Research Purpose
Research Purpose
The Benesse Educational Research and Development Institute aims to cultivate individuals who can identify and analyze problems, think critically, then take action to resolve them, thereby shaping a better society and enriching their own lives. To achieve this, the Institute conducts research focused on fostering thinking skills as a foundation for inquiry-based learning. The research is based on a framework of 19 thinking skills—identified from Japan’s national curriculum guidelines and descriptions of relevant textbooks—that are required across major subjects (Taizan et al., 2014). The framework draws on critical thinking research in the field of psychology and the taxonomy of educational objectives.
Research Objectives
This study aims to achieve the following three goals:
1. Establish a consistent thinking skills development framework that encompasses early childhood to high school education.
[Progress and Outcomes]
- The 19 thinking skills were used to formulate goals, which are presented in the form of Can-do statements, to guide the attainment of the thinking abilities modern society requires.
- The thinking skills Can-do statements outline cross-disciplinary thinking objectives and are intended for the following purposes:
- 1. To promote a shared understanding between teachers and students regarding the thinking skills to be developed and acquired
- 2. To enhance the understanding of instructional methods for fostering cross-disciplinary thinking skills within each subject
- 3. To serve as objectives and assessment criteria for lessons and teaching materials
- 4. To support curriculum management and collaboration across subjects at the school-wide level
2. Provide concrete teaching methods for developing thinking skills and high-quality assessments to measure learning outcomes. We are first targeting middle school students with the following learning materials and assessments:
[Progress and Outcomes]
- Instructional materials and formative assessments that enable students to develop thinking skills across subjects in Japanese language, mathematics, science, and social studies
- A summative assessment to assess whether the acquired thinking skills can be applied to real-world situations, beyond the disciplinary boundaries of specific subjects
3. Leverage collaborative practical research involving local governments, preschools, and schools to address the challenges of fostering children's qualities and abilities.
[Progress and Outcomes]
- This study uses thinking skills as an analytical framework for children's experiences with the aim of clarifying the relationship between the thinking skills children develop through play in early childhood and those that emerge during learning activities undertaken during elementary school and beyond. This approach explores the environments and instructional methods that are essential for fostering thinking skills.
- Lesson design incorporates both thinking skills and the thinking skills Can-do statements as learning objectives. The study examines whether the acquired thinking skills are applicable to problem-solving situations beyond the learned context.
REFERENCES
Taizan, Y., Kojima, A., & Kurokami, H. (2014). A study of subject-common thinking skill for systematic information education: From analysis of the government curriculum guidelines and commentary to it. Japan journal of educational technology, 37(4), 375-386. https://doi.org/10.15077/jjet.KJ00009296323
