Updated on 2024/03/22
博士（理学） （ 2008.3 名古屋大学 ）
修士（理学） （ 2005.3 名古屋大学 ）
学士（理学） （ 2003.3 名古屋大学 ）
Higher Education
Educational Assessment
テスト理論
コンピュータ適応型テスト
項目反応理論
教育工学
Science Education
Physics Education Research
素粒子物理学
Humanities & Social Sciences / Science education / Physics Education Research
Humanities & Social Sciences / Education / Educational Assessment
Nagoya University Associate professor
2023.10
Yamagata University Associate professor
2023.4 - 2023.9
The Open University of Japan
2022.6
Yamagata University Associate professor
2017.4 - 2023.3
Yamagata University Institute of Arts and Sciences Associate professor
2014.4 - 2016.3
Gifu University Associate professor
2013.4 - 2014.3
Gifu University Associate professor
2012.4 - 2013.3
Meijo University Faculty of Science and Technology Assistant Professor
2011.4 - 2012.3
Meijo University Assistant Professor
2010.4 - 2011.3
Nagoya University Center for the Studies of Higher Education Researcher
2009.4 - 2010.3
Nagoya University Center for the Studies of Higher Education Designated lecturer
2008.6 - 2009.3
名古屋大学大学院 理学研究科 研究員
2008.4 - 2008.5
名古屋大学大学院 理学研究科 素粒子宇宙物理学専攻 博士後期課程
2005.4 - 2008.3
名古屋大学大学院 理学研究科 素粒子宇宙物理学専攻 博士前期課程
2003.4 - 2005.3
Nagoya University School of Science Department of Physics
1999.4 - 2003.3
大学教育学会
日本物理学会
日本高等教育学会
日本科学教育学会
日本教育工学会
日本物理教育学会
American Association of Physics Teachers
大学基準協会 大学評価研究所 教学マネジメントに関する調査研究部会 調査研究員
2021.9 - 2023.9
Committee type：Academic society
日本物理教育学会 編集グループ理事
2021.6 - 2023.6
日本物理教育学会 編集幹事
2020.7
Committee type：Academic society
大学教育学会 大学教育学会誌編集委員会 委員
2016.6 - 2023.7
Committee type：Academic society
日本物理教育学会 電子システム担当理事
2016.6 - 2020.6
Committee type：Academic society
日本物理学会 物理教育委員会 幹事
2014.4 - 2017.3
Committee type：Academic society
岐阜大学教養教育推進センター 副センター長
2012.4 - 2014.3
Committee type：Academic society
岐阜大学教養教育推進センター 調査研究部門 部門長
2012.4 - 2014.3
Committee type：Academic society
科学教育若手研究会 代表
2010.4 - 2013.3
Committee type：Academic society
日本物理教育学会 次世代形成WG 幹事
2022.6 - 2023.9
Committee type：Academic society
山形大学 IR会議 委員
2022.4 - 2023.9
山形大学 評価・IR室 室員
2022.4 - 2023.9
日本物理教育学会 次世代形成WG 座長
2021.9 - 2022.6
Committee type：Academic society
日本物理教育学会 編集委員
2017.6 - 2020.6
Committee type：Academic society
日本物理学会 物理教育委員会 委員
2017.4 - 2020.3
Committee type：Academic society
山形大学 情報科学領域 マネージャー
2017.3 - 2022.3
Committee type：Other
山形大学 情報リテラシー領域 ディレクター
2015.4 - 2017.3
Committee type：Other
山形大学 基盤教育評価改善会議 委員
2014.4 - 2023.9
Committee type：Academic society
岐阜大学 教学企画会議 委員
2012.10 - 2014.3
Committee type：Academic society
大学教育学会 ウェブサイト管理運営委員会 委員
2012.6 - 2016.5
Committee type：Academic society
岐阜大学教養教育推進センター 企画運営委員会 委員
2012.4 - 2014.3
Committee type：Academic society
日本物理学会 物理教育委員会 委員
2012.4 - 2014.3
Committee type：Academic society
岐阜大学教養教育推進センター 業務実施委員会 委員
2012.4 - 2014.3
Committee type：Academic society
ネットワーク大学コンソーシアム岐阜 教育推進連携部会 委員
2012.4 - 2014.3
Committee type：Academic society
日本物理学会 Jr.セッション委員会 委員
2011.10 - 2014.9
Committee type：Academic society
NPO法人知的人材ネットワーク・あいんしゅたいん 参与
2011.4 - 2012.3
Committee type：Academic society
日本物理学会 領域13物理教育分野 運営委員
2010.11 - 2011.9
Committee type：Academic society
日本高等教育学会 第14回大会準備委員会 委員
2010.9 - 2011.5
Committee type：Academic society
なごや科学リテラシーフォーラム 運営委員会 委員兼事務局
2008.4 - 2013.3
Committee type：Academic society
研究推進報奨
2023.4 山形大学
Physical Review PER Editors' Suggestion
2021.3 American Physical Society "Optimizing the length of computerized adaptive testing for the Force Concept Inventory"
Jun-ichiro Yasuda, Naohiro Mae, Michael M. Hull, Masa-aki Taniguchi
研究推進報奨
2020.2 山形大学
安田 淳一郎
研究推進報奨
2017.3 山形大学
安田 淳一郎
優秀教育者賞
2015.12 山形大学
安田 淳一郎
第9回（2015年）領域13若手奨励賞
2015.3 日本物理学会
安田 淳一郎
ICPEメダル2012
2012.7 International Conference on Physics Education
レディキャッツ
初めて物理を学ぶ高校生のpreテスト得点は妥当かー概念指標の１次元性の検証ー Reviewed
勝田仁之, 安田淳一郎
物理教育（日本物理教育学会誌） Vol. 71 ( 4 ) page： 249 - 254 2023.12
Visualizing depth of student conceptual understanding using subquestions and alluvial diagrams Reviewed International coauthorship International journal
Jun-ichiro Yasuda, Michael M. Hull, Naohiro Mae
Physical Review Physics Education Research Vol. 19 ( 1 ) page： 020121 2023.8
Improving test security and efficiency of computerized adaptive testing for the Force Concept Inventory Reviewed International coauthorship International journal
Jun-ichiro Yasuda, Michael M. Hull, Naohiro Mae
Physical Review Physics Education Research Vol. 18 ( 1 ) page： 010112 2022.2
Balancing content of computerized adaptive testing for the Force Concept Inventory Reviewed International coauthorship International journal
Jun-ichiro Yasuda, Michael M. Hull
2021 Physics Education Research Conference Proceedings page： 456 - 461 2021.10
Analysis to develop computerized adaptive testing with the Force Concept Inventory Reviewed International coauthorship International journal
Jun-ichiro Yasuda, Naohiro Mae, Michael M. Hull, Masa-aki Taniguchi
Journal of Physics: Conference Series Vol. 1929 ( 1 ) page： 012009 - 012009 2021.5
Optimizing the length of computerized adaptive testing for the Force Concept Inventory Reviewed International coauthorship International journal
Jun-ichiro Yasuda, Naohiro Mae, Michael M. Hull, Masa-aki Taniguchi
Physical Review Physics Education Research Vol. 17 ( 1 ) page： 010115 2021.3
概念指標を用いたアクティブ・ラーニング型授業の効果分析（特集「調査計画と評価」） Invited
安田 淳一郎
物理教育（日本物理教育学会誌） Vol. 68 ( 3 ) page： 199 - 202 2020.9
Analyzing the measurement error from false positives in the Force Concept Inventory Reviewed International coauthorship International journal
Jun-ichiro Yasuda, Naohiro Mae, Michael M. Hull, Masa-aki Taniguchi
Journal of Physics: Conference Series Vol. 1287 ( 1 ) page： 012033 - 012033 2019.8
Analyzing false positives of four questions in the Force Concept Inventory Reviewed International coauthorship International journal
Jun-ichiro Yasuda, Naohiro Mae, Michael M. Hull, Masa-aki Taniguchi
Physical Review Physics Education Research Vol. 14 ( 1 ) page： 010112 2018.3
Towards quantification of the FCI’s validity: the effect of false positives Reviewed International coauthorship International journal
Michael M. Hull, Jun-ichiro Yasuda, Masa-aki Taniguchi, Naohiro Mae
2017 Physics Education Research Conference Proceedings page： 180 - 183 2018.1
Validating the Force Concept Inventory with sub-questions: preliminary results of the second year survey Reviewed International journal
Jun-ichiro Yasuda, Masa-aki Taniguchi
Scientia in educatione Vol. 8(Special Issue) page： 293 - 300 2017.4
The Development of Scientific Reasoning Skills through a Systematic Lecture Demonstration Reviewed
YASUDA Jun-ichiro, SENYO Katsumi, MIURA Yuichi
Journal of Science Education in Japan Vol. 39 ( 4 ) page： 327 - 334 2015.12
Experiential Learning of Physics : Scientists' Way of Thinking and Acting Reviewed
MIURA Yuichi, YASUDA Jun-ichiro
Nagoya journal of higher education ( 14 ) page： 21 - 36 2014.3
Validating two questions in the Force Concept Inventory with subquestions Reviewed International journal
Jun-ichiro Yasuda, Masa-aki Taniguchi
Physical Review Special Topics - Physics Education Research Vol. 9 ( 1 ) 2013.4
物理学講義における系統的演示実験の試み Reviewed
安田 淳一郎, 齋藤 芳子, 小西 哲郎, 中村 泰之, 千代 勝実, 古澤 彰浩, 三浦 裕一
大学の物理教育 Vol. 17 ( 3 ) page： 121 - 124 2011.11
Validating a Japanese Version of Force Concept Inventory Reviewed
YASUDA JUN-Ichiro, UEMATSU Haruko, NITTA Hideo
Journal of the Physics Education Society of Japan Vol. 59 ( 2 ) page： 90 - 95 2011.6
The change of physics students through participation in teaching development activities Reviewed
YASUDA Jun-ichiro, CHIKADA Masahiro
Nagoya journal of higher education ( 9 ) page： 113 - 132 2009.3
Quantitative Validation of Japanese Translation of Force Concept Inventory using Sub-Questions Reviewed
TANIGUCHI Masa-aki, YASUDA Jun-ichiro
物理教育 Vol. 62 ( 4 ) page： 226 - 231 2014.12
The strongly coupled fourth family and a first-order electroweak phase transition. I - Quark sector Reviewed
Yoshio Kikukawa, Masaya Kohda, Jun-ichiro Yasuda
Progress of Theoretical Physics Vol. 122 ( 2 ) page： 401 - 426 2009.8
First-order restoration of SU(N(f)) x SU(N(f)) chiral symmetry with large N(f) and an electroweak phase transition Reviewed International journal
Yoshio Kikukawa, Masaya Kohda, Jun-ichiro Yasuda
Physical Review D Vol. 77 ( 1 ) page： 015014.1 - 015014.18 2008.1
標準模型を拡張した模型における電弱相転移 Reviewed
安田 淳一郎
名古屋大学 博士学位論文 2008
先生のためのCBT問題作成&作成ガイドブック−高等学校 数学・理科
安野史子編（ Role： Contributor , 3章, 3.4.25「振り子のシミュレーション」pp.124-127執筆）
学事出版 2023.10
教学マネジメントに関する調査研究報告書〜大学の現場の実態分析と教員・学生に届く実質化の提言〜
教学マネジメントに関する調査研究部会(大森不二雄, 鈴木久男, 藤村正之, 森朋子, 両角亜希子, 安田淳一郎)（ Role： Contributor , 3章『アンケート調査の分析2:アンケート調査の学習成果の可視化に関する分析』pp.17-p.35）
大学基準協会 大学評価研究所 2023.3
物理学講義実験ハンドブック 第5版
三浦裕一, 伊東正人, 大藪進喜, 小西哲郎, 齋藤芳子, 千代勝実, 中村泰之, 古澤彰浩, 安田淳一郎（ Role： Joint author , 編集および以下の執筆；第１章『物理学講義実験の秘訣』pp.7-p.9, 第２章『物理学講義実験の実例集』pp.24-p.25, pp.54-p.55, pp.60-p.61, pp.64-65, 第３章『講義実験を始める前に』pp.94-p.95）
名古屋大学高等教育研究センター 2020.3
大学事典
児玉善仁ほか編（ Role： Contributor , 中項目『理学部』pp.840-p.841）
平凡社 2018.6
物理を教える：物理教育研究と実践に基づいたアプローチ
R.D.ナイト著, 並木雅俊監訳, 興治文子, 鈴木勝, 副島雄児, 谷口和成, 安田淳一郎, 山本隆夫訳（ Role： Joint translator , 第８章『熱物理学』pp.129-p.144, 第９章『熱力学』pp.145-p.157, 第19章『量子物理学』pp.293-p.321）
丸善出版 2017.2
大学生のための教室英語表現300
中井俊樹, 中井俊樹, 岩城奈巳, 齋藤芳子, 高木ひとみ, 夏目達也, 堀江未来, 安田淳一郎, 渡辺義和（ Role： Contributor）
株式会社アルク 2009.4
物理学講義実験ハンドブック 第4版
三浦裕一, 大藪進喜, 小西哲郎, 齋藤芳子, 千代勝実, 中村泰之, 古澤彰浩, 安田淳一郎（ Role： Joint author , 第１章『物理学講義実験の秘訣』pp.7-p.9, 第２章『物理学講義実験の実例集』pp.24-p.25, pp.48-p.49, pp.54-p.55, pp.58-59, 第３章『講義実験を始める前に』pp.79-p.81）
名古屋大学高等教育研究センター 2017.3
情報処理テキスト2016年度版
飯島隆広, 伊藤智博, 千代勝実, 田島靖久, 安田淳一郎, 吉田浩司（ Role： Joint author , 第４章『表計算ソフトの利用』pp.73-p.89, 第５章『データの統計処理』pp.91-p.99）
山形大学基盤教育院 2016.3
情報処理テキスト2015年度版
飯島隆広, 伊藤智博, 千代勝実, 田島靖久, 安田淳一郎, 吉田浩司（ Role： Joint author , 第４章『表計算ソフトの利用』pp.73-p.89, 第５章『データの統計処理』pp.91-p.99）
山形大学基盤教育院 2015.3
物理学講義実験ハンドブック 第３版
三浦裕一, 小西哲郎, 中村泰之, 千代勝実, 古澤彰浩, 齋藤芳子, 安田淳一郎（ Role： Joint author , 第１章『物理学講義実験の秘訣』pp.7-p.9, 第２章『物理学講義実験の実例集』pp.25-p.27, pp.48-49, pp.54-p.59, 第３章『講義実験を始める前に』pp.77-p.79）
名古屋大学高等教育研究センター 2014.3
物理学講義実験ハンドブック 第２版
三浦裕一, 小西哲郎, 中村泰之, 千代勝実, 齋藤芳子, 安田淳一郎, 森昌弘（ Role： Joint author , 第１章『物理学講義実験の秘訣』pp.7-p.9, 第２章『物理学講義実験の実例集』pp.18-p.20, pp.37-p.38, pp.43-p.47, 第３章『講義実験を始める前に』pp.67-p.69）
名古屋大学高等教育研究センター 2011.3
物理学講義実験ハンドブック
森昌弘, 三浦裕一, 千代勝実, 安田淳一郎（ Role： Joint author , 第１章『物理学講義実験の秘訣』pp.7-p.11, 第２章『物理学講義実験の実例集』pp.24-p.25, pp.35-p.36, 第３章『講義実験を導入するために役立つ情報』pp.53-p.56）
名古屋大学高等教育研究センター 2010.3
安田淳一郎
注目の研究（山形大学HP） 2023.5
Centre for Research in Education in Science, Technology, Engineering & Mathematics, King’s College London
King’s news 2023.3
カリキュラム改革とその成果の可視化④学士課程基盤教育機構編：基盤力テストのこれまでとこれから
安田淳一郎, 浅野茂
山形大学学内報「ぱれっと」 ( 31 ) 2022.4
カリキュラム改革とその成果の可視化③工学部編：社会のニーズに対応した工学系人材育成のためのカリキュラム導入
浅野茂, 安田淳一郎
山形大学学内報「ぱれっと」 (30) 2022.2
カリキュラム改革とその成果の可視化②理学部編：複雑化し多様化する現代社会の未来を切り拓く理系人材の育成
浅野茂, 安田淳一郎
山形大学学内報「ぱれっと」 ( 29 ) 2021.11
カリキュラム改革とその成果の可視化①農学部編：多様な学力に配慮した、持続可能なカリキュラム
安田淳一郎, 浅野茂
山形大学学内報「ぱれっと」 ( 28 ) 2021.7
「新テストと物理教育―期待と課題―」総合討論
安田淳一郎
大学の物理教育 Vol. 25 ( 2 ) page： 69 - 72 2019.7
「失敗談−羽根の『自由』落下」
安田淳一郎
大学の物理教育 Vol. 24 ( 1 ) page： 36 - 36 2018.3
「アクティブラーニングで深い学びが得られるか」総合討論
安田淳一郎
大学の物理教育 Vol. 23 ( 2 ) page： 78 - 80 2017.7
物理学分野の参照基準策定の状況
安田淳一郎
大学の物理教育 Vol. 21 ( 2 ) page： 65 - 68 2015.7
安田 淳一郎, 千代 勝実, 渡辺 絵理子, 飯島 隆広
日本科学教育学会年会論文集 Vol. 43 ( 0 ) page： 205 - 206 2019
An Assessment Test in Yamagata University
YASUDA Jun-ichiro, SENYO Katsumi, WATANABE Eriko, IIJIMA Takahiro
Proceedings of the Annual Meeting of Japan Society for Science Education Vol. 42 ( 0 ) page： 133 - 134 2018
Scientific Thinking for Society : The Challenge of STEM Education
Vol. 38 ( 2 ) page： 104 - 107 2016.11
Designing Active Learning : How Students Learn from Each Other in the Classroom
Vol. 37 ( 2 ) page： 41 - 44 2015.11
Analysis of Differences in Recognitions of Student and Faculty for the Use of AIMS-Gifu
Shinoda Seiro, Imai Ako, Hayashi Takuya, Nishimoto Yutaka, Terada Kazunori, Matsumura Syuichi, Matsubara Masaya, Yasuda Junichiro
Vol. 1 ( 1 ) page： 48 - 58 2015.7
Roundtables : Comprehensive Study of Ideology, Method and Evaluation for Active Learning
Vol. 36 ( 2 ) page： 26 - 29 2014.11
安田 淳一郎, 古結 尚, 小西 琢真, 瀬々 将吏, 山田 吉英, 片岡 佐知子, 菊地 邦友, 前 直弘, 峰 真如
大学の物理教育 Vol. 16 ( 2 ) page： 124 - 127 2010.7
科学教育若手研究会の活動
山田吉英, 太田幸弘, 菊池邦友, 谷口正明, 前直弘, 峰真如, 安田淳一郎
大学の物理教育 Vol. 14 ( 3 ) page： 120 - 124 2008.11
分野別教育方法研究（DBER）に基づく学習成果の可視化
安田淳一郎
名古屋大学 高等教育研究センター 第4回公開セミナー 2024.1.18
アンケート調査の学習成果の可視化に関する分析
安田淳一郎
大学基準協会 令和4年度大学評価研究所大会「教育現場の視点から教学マネジメントを捉えなおす」 2023.3.16
Optimizing the length of computerized adaptive testing for the Force Concept Inventory International conference
Jun-ichiro Yasuda
2023.3.8
Optimizing the length of computerized adaptive testing for the Force Concept Inventory Invited International conference
Jun-ichiro Yasuda
University of Alaska Fairbanks, Physics Journal Club (Online) 2023.2.24
コンピューター適応型テストによる学習成果の可視化：理論と活用 Invited
安田 淳一郎
九州大学 基幹教育院 粒子系理論物理学研究室セミナー 2023.2.9
直接評価による教育の質保証－山形大学の事例－ Invited
安田 淳一郎
第14回 大学の物理教育研究会（オンライン） 2021.12.4
Optimizing the length of computerized adaptive testing for the Force Concept Inventory Invited
Jun-ichiro Yasuda
Austrian Educational Competence Center, University of Vienna, 520001 SE Design Based Research-new developments (Online) 2021.5.11 Austrian Educational Competence Center, University of Vienna
直接評価による教育の質保証－山形大学の事例－ Invited
安田淳一郎
名古屋大学 高等教育研究センター 第186回招聘セミナー・第5回教育の質保証に関する研修セミナー（オンライン） 2020.7.31
Evaluation and Improvement of Learning with DBER: The case of Yamagata University Invited
Junichiro Yasuda
International Symposium for STEM Education in the Age of Industry 4.0: Pedagogic transformation through DBER and policy direction 2020.1.14
力学概念指標の妥当性評価研究 Invited
安田 淳一郎
日本物理学会第70回年次大会（若手奨励賞受賞記念講演） 2015.3
学問基盤力テストの概要と分析結果 Invited
安田 淳一郎
香川大学 FD講演会「DPに基づく評価指標の開発と実施−山形大学の質保証への取組−」 2019.10.9
学修成果の可視化のための評価指標の開発と実施―山形大学の質保証への取組― Invited
安田 淳一郎
岐阜大学 FD・SD講演会 2019.11.29
大学教育への学生参画2.0を考える Invited
安田 淳一郎
教育改善学生交流i*see2007 2007.9
デジタル画像実験（Interaktive Bildschirmexperimente）の現状と今後の可能性－ベルリン自由大学への訪問調査報告－
安田淳一郎
日本物理学会2024年春季大会 2024.3.19
Analysis to develop computerized adaptive testing with the Force Concept Inventory International conference
Jun-ichiro Yasuda, Naohiro Mae, Michael M. Hull, Masa-aki Taniguchi
GIREP-ICPE-EPEC-MPTL 2019 2019.7.1
Analyzing the measurement error from false positives in the Force Concept Inventory International conference
Jun-ichiro Yasuda, Naohiro Mae, Michael M. Hull, Masa-aki Taniguchi
GIREP-MPTL 2018 2018.7.13
Activities of Nagoya Science Literacy Forum International conference
J.Yasuda, T.Uchida, M.Taniguchi, H.Kawakatsu
International Conference on Physics Education 2009 2009.8
A systematic lecture demonstration for scientific reasoning skill International conference
Jun-ichiro Yasuda
Physic Education Research Conference 2017 2017.7
"Our TEST: CBT assessment for general education: development and analysis" in “Using a smartphone-based integrated data collection system to measure student learning gains” International conference
Jun-ichiro Yasuda
The 2018 Assessment Institute in Indianapolis 2018.10.22
Analyzing a systematic error of the Force concept inventory with sub-question International conference
Jun-ichiro Yasuda, Masa-aki Taniguchi
International Conference on Physics Education 2014 2014.8
Validating the Force Concept Inventory with sub-questions International conference
Jun-ichiro Yasuda, Masa-aki Taniguchi
International Conference on Physics Education 2013 2013.8
Validating a Japanese version of the Force Concept Inventory International conference
Jun-ichiro Yasuda, Haruko Uematsu, Hideo Nitta
International Conference on Physics Education 2011 2011.8
Validating a Japanese version of FCI with cognitively sequenced questions International conference
Jun-ichiro Yasuda, Masa-aki Taniguchi
World Conference on Physics Education 2012 2012.7
Strongly first order chiral phase transition in SU(Nf ) × SU(Nf ) sigma model and electroweak baryogenesis
Y.Kikukawa, M.Kohda, J.Yasuda
1st Nagoya Winter School "The Origin of the Universe and Mater" 2007.2
Improving a systematic lecture demonstration for hypothetical-deductive reasoning skill International conference
Jun-ichiro Yasuda
American Association of Physics Teachers 2017 Summer Meeting 2017.7
Estimating systematic error from false negatives of the Force Concept Inventory International conference
Jun-ichiro Yasuda, Masa-aki Taniguchi, Naohiro Mae, Michael M. Hull
World Conference on Physics Education 2016 2016.7
Development of physics demonstrations in Nagoya University International conference
J.Yasuda, Y.Miura, K.Senyo, M.Mori
GIREP-ICPE-MPTL Conference 2010 2010.8
Characteristics of a systematic error of the Force Concept Inventory International conference
Jun-ichiro Yasuda, Masa-aki Taniguchi, Naohiro Mae
International Conference on Physics Education 2015 2015.8
遠隔授業に対応したアクティブラーニング型物理学実験テーマの教育効果測定指標の開発
Grant number：23H00976 2023.4 - 2027.3
日本学術振興会 科学研究費助成事業 基盤研究(B)
千代 勝実, 安田 淳一郎, 古澤 彰浩, 小西 哲郎, 中村 泰之, 齋藤 芳子, 伊東 正人, 大薮 進喜
Authorship：Coinvestigator(s)
Grant amount：\16510000 （ Direct Cost: \12700000 、 Indirect Cost：\3810000 ）
Developing interactive screen experiments to assess proficiency in physics labs
Grant number：22K18576 2022.6 - 2025.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Research (Exploratory) Grant-in-Aid for Challenging Research (Exploratory)
Authorship：Principal investigator
Grant amount：\6370000 （ Direct Cost: \4900000 、 Indirect Cost：\1470000 ）
Developing chained computerized adaptive testing for formative assessment
Grant number：22H01061 2022.4 - 2026.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B) Grant-in-Aid for Scientific Research (B)
Authorship：Principal investigator
Grant amount：\17030000 （ Direct Cost: \13100000 、 Indirect Cost：\3930000 ）
Development of assessment in mathematics and science for using advanced digital technology: Toward the cultivation of scientific thinking
Grant number：21K18136 2021.7 - 2025.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Research (Pioneering) Grant-in-Aid for Challenging Research (Pioneering)
Authorship：Coinvestigator(s)
Grant amount：\25090000 （ Direct Cost: \19300000 、 Indirect Cost：\5790000 ）
...
Grant number：19H01731 2019.4 - 2024.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B) Grant-in-Aid for Scientific Research (B)
Authorship：Coinvestigator(s)
Grant amount：\16900000 （ Direct Cost: \13000000 、 Indirect Cost：\3900000 ）
Developing a Computerized Multistage Test with the Force Concept Inventory
Grant number：19K03135 2019.4 - 2022.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) Grant-in-Aid for Scientific Research (C)
Authorship：Principal investigator
Grant amount：\4290000 （ Direct Cost: \3300000 、 Indirect Cost：\990000 ）
Developing an interview method based on the systematic error of the Force Concept Inventory
Grant number：16K00948 2016.4 - 2019.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) Grant-in-Aid for Scientific Research (C)
YASUDA JUNICHIRO, Hull Michael M.
Authorship：Principal investigator
Grant amount：\3640000 （ Direct Cost: \2800000 、 Indirect Cost：\840000 ）
The Force Concept Inventory (FCI) is a widely used assessment test to probe student conceptual understanding of Newtonian mechanics. In order to analyze the systematic error of the FCI, we surveyed students at 16 (in total) universities in Japan and the United States. The total number of survey responses was 2226. As the main analysis, we calculated the sum of the systematic errors due to the false positives from Q.5, Q.6, Q.7, and Q.16 of the FCI. Then, we estimated a minimum value for the systematic error due to false positives on the entire FCI. We find that the sum of the false positives from Q.5, Q.6, Q.7, and Q.16 is about 10% of the FCI score of a mid-level student.
Developing a method of educational evaluation focused on a systematic error using subquestions
Grant number：26750068 2014.4 - 2016.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists (B) Grant-in-Aid for Young Scientists (B)
YASUDA JUNICHIRO, TANIGUCHI Masa-aki, Mae Naohiro, Hull Mike
Authorship：Principal investigator
Grant amount：\1300000 （ Direct Cost: \1000000 、 Indirect Cost：\300000 ）
In this study, we quantified the validity of FCI as a systematic error and analyzed its behavior. We focused on the false positives and used subquestions to judge whether a student understands the concept tested in an FCI question. The questions for which we created the subquestions are limited to the three invalid-like questions that, according to prior research, elicit false positives from students, and one of the remaining 27 valid-like questions. We used the results of the valid-like question and its subquestions to estimate the systematic error arising from the remaining 26 valid-like questions. Our results indicate that true score can be lower than half of raw score and true average normalized gain can be as low as half of raw average normalized gain, depending on the fitting function for the estimation. We also found that there are thresholds in the relationship between true positive ratio and raw score for the invalid-like questions, but not for the valid-like question.
Validating the Force Concept Inventory with Sub-questions
Grant number：24700875 2012.4 - 2014.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Young Scientists (B) Grant-in-Aid for Young Scientists (B)
YASUDA Jun-ichiro, TANIGUCHI Masa-aki, MIKE Hull
Authorship：Principal investigator
Grant amount：\1690000 （ Direct Cost: \1300000 、 Indirect Cost：\390000 ）
In this study, we evaluated the validity of the Force Concept Inventory quantitatively, focusing on the false-answers. We addressed whether respondents who answer the questions of the FCI correctly actually have an understanding of the concepts of physics tested in the questions. To examine respondents' levels of understanding, we used subquestions that test them on concepts tested in the questions. Our sample size comprised totally 635 respondents; we derived false-positive ratios for prelearners and postlearners and then statistically test the difference between them. Then, we found that it is possible for postlearners to answer both questions without an understanding of the concepts of physics tested in the questions; therefore, Q.16 and Q.7 are invalid. However, this result does not indicate immediately that the two questions should be modified. We can use the questions if we can quantify the inadequacy of the questions and evaluate it as systematic errors.
Active learning course design and assessment on university basic physics course
Grant number：18H01065 2018.4 - 2022.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B) Grant-in-Aid for Scientific Research (B)
Authorship：Coinvestigator(s)
Grant amount：\15600000 （ Direct Cost: \12000000 、 Indirect Cost：\3600000 ）
Grant number：17K00988 2017.4 - 2020.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) Grant-in-Aid for Scientific Research (C)
Furuzawa Akihiro
Authorship：Coinvestigator(s)
Grant amount：\4290000 （ Direct Cost: \3300000 、 Indirect Cost：\990000 ）
Beginners studying physics often feel that various physical concepts and laws seems to be independent each other. The purpose of this research is the development of teaching methods and the instrument to help students to build systematic understanding. Simple tests on the physics concepts of dynamics revealed the lack of understanding of connections among them, especially between point mass dynamics and rigid body dynamics. To lead students to systematic understanding of point mass and rigid body dynamics, we designed and built an instrument to use for demonstrations. Furthermore, we designed the lecture on the rigid body dynamics using the instrument and carried it out in the class. In addition, we publicly released the use example of these teaching materials in web page.
Scientific Concept Inventory in University Science Curricula
Grant number：16K12748 2016.4 - 2018.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Exploratory Research Grant-in-Aid for Challenging Exploratory Research
Senyo Katsumi
Authorship：Coinvestigator(s)
Grant amount：\3120000 （ Direct Cost: \2400000 、 Indirect Cost：\720000 ）
We have produced standarized tests to investigate and assess students' acquisition of scientific concepts in first year and undergraduate level for benchmarking new teaching paradigms such as the active learning and project-based learning. Tests on smartphone application consist of items implemented according to item response theory, adaptive difficulty for each student. The tests among Mathematics, Physics, Chemistry and Biology were carried out for all freshmen and sophomore, 1200 students each in the begininng of April. Brief consistency check was performed in comparation to National Center Test for University Admissions and standarization.
Grant number：15H02913 2015.4 - 2018.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B) Grant-in-Aid for Scientific Research (B)
Tosa Sachiko
Authorship：Coinvestigator(s)
Grant amount：\15340000 （ Direct Cost: \11800000 、 Indirect Cost：\3540000 ）
In this project, the development and implementation of the active-learning style instructional strategies in college physics was realized in 7 universities. Through the discussions among researchers using a video conference system in the form of lesson study, online forum, and meetings in person at the symposium and school visits, the researchers were able to improve their classes in an active-learning style. There were cases that showed improvement in student understanding of physics concepts through the use of an internationally standardized instrument. The lecture delivered by an expert from the USA in active learning and workshops on active-learning style instructional strategies at the national Physics Education Research Conference in Japan was well received in the physics education community, and contributed to the dissemination of the active-learning instructional strategies in physics.
Grant number：26282032 2014.4 - 2020.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B) Grant-in-Aid for Scientific Research (B)
Lang Roy
Authorship：Coinvestigator(s)
Grant amount：\16380000 （ Direct Cost: \12600000 、 Indirect Cost：\3780000 ）
Using research methods that have been developed based on "Physics Education Research (abbreviated as PER)," which is being established as a specialized area of physics research, and are widely used internationally, we conducted a nationwide survey to grasp the situation of physics education in the science and engineering basic courses and compared it with similar survey results in the United States.
As a result, the level of achievement of understanding the basic concepts of classical mechanics at the time of admission to a university, which reflects physics education in high school in Japan, is almost the same as in the United States, while the understanding of concepts through basic mechanics courses at university It was found that the growth rate of the students remained at a low level except for about 10% of the classes that are effective in the reform type lessons.
Development of the physics experiment which students plan, and measurement of the education effect
Grant number：26350191 2014.4 - 2017.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) Grant-in-Aid for Scientific Research (C)
Miura Yuichi
Authorship：Coinvestigator(s)
Grant amount：\4680000 （ Direct Cost: \3600000 、 Indirect Cost：\1080000 ）
In order to rediscover a physical law, students were made to plan a systematic experiment in a university. The student argued mutually about the obtained experimental result, and planned the next experiment. The suitable advice for students was given by the teacher. The situation of the argument of students was observed and a follow-up survey of progress of an understanding was conducted.
Grant number：23501062 2011 - 2013
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C) Grant-in-Aid for Scientific Research (C)
MIURA Yuichi, NAKAMURA Yasuyuki, KONISHI Tetsuro, SENYO Katsumi, YASUDA Junichiro, FURUZAWA Akihiro
Authorship：Coinvestigator(s)
Grant amount：\5330000 （ Direct Cost: \4100000 、 Indirect Cost：\1230000 ）
We have been developing interactive lecture demonstrations that help students grasp the concept of physics. Our observations show that students think actively and can logically explain an underlying physical law when visual demonstrations are introduced in sequence. For that purpose, it is necessary to arrange a series of experiments intentionally so that proper information may be given to students in each stage.
For example, our developed demonstrations successfully visualize the difference between mass and weight. We show clearly that logical relation between the period of a pendulum and a moment of inertia, by comparing a simple pendulum with a rigid body pendulum.
大学授業の開発と改善
2023
スタートアップセミナー
（Yamagata University）
情報処理
（Yamagata University）
宇宙観
（Yamagata University）
物理学的なものの考え方
（Yamagata University）
統計リテラシー１・２
（Yamagata University）
数理科学１・２
（Meijo University）
数理物理学１
（Meijo University）
教養の物理学：物理学的に物事を考えるとは
（Gifu University）
工学基礎数理および演習
（Aichi Institute of Technology）
サイエンスボランティア入門１・２
（Meijo University）
物理の世界：宇宙観
（Sugiyama Jogakuen University）
科学論：宇宙の哲学
（Gifu University）
物理学（電磁気学）
（Aichi Institute of Technology）
物理学（波動）
（Aichi Institute of Technology）
物理学実験１・２
（Meijo University）
物理学基礎演習１・２（advanced）
（Meijo University）
