Implementation of Problem-Solving Instruction in a Global Education Course and Visualizing Japanese Undergraduate Students Learning


The world has been globalized at an unprecedented speed in that everything from people to information moves across nations more quickly and intensely than ever. In order to prepare the youth to effectively and responsibly live in such a global society, global education was born in the U.S. in the late 1960s and has developed since then. It aims at developing their global perspectives. In spite of numerous suggested conceptualizations in global perspectives, there seem to be six common ones: perspective consciousness; cross-cultural learning and communication skills; global interdependence; global history; global issues; and participation in a global society. Although a number of instructional approaches have been implemented so far, few have focused on a problem solving process by applying all the six conceptualizations. In order to fill this gap, the study aims at designing and implementing a course to help Japanese undergraduate students learn about how to understand and solve global issues; and attempting to visualize their learning. The data were collected from a course, in which the presenter instructed global education to 12 Japanese undergraduate students from April to July in 2016. The data such as teaching materials, students academic work, and their reflective notes were analyzed to visualize how they acquired and utilized the aforementioned conceptualizations in the process of their learning. This presentation will provide detailed information about the global education course as well as the study including its findings and insights.

Author Information
Masataka Kasai, Kansai Gaidai College, Japan

Paper Information
Conference: IICEHawaii2017
Stream: Student Learning, Learner Experiences and Learner Diversity

This paper is part of the IICEHawaii2017 Conference Proceedings (View)
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Posted by James Alexander Gordon