The method of thinking about Information Design is important because it captures a problem in the situation of other person’s position. Information Design is learned by “Information I,” a required subject for all high school students. The preceding study addressed the class practice of “Project Study” in Information subjects, in which we seriously considered writing articles from an information-design perspective. However, the class practice was helpful for the future of the students is unclear. This study examined the usefulness of Information Design through a follow-up survey for graduates. The improvement in ability after graduation was identified through self-evaluation after graduation, others’ evaluation of the Subjects Bridging and 6W6H viewpoint, and comparative evaluation in school and after graduation. However, there is room for improvement in library learning, notice-modified learning, and mutual evaluation learning, and we considered an improvement plan. Furthermore, we clarified that high school students could not imagine a class as helpful in the future, and we proposed the modification of the high school class.

In this research, we sought to not only introduce speaker teaching materials that generate sound with a self-made vibration unit but also demonstrate the amplification effect of reverberation using a resonance box. These integrated teaching materials deal with two contents, “materials and their processing” and “energy conversion” to produce speakers that convert electric signals into sound for the Japanese junior high school subjects of technology and home economics. These materials could be expected to be used for effectively teaching students the principle of sound generation, as students make the sound-generating parts themselves without using readymade speaker units.

In this report, as a first step toward the development of these teaching materials, acoustic performance was evaluated under various design conditions by measuring sound to determine the optimal conditions. As a result, it was confirmed that sound properties differed based on Young’s modulus and samples of the sound using self-made vibration units. In addition, the echo board was revealed to contribute to increasing the sound pressure on audio frequency, especially along the midrange of approximately 400-1000 Hz.

The purpose of this study is to not only develop a wheeled mobile robot that can record control history data and distribute them externally but also propose and verify a learning evaluation method using the recorded data. In a previous study, we proposed the use of a wheeled mobile IoT robot equipped with a wireless LAN module and built a prototype. This paper describes the configuration of the robot improved for classroom use as part of measurement and control learning in technology and home economics (technology field) subjects at junior high schools. The results of the demonstration experiment, which measured continuous operation time and control history data upload time, revealed that there were no problems with its practical use. Furthermore, focusing on the robot trajectory obtained from the control history data, we proposed a learning evaluation method using dynamic time warping (DTW) and demonstrated its applicability by considering the scores calculated from the actual trajectory and the corresponding lines using DTW.

Under the Courses of Study, published in 2017, the evaluation of learning situations from different perspectives was revised, emphasizing the importance of the "attitude to engage in learning independently." This is strongly related to motivation for learning, which has traditionally been emphasized in school education. Although various concepts of motivation have been proposed, this study focused on engagement, which is a form of state motivation, and attempted to develop a measurement scale to grasp students' engagement in junior high school technology education. As a result, three factors were extracted representing students' engagement in technology education: “behavioral engagement,” “affective engagement,” and “cognitive engagement.” Thus, we developed a measurement scale consisting of 12 items related to the three factors with a certain level of reliability and validity based on careful selection of items for use in daily technology classes.

In this study, we developed teaching material to impart knowledge on the interface mechanisms, by which the computer communicates with other devices, and verified its effectiveness in classes. The developed material uses the audio connector to enable learning about data communication with interfaces through experience. Classes were conducted in the following order: A lesson plan was developed that allowed students to aurally learn how data is processed by the computer and transferred to other devices. As a result of the practice, it was verified that using the developed teaching material not only helped establish knowledge about data exchange between computers and microcontrollers but also improved students’ interest and concern in future technology.