TATSUSHI FUKAYA

Last Updated :2021/03/01

Affiliations, Positions
Graduate School of Humanities and Social Sciences, Associate Professor
E-mail
fukayahiroshima-u.ac.jp
Self-introduction
Our research group focuses on effective teaching and learning methods from both theoretical and practical perspectives based on cognitive theory in psychology. Research topics in our laboratory include metacognition, learning strategy, class design, pedagogical content knowledge, to name a few.

Basic Information

Major Professional Backgrounds

  • 2011/04/01, 2012/08/31, Japan Society for the Promotion of Science, Research Fellowship for Young Scientists (DC2)
  • 2012/09/01, 2013/03/31, The University of Tokyo, Research Center for Advanced Science and Technology, Project Researcher
  • 2013/04/01, 2014/03/31, Japan Society for the Promotion of Science, Hosei University, Research Fellowship for Young Scientists (PD)
  • 2014/04/01, 2017/05/31, Gunma University, Graduate School of Education, Lecturer
  • 2017/06/01, 2018/03/31, Gunma University, Graduate School of Education, Associate professor

Educational Backgrounds

  • Ritsumeikan University, College of Letters, Departiment of Psychology, 2002/04, 2007/03
  • The University of Tokyo, Graduate School of Education (Master's program), 2007/04, 2009/03
  • The University of Tokyo, Graduate School of Education (Ph.D. program), 2009/04, 2013/03

Academic Degrees

  • The University of Tokyo

In Charge of Primary Major Programs

  • Elementary School Teacher Education

Educational Activity

Course in Charge

  1. 2020, Undergraduate Education, 3Term, Introduction to Career in Teaching
  2. 2020, Undergraduate Education, First Semester, Methodology of Learning Science Study I
  3. 2020, Undergraduate Education, Second Semester, Methodology of Learning Science Study II
  4. 2020, Undergraduate Education, Year, The practice of the psychological and educational support to the child I
  5. 2020, Undergraduate Education, Year, The practice of the psychological and educational support to the child II
  6. 2020, Undergraduate Education, Year, The practice of the psychological and educational support to the child III
  7. 2020, Undergraduate Education, Second Semester, Graduation Thesis
  8. 2020, Undergraduate Education, 1Term, Introduction to Learning Science I
  9. 2020, Undergraduate Education, 3Term, Introduction to Learning Science II
  10. 2020, Graduate Education (Master's Program) , 1Term, Special Study in Learning and Curriculum Development
  11. 2020, Graduate Education (Master's Program) , 3Term, Special Study in Learning and Curriculum Development
  12. 2020, Graduate Education (Master's Program) , 3Term, Seminar on Learning Support
  13. 2020, Graduate Education (Master's Program) , 3Term, Advanced Study in Classroom Environment Design
  14. 2020, Graduate Education (Master's Program) , 1Term, Special Study in Learning and Curriculum Development
  15. 2020, Graduate Education (Master's Program) , 3Term, Special Study in Learning and Curriculum Development
  16. 2020, Graduate Education (Master's Program) , 2Term, Seminar on Learning Support
  17. 2020, Graduate Education (Doctoral Program) , First Semester, Special Study
  18. 2020, Graduate Education (Doctoral Program) , Second Semester, Special Study

Research Activities

Academic Papers

  1. Factors Affecting the Accuracy of Metacomprehension : A Meta-Analysis, The Japanese Journal of Educational Psychology, 58(2), 236-251, 2010
  2. Effects of Self-Explanation Training on Learning Scientific Concepts ::Intervention Based on SBT Theory, The Japanese Journal of Educational Psychology, 59(3), 342-354, 2011
  3. ★, Effects of explaining a text on text representation and metacognitive monitoring, 54(2), 179-196, 2011
  4. The Effects of Self-Explanation Prompts on Scientific Conceptual Learning : Intervention Based on SBF Theory, Cognitive Studies, 18(1), 190-201, 20110301
  5. Model of comprehension monitoring : Relationship between online and offline monitoring, 55(2), 246-263, 2012
  6. DOES METACOGNITIVE KNOWLEDGE ABOUT EXPLANATION MODERATE THE EFFECT OF EXPLANATION EXPECTANCY?, PSYCHOLOGIA, 56(4), 246-258, 2013
  7. ★, Explanation generation, not explanation expectancy, improves metacomprehension accuracy, METACOGNITION AND LEARNING, 8(1), 1-18, 2013
  8. Science and engineering students' use of diagrams during note taking versus explanation, EDUCATIONAL STUDIES, 39(1), 118-123, 2013
  9. Teaching Practice at University Class with Explanation Activity, 55(4), 115-126, 201309
  10. Effects of explanation expectancy on text comprehension: An experiment and a meta-analysis, The Japanese journal of psychology, 85(3), 266-275, 2014
  11. Examining the Effects of Diagram Construction in Collaborative Learning on Understanding Statistics, Japan Journal of Educational Technology, 39(0), 21-24, 2015
  12. ★, Effects of a High School Peer-Tutoring Program on the Quality of Students' Interactions and Learning Strategy Use, The Japanese Journal of Educational Psychology, 64(1), 88-104, 2016
  13. Effective Teaching Methods for Reading Difficulties in Third and Fourth Grade Regular Classes : Learning Support by Digital Text Applications, 25(2), 256-271, 201605
  14. ★, Educational Practice to Enhance Teacher Trainees' Practical Abilities for Learning Support through the Experience of Cognitive Counseling, Japan Journal of Educational Technology, 41, 157-168, 2017
    Link to Paper Search Results by DOI
  15. Promoting Reading and Writing Based on Explanation Schema : Teaching Expository Texts to 4th-Grade Students, 65(3), 414-428, 201709
  16. ★, Improving Students' Performance in an Elementary Mathematics Class : Focusing on Students' Knowledge Acquisition, Utilization, and Learning Strategies Using a "Thinking After Instruction" Approach, 65(4), 512-525, 201712
  17. ★, Investigating the effects of Thinking after Instruction approach: An experimental study of science class., Educational Technology Research, 2018
  18. ★, Using a tutoring scenario to assess the spontaneous use of knowledge for teaching., Journal of Education for Teaching, 44(4), 431-445, 20180315
    Link to Paper Search Results by DOI
  19. Student and Teacher Learning: Trends and Prospects in Educational Psychological Research on Teaching, Learning, and Cognition in Japan, The Annual Report of Educational Psychology in Japan, 58, 30-46, 2019
    Link to Paper Search Results by DOI
  20. Has Educational Psychology Contributed to Explanatory Practices? Current Status and Problems From the Perspective of Studies on Explanations., The Annual Report of Educational Psychology in Japan, 59, 209-230, 20200330
    Link to Paper Search Results by DOI

Publications such as books

  1. 2017/08/10, Cognition, metacognition and academic performance:An East Asian perspective., Strategies for achieving deep understanding and improving learning skills: New approaches to instruction and lesson study in Japanese schools., Routledge, 2017, 8, Scholarly Book, Joint work, 英語, Uesaka, Y., Fukaya, T., & Ichikawa, S. (M. C. Yip Ed.), 113866846X, 978-1138668461, 170, 101-121
  2. 2017/10/02, Promoting Spontaneous Use of Learning and Reasoning Strategies: Theory, Research, and Practice for Effective Transfer., Applying metacognition theory to the classroom: Decreasing illusion of knowing to promote learning strategy use., Routledge, 2017, 12, Scholarly Book, Joint work, 英語, Tatsushi Fukaya (Emmanuel Manalo, Yuri Uesaka, Clark A. Chinn Eds.), 1138680648, 978-1138680647, 366, 140-154
  3. 2019, Deeper Learning, Dialogic Learning, and Critical Thinking: Research-based Strategies for the Classroom, Twenty-first-century skills education attempts to deepen understanding and promote effective learning strategies use among pupils. To accomplish this goal, we need to elucidate ways to enrich teachers' competencies. In this chapter, we introduce two practices to develop pre-service and in-service teachers' competence in promoting pupils' understanding and use of effective learning strategies. In the first practice, trainees in a university educational methods course experienced one-on-one tutoring (cognitive counseling) to assess and support learners who had difficulty in studying. In the second practice, elementary school teachers engaged in a new type of class called Thinking After Instruction (TAI) and lesson studies. We examined how these practices changed the teaching approaches employed by the in-service and pre-service teachers., Cultivating Pre-Service and In-Service Teachers' Abilities to Deepen Understanding and Promote Learning Strategy use in Pupils, Routledge, 2019, 9, Scholarly Book, Joint work, English, Tatsushi Fukaya & Yuri Uesaka, 0367262258, 386, 279-296

External Funds

Acceptance Results of Competitive Funds

  1. 2019, 2023

Social Activities

History as Peer Reviews of Academic Papers

  1. 2019, Educational Technology Research, Editor
  2. 2019, Learning and Instruction, Others, Reviewer
  3. 2020, Information and Technology in Education and Learning (ITEL), Editor