Researcher Profile and Settings

Researcher

• Name

  MIYAZAKI Saori

Affiliation

• Social Studies Education course, Associate Professor

Profile and Settings

• Name

  Miyazaki, Saori

Alternate Names

• 宮﨑　沙織
• 宮崎 沙織

Affiliation

• Gunma University, Associate Professor

Affiliation

• Affiliation

  Cooperative Faculty of Education

Degree

• Master of Education

Research Experience

• Mar. 2011, Mar. 2012, University of Tsukuba, Graduate School of Comprehensive Human Sciences, Assistant prof lv
• May 2010, Feb. 2011, University of Tsukuba, Researcher postdoc lv
• Apr. 2012, 9999, Gunma University Faculty of Education, Social Science, Associate prof lecturer lv

Research Activities

Research Areas

• Humanities & social sciences, Primary/secondary education and curricula

Research Interests

• Social Studies Education
• Environmental Education
• Geographical Education

Published Papers

• 中等地理教育で中心市街地のあり方を考えるための地域学習単元開発 ―歴史地理学研究との共同開発の試み―, 宮崎沙織、関戸明子、今井貴秀, 10 Mar. 2020, 37, 15, 31
• Designing Lessons and Learning Assessments for Attitudes toward Social Participation in Elementary Social Studies Proposing the unit model that utilizes external human resources and connects with the real world, 根岸愛美、宮崎沙織, 01 Mar. 2025, 42, 33, 45
• システムアプローチで考える地理教育(第2回)英米独の地理教育におけるシステムアプローチ, 山本 隆太,梅村 松秀,宮崎 沙織,泉 貴久, 2018, 63, 3, 104-109
• システムアプローチで考える地理教育(第1回)システムアプローチとは, 梅村 松秀,泉 貴久,山本 隆太,宮﨑 沙織, 2018, 63, 2, 106-110
• 小学校社会科における地域分析による“位置や空間的な広がりの視点”の構造化 ― 群馬県板倉町と嬬恋村を事例とした単元開発 ―, 宮崎 沙織,青山 雅史,関戸 明子, 2018, 35, 1-15.
• 米国の環境教育推進における社会科系教科の役割, 宮崎 沙織, 2014, 13, 19-28
• システムアプローチで考える地理教育（第13回）「社会構造やパラダイムに気づくことの重要性」, 宮崎沙織, Feb. 2019, 64, 2月号, 110-115
• 小学校社会科における「防災」, 宮崎沙織, Oct. 2018, 10-13

MISC

• システムアプローチで考える地理教育(第2回)英米独の地理教育におけるシステムアプローチ, 山本 隆太,梅村 松秀,宮﨑 沙織,泉 貴久, Mar. 2018, 63, 3, 104, 109
• システムアプローチで考える地理教育(第1回)システムアプローチとは, 梅村 松秀,泉 貴久,山本 隆太,宮﨑 沙織, Feb. 2018, 63, 2, 106, 110
• The Structure of Environmental Literacy in U.S. Social Studies : An Analysis of "NAAEE Guidelines for Learning (K-12)", Saori Miyazaki, 31 Mar. 2012, 30, 1, 13
• システムアプローチを活用した地域学習の在り方 (2019年1月例会報告), 宮崎 沙織, Aug. 2019, 67, 2, 38, 40
• システムアプローチで考える地理教育(第13回)社会構造やパラダイムに気づくことの重要性, 宮﨑 沙織, Feb. 2019, 64, 2, 110, 115
• The Role of Social Studies in the Promotion of US Environmental Education, 宮崎 沙織, 2013, 13, 19, 28
• 沖縄県小浜島における地域行事と子どもの地域認識 : 伝統・文化の側面から, 宮崎 沙織, 25 Dec. 2006, 54, 3, 81, 81
• New Directions for Environmental Learning in British Columbia, Canada, MIYAZAKI Saori, 2008, The Journal of Social Studies, 2008, 104, 86, 97

  DOI
• California History-Social Sciences Program for Developing Environmental Literacy:Reconstitution of Learning CONTENTS Based on Environmental Principles, MIYAZAKI Saori, 2009, The Journal of Social Studies, 2009, 108, 58, 69

  DOI
• 小学校社会科における地域分析による“位置や空間的な広がりの視点”の構造化 ― 群馬県板倉町と嬬恋村を事例とした単元開発 ―, 宮崎 沙織,青山 雅史,関戸 明子, 2018, 35, 1-15.

Books etc

• 社会問題の解決を目指す地理教育：システム思考からさらにその先へ, Editor, Mar. 2025, 211, ⅰ-ⅵ, 162-179, ISBN: 9782762034176
• Well-beingをめざす社会科教育：人権／平和／文化多様性／国際理解／環境・まちづくり, Contributor, 23 Apr. 2024, 308, 236-245, Scholarly book
• 社会科の「問題解決的な学習」とは何か, Contributor, 23 Jul. 2023, 166, 26-35, Scholarly book
• 実践・小学校社会科指導法, Contributor, Feb. 2021, 15-18、87-97
• 初等社会科教育, Contributor, Jun. 2021, 66-68，78-80
• 社会科における多文化教育――多様性・社会正義・公正を学ぶ, Contributor, Jun. 2019, 81-94
• システム思考で地理を学ぶー持続可能な社会づくりのための授業プランー, Editor, Mar. 2021, 7-12
• 社会を創る市民の教育ー協同によるシティズンシップ教育の実践, 2016
• 『21世紀の教育に求められる 社会的な見方・考え方』, 2018

Presentations

• 持続可能な社会の創り手を育てる社会科授業づくりへの第一歩, 宮崎沙織, 全小社研令和７年度群馬大会プレ大会（令和６年度開催）, 15 Nov. 2024, 15 Nov. 2024
• 社会問題の解決を目指す「解決志向型」の地理学習の実践に向けて―システム思考を基盤とした取り組みからの提案―, 宮﨑沙織・佐藤真久・阪上弘彬・中村理恵・山本隆太, 日本地理教育学会第74回大会, 25 Aug. 2024
• 小学校社会科における外部人材を活用した主体的に学習に取り組む態度を高める授業デザイ ン, 根岸愛美・宮崎沙織, 日本社会科教育学会第73回全国研究大会, 29 Oct. 2023
• 現代社会の諸課題の解決志向型による小学校社会科学習の提案―第４学年「県内の特色ある地域」を事例として―, 宮崎沙織・根岸愛美, 群馬地理学会, 11 Nov. 2023
• 日本の中等地理教育における地球的課題に関する学習指導の特徴と課題－システマティックレビュー－, 阪上弘彬, 宮﨑沙織, 山本隆太, 日本社会科教育学会, 22 Oct. 2022, 22 Oct. 2022, 23 Oct. 2022

Research Projects

• 2020, 2024
• Research on multicultural teacher education in the United States Canadian social studies, KIRITANI Masanobu,MIYAZAKI Saori,TSUBOTA Masumi, 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), Saitama University, 2011, 2013, It is a fundamental study on the ideal way of the multi-cultural teacher education that practices the multicultural instruction that kicks the United States and Canada because it answers the problem of the education according to the progress of the diversification of a domestic cultural diversification and value. The promotion of the ability and the attitude that affirmatively receives various cultures, and uses it positively is requested in the teacher's license acquisition and training in the international baccalaureat paid attention to as a promotion of global talent. Moreover, discrimination in the higher education organization that educates the teacher to the minority is the main factor to obstruct the promotion of the teacher who can practice the multicultural instruction., 23531160
• Teaching Materials of Social Dilemma in Traffic-Environment Learning, KARAKI Kiyoshi,MIZUYAMA Mitsuharu,YOSHIMURA Kotaro,ISOYAMA Kyoko,MIYAZAKI Saori,FUJII Satoshi,MATSUMURA Nobuhiko,TANIGUCHI Ayako,UMEZAWA Shinichi,OYAMA Yoshihiro,IWAMOTO Tomoyuki,HAYAMA Tadahiro,IWASAKA Naoshi,OKADA Yasutaka,TERAMOTO Makoto, 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), University of Tsukuba, 01 Apr. 2011, 31 Mar. 2014, The result in this research is that we have made clear of a role of "traffic-environment learning" in modern society and a developmental principle of "materials on social dilemma". We think that "materials on social dilemma" can take a important role when teachers will practice "traffic-environment learning" in their classes. Our research have concretely made clear the following three things. First, teachers can practice "traffic-environment learning" in various subjects and fields. Second, social dilemma can become a perspective of unit development. Third, interdisciplinary joint research can promote improvement of the study of class in schools., 23330250
• Theories and Practices of the social studies for Multicultural Citizenship in the United States and Canada, KIRITANI Masanobu,TSUBOTA MASUMI,MIYAZAKI Saori, 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), Saitama University, 2008, 2010, Through analyzing the theories of multicultural social studies education, the curriculums and the textbooks which are respecting both "diversity" and "unity" in the United States and Canada, this study clarified following. first, both of the United States and Canada, in the citizenship education, it is necessary that foster "informed citizen" which is including "active citizen" and "active contributor". And second, the "informed citizenship" is the Multicultural citizenship which is respecting both "diversity" and "unity" of society., 20530802
• 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), Saitama University, 01 Apr. 2017, 31 Mar. 2020, 17K04746
• The Curriculum Development for Environmental Literacy in Social Studies, 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), Gunma University, 01 Apr. 2014, 31 Mar. 2019, 26780491
• A comparative study of multicultural social studies education in the United States, Canada, Germany, KIRITANI Masanobu, 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), Saitama University, 01 Apr. 2014, 31 Mar. 2017, We focused on the way of utilization of museums in multicultural social studies education, mainly in the United States and Germany. As a common point in utilizing museums in multicultural social studies education in the United States and Germany, it is utilizing ICT equipment so that it can explain in multiple languages from consideration of the cultural background of diverse learners. As a difference, in the United States, a story of learning in the exhibition is prepared, whereas in Germany there is a point that consideration is made so that it can be learned by subjective interpretation of the learner by constructiveistic exhibition . In both countries, utilization of museums in school education has been actively promoted, and multicultural education in various social contexts has been developed., 26381176
• Research on theory and practice of learning for environmental literacy, MIYAZAKI Saori, 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), 2011, 2013, The three main findings are shown in this research to contribute to constructing the learning for environmental literacy in Japan. First, it is important to respect sociopolitical knowledge, knowledge of human/environment interactions, skills for action strategy, and personal and civic responsibility as the essential components of environmental literacy.Second, environmental literacy can be effectively introduced into social studies curriculum by valuing geographical knowledge, skill-related objectives, and civic participation and actions.Third, it is important to change the point of view for recognizing environment from natural system-centered to human ecology-centered and develop learning units based on this idea to construct learning for environmental literacy in Japan., 23730822

Social Contribution

Academic Contribution

• 日本地理教育学会編集委員会委員, Academic society etc, 2022, 2024
• 全国社会科教育学会第71回全国研究大会シンポジウムコメンテーター, Competition etc, 08 Oct. 2022
• 日本社会科教育学会研究推進委員, Academic society etc, 01 Apr. 2022, 31 Mar. 2024
• Japanese Association for the Social Studies, Academic society etc, Japanese Association for the Social Studies, 01 Apr. 2020, 31 Mar. 2022
• Japanese Association for the Social Studies, Academic society etc, Japanese Association for the Social Studies, 01 Apr. 2020, 31 Mar. 2022
• The Geographic Education Society of Japan, Academic society etc, The Geographic Education Society of Japan, 01 Apr. 2019, 31 Mar. 2022