TATSUSHI FUKAYA
Last Updated :2021/03/01
- Affiliations, Positions
- Graduate School of Humanities and Social Sciences, Associate Professor
- E-mail
- fukaya
hiroshima-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
In Charge of Primary Major Programs
- Elementary School Teacher Education
Educational Activity
Course in Charge
- 2020, Undergraduate Education, 3Term, Introduction to Career in Teaching
- 2020, Undergraduate Education, First Semester, Methodology of Learning Science Study I
- 2020, Undergraduate Education, Second Semester, Methodology of Learning Science Study II
- 2020, Undergraduate Education, Year, The practice of the psychological and educational support to the child I
- 2020, Undergraduate Education, Year, The practice of the psychological and educational support to the child II
- 2020, Undergraduate Education, Year, The practice of the psychological and educational support to the child III
- 2020, Undergraduate Education, Second Semester, Graduation Thesis
- 2020, Undergraduate Education, 1Term, Introduction to Learning Science I
- 2020, Undergraduate Education, 3Term, Introduction to Learning Science II
- 2020, Graduate Education (Master's Program) , 1Term, Special Study in Learning and Curriculum Development
- 2020, Graduate Education (Master's Program) , 3Term, Special Study in Learning and Curriculum Development
- 2020, Graduate Education (Master's Program) , 3Term, Seminar on Learning Support
- 2020, Graduate Education (Master's Program) , 3Term, Advanced Study in Classroom Environment Design
- 2020, Graduate Education (Master's Program) , 1Term, Special Study in Learning and Curriculum Development
- 2020, Graduate Education (Master's Program) , 3Term, Special Study in Learning and Curriculum Development
- 2020, Graduate Education (Master's Program) , 2Term, Seminar on Learning Support
- 2020, Graduate Education (Doctoral Program) , First Semester, Special Study
- 2020, Graduate Education (Doctoral Program) , Second Semester, Special Study
Research Activities
Academic Papers
- Factors Affecting the Accuracy of Metacomprehension : A Meta-Analysis, The Japanese Journal of Educational Psychology, 58(2), 236-251, 2010
- 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
- ★, Effects of explaining a text on text representation and metacognitive monitoring, 54(2), 179-196, 2011
- The Effects of Self-Explanation Prompts on Scientific Conceptual Learning : Intervention Based on SBF Theory, Cognitive Studies, 18(1), 190-201, 20110301
- Model of comprehension monitoring : Relationship between online and offline monitoring, 55(2), 246-263, 2012
- DOES METACOGNITIVE KNOWLEDGE ABOUT EXPLANATION MODERATE THE EFFECT OF EXPLANATION EXPECTANCY?, PSYCHOLOGIA, 56(4), 246-258, 2013
- ★, Explanation generation, not explanation expectancy, improves metacomprehension accuracy, METACOGNITION AND LEARNING, 8(1), 1-18, 2013
- Science and engineering students' use of diagrams during note taking versus explanation, EDUCATIONAL STUDIES, 39(1), 118-123, 2013
- Teaching Practice at University Class with Explanation Activity, 55(4), 115-126, 201309
- Effects of explanation expectancy on text comprehension: An experiment and a meta-analysis, The Japanese journal of psychology, 85(3), 266-275, 2014
- Examining the Effects of Diagram Construction in Collaborative Learning on Understanding Statistics, Japan Journal of Educational Technology, 39(0), 21-24, 2015
- ★, 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
- Effective Teaching Methods for Reading Difficulties in Third and Fourth Grade Regular Classes : Learning Support by Digital Text Applications, 25(2), 256-271, 201605
- ★, 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
- Promoting Reading and Writing Based on Explanation Schema : Teaching Expository Texts to 4th-Grade Students, 65(3), 414-428, 201709
- ★, 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
- ★, Investigating the effects of Thinking after Instruction approach: An experimental study of science class., Educational Technology Research, 2018
- ★, Using a tutoring scenario to assess the spontaneous use of knowledge for teaching., Journal of Education for Teaching, 44(4), 431-445, 20180315
- 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
- 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
Publications such as books
- 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
- 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
- 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
- 2019, 2023
Social Activities
History as Peer Reviews of Academic Papers
- 2019, Educational Technology Research, Editor
- 2019, Learning and Instruction, Others, Reviewer
- 2020, Information and Technology in Education and Learning (ITEL), Editor