Research Article
Japanese School Teachers’ Attitudes and Awareness Toward Inquiry-based Learning Activities and Their Relationship with ICT Skills
@INPROCEEDINGS{10.4108/eai.22-7-2023.2335046, author={Masanori Fukui and Masakatsu Kuroda and Kuni Amemiya and Madoka Maeda and Khar Thoe Ng and Subuh Anggoro and Eng Tek Ong}, title={Japanese School Teachers’ Attitudes and Awareness Toward Inquiry-based Learning Activities and Their Relationship with ICT Skills}, proceedings={Proceedings of the 2nd International Conference on Social Sciences, ICONESS 2023, 22-23 July 2023, Purwokerto, Central Java, Indonesia}, publisher={EAI}, proceedings_a={ICONESS}, year={2023}, month={9}, keywords={ict inquiry-based learning stem/steam teacher training program}, doi={10.4108/eai.22-7-2023.2335046} }- Masanori Fukui
Masakatsu Kuroda
Kuni Amemiya
Madoka Maeda
Khar Thoe Ng
Subuh Anggoro
Eng Tek Ong
Year: 2023
Japanese School Teachers’ Attitudes and Awareness Toward Inquiry-based Learning Activities and Their Relationship with ICT Skills
ICONESS
EAI
DOI: 10.4108/eai.22-7-2023.2335046
Abstract
This study examined Japanese teachers’ attitudes and awareness toward inquiry-based learning (IBL) and its relationship to information and communications technology (ICT) skills, and aimed to gain basic knowledge for enhancing IBL. As technology advances at an accelerating pace, it is essential to develop human resources with skills to contribute to the development of science and technology. Enhancing IBL and science, technology, engineering, (arts), and mathematics (STEM/STEAM) education is important to achieve this goal. IBL is considered necessary in Japan and many other countries. It is expected to foster an attitude of addressing unfamiliar problems and to be an essential subject for students living in uncertain times. However, it is necessary to examine the kind of awareness that schoolteachers should have toward IBL to enhance it. This study focused on teachers’ ICT skills and investigated their relationship with IBL. The results indicate that teachers with high ICT skills had a heightened awareness and a deeper understanding of IBL, and thus garnered a higher rate of IBL. Therefore, it is desirable to develop training programs based on these realities.
