The purpose of this study was to investigate, using concept tests and schematic design tests, the relationship between students' understanding of scientific concepts and their ability to design electrical circuits. The tests consisted of 18 multiple-choice questions on electrical concepts and seven schematic design questions asking for drawings of schematics corresponding to the required functions. The study surveyed 231 students in the electrical department at a technical high school (valid response rate: 91.8%). The results of the survey indicated the following points: 1) It was difficult for students to understand the concepts of short circuit, current, voltage, and electric power. In addition, students' various misconceptions were maintained. 2) For both connection and resistance, there was a correlation between concepts and the ability to circuit design. 3) The concept of connection is presumed to act as the basis for the ability to design. 4) More than an understanding of scientific concepts was necessary for designing that involved selection and the combination of elements. Therefore, it is important to learn about conversion between functions and schematics.

This study proposes a technology education curriculum in which students plan and operate projects. The curriculum uses the JIS Q 21500 standard for project management to refine the project method. In addition, by expanding the process used based on grade level, we aimed to present knowledge according to the student's developmental stage, to show that, systematic and continuous education in project management is possible. Furthermore, the effectiveness of the curriculum was proved by demonstrating three teaching methods based on the proposed curriculum.

In this paper, we developed a problem-solving learning material based on the design process for junior high school technical departments. The aim of the developed teaching materials was to use them in problem-solving activities for integrated problems in problem-solving with technology, which is the content of learning in the third grade. The developed teaching materials were designed to organize the problem-solving process using a modeling method and implement it using a programming environment and a system built through digital fabrication. The results of a questionnaire survey for technology teachers suggested that the learning materials developed in this study could be used for learning about problem solving with technology.

A quadrupedal passive walking paper toy was developed as a technology teaching material that applied the contents of science and mathematics. Students from kindergarten through university can learn through inquiry activities and trial and error using the teaching material. Passive walking toys are able to walk down a slope using potential energy without a motor or battery. In this study, we focused on bipedal walking and developed a bipedal passive walking paper toy with reference to the quadrupedal toy. In the experiment, we revealed the parameter values for the toy's walking and the principles of its walking. The measured walking cycle was compared with the calculated values. Teachers made the toys in the license update class, and their inquiry learning performance was evaluated.

The purpose of this research was to investigate, through class practical study, the relation among the factors that compose “metacognitive capability" and the attainment of specific learning items concerning energy conversion technology. Metacognitive capability plays an important role in the execution of “self-regulated learning" in the technology field in technology and home economics subject. This paper focuses on metacognitive functions in knowledge and skills acquisition in the lower secondary school attached to J University during the 2019 school year, according to a self-adjustment learning process model. The rational of this model is a teaching and learning guidance process embedded in the context of assessment for learning proposed by William (2011). The theoretical framework for the research theme and research targets is based on Ito's (2008) three-step model. This paper focuses on the development students' metacognition in the acquisition of knowledge and skills and the internal process of self-regulated learning. The cognitive strategy of elaboration and systematization was shown to be related to existing knowledge functions in each of the three stages of self-adjustment, learning, and metacognition, as a result of the teachers' intentional support for the students' recall of previous learning experiences. It was supposed that their works of power were enhanced.

In response to the revision of the curriculum guidelines for junior high school, a need for learning through data collection-based problem solving has emerged. This study incorporated data collection via IoT into “activities to solve problems in daily life and society through programming of measurement and control," as part of the “D information technology" (3) field. This research also examines a teaching process that considers the effective utilization of data and proposes a teaching method designed to increase knowledge of and interest in IoT. In lesson practice targeting third-year junior high school students, we designed a measurement and control system to improve school life by effectively utilizing information obtained via IoT. As a result of the lesson practice, we confirmed that basic knowledge about IoT was established and interest was improved. Furthermore, we were able to envisage a system that actively employed IoT. From our research, we were able to verify that the proposed teaching process yielded the expected results.

In this study, we developed an upper-limb exoskeletal robot system equipped with a dumbbell grip mechanism; the system is used as experimental teaching materials to facilitate an understanding of balance of the forces by pneumatic cylinder thrust with the impact of gravity load fluctuation. The system controls the torque created by the power transition mechanism of a rack and pinion using a pneumatic cylinder built into the internal structure of the system as its drive source. This was based on the measurement of the moment of the force applied to the elbow joint of the system, subject to the impact of gravity load fluctuation. The result is the uniform generation of a force that is resisted in the opposite direction so that the dumbbell grip mechanism of the system stops moving, confirming the state of balance of the forces. Next, we showed the basic performance of the system from the viewpoint of measurement and control. Furthermore, we proposed a teaching process that incorporates experiment by using the system. The teaching process was evaluated from the perspective of instructors. It not only enhances the interest to experiment, but it can also be used to empirically impart knowledge of the forces and mechanisms acting on machines, thereby suggesting the applicability of the system as experimental teaching materials.

This study addressed the class practice of "Project Study" in Information special subjects, in which we seriously considered writing articles from the viewpoint of Information Design in a senior high school. From the viewpoint of Information Design, we fostered the logical power of expression and aimed to further improve problem solving ability. From the questionnaire, we derived six useful learning styles: article form learning, notice-modified learning, report-modified learning, library learning, mutual evaluation learning, and home presentation learning. We clarified thought, judgment, expression, and self-learning development problems, so we proposed the new learning styles of "graphical expression learning" and "selection learning".

In this study, we designed a class to acquire the necessary knowledge to examine the use of artificial intelligence (AI) in daily life and society, from the viewpoint of the human labor environment, safety, and economy. In this class, students can learn about artificial intelligence using AI-based applications. The course materials include an "object recognition application" and a "game that uses image recognition to control gestures" using machine learning. As a result of verifying the effect of the junior high school technology course on students, it was shown that although many students were familiar with AI, they did not have much knowledge about it. By experiencing AI in the class devised in this study and by manipulating the technology that supports AI, it was possible for students to reflect on life improvements brought about by AI.