges creating high demand for self-regulation due to an abundance of information in simulations and supplementary instructional texts. In this research, participants engaged in simulation-based inquiry about principles of electric circuits supplemented by domain-specific expository text provided on-demand. They received just-in-time inquiry prompts for in…
Relationship between mathematical pedagogical content knowledge, beliefs, and motivation of elementary school teachers
Pedagogical content knowledge (PCK) is one form of teachers’ professional knowledge in subject teaching, and teachers’ rich PCK enables effective instruction and improves students’ academic performance. However, there has been limited research on the relationships of individual difference characteristics of teachers to PCK among in-service elementary school teachers. Therefore, in addition to the demographic variables (gender and years of teachin…
Differences and Relationships Between Teachers' Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan
Existing meta-analyses have shown that active learning strategies are effective in improving students' learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active learning and pedagogical beliefs. We also explored differences in the relationships between beliefs about …
Scientific inquiry learning with a simulation
In scientific inquiry learning, within-task guidance tailored to the learner’s domain knowledge and inquiry skill may be essential to promote intended learning outcomes. However, due to dynamic complexity across the timeline of inquiry learning, principles for designing tailored guidance are elusive. In this study, experienced tutors provided just-in-time guidance to 11 learners. We analysed tutor-learner interactions to investigate how tutors ad…
A microanalysis of learner questions and tutor guidance in simulation‐assisted inquiry learning
The Relationship between Bone Density and the Physical Performance of Ambulatory Patients with Parkinson's Disease
Compared to the general population, Parkinson's disease (PD) patients have a higher risk of hip fracture and secondary osteoporosis. In the general population, it is known that physical performance is related to bone density. However, the relationship between bone density and physical performance in ambulatory PD patients has not been studied. This study investigated the relationship between bone density and physical performance in ambulatory PD …
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The Relationship between Bone Density and the Physical Performance of Ambulatory Patients with Parkinson's Disease
Compared to the general population, Parkinson's disease (PD) patients have a higher risk of hip fracture and secondary osteoporosis. In the general population, it is known that physical performance is related to bone density. However, the relationship between bone density and physical performance in ambulatory PD patients has not been studied. This study investigated the relationship between bone density and physical performance in ambulatory PD …
Scientific inquiry learning with a simulation
In scientific inquiry learning, within-task guidance tailored to the learner’s domain knowledge and inquiry skill may be essential to promote intended learning outcomes. However, due to dynamic complexity across the timeline of inquiry learning, principles for designing tailored guidance are elusive. In this study, experienced tutors provided just-in-time guidance to 11 learners. We analysed tutor-learner interactions to investigate how tutors ad…
A microanalysis of learner questions and tutor guidance in simulation‐assisted inquiry learning
Effects of just-in-time inquiry prompts and principle-based self-explanation guidance on learning and use of domain texts in simulation-based inquiry learning
Although scientific inquiry with simulations may enhance learning, learners often face challenges creating high demand for self-regulation due to an abundance of information in simulations and supplementary instructional texts. In this research, participants engaged in simulation-based inquiry about principles of electric circuits supplemented by domain-specific expository text provided on-demand. They received just-in-time inquiry prompts for in…
Relationship between mathematical pedagogical content knowledge, beliefs, and motivation of elementary school teachers
Pedagogical content knowledge (PCK) is one form of teachers’ professional knowledge in subject teaching, and teachers’ rich PCK enables effective instruction and improves students’ academic performance. However, there has been limited research on the relationships of individual difference characteristics of teachers to PCK among in-service elementary school teachers. Therefore, in addition to the demographic variables (gender and years of teachin…
Differences and Relationships Between Teachers' Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan
Existing meta-analyses have shown that active learning strategies are effective in improving students' learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active learning and pedagogical beliefs. We also explored differences in the relationships between beliefs about …
Mathematics education (5 works) · Psychology (5 works) · Computer Science (4 works) · Innovative Teaching and Learning Methods (4 works) · Pedagogy (3 works) · Intelligent Tutoring Systems and Adaptive Learning (2 works) · Teacher Education and Leadership Studies (2 works) · Teaching method (2 works) · TUTOR (2 works) · Visual and Cognitive Learning Processes (2 works)