Researcher Database

SUMIDA, Manabu

FacultyFaculty of Education Science Education
PositionProfessor
Last Updated :2019/05/22

Researcher Profile and Settings

Profile and Settings

Name

  • Name

    SUMIDA, Manabu

Affiliations

Affiliation & Job

  • Section

    Faculty of Education
  • Job title

    Professor

その他基本情報

Association Memberships

  • National Association for Gifted Children
  • Asia-Pacific Federation of World Council for Gifted and Talented Children

Committee Memberships

  • 20150400, 99990000
  • 20140700, 99990000
  • 20140400, 99990000
  • 20140100, 99990000
  • 20130500, 99990000
  • 20130500, 99990000
  • 20130500, 99990000
  • 20130400, 99990000
  • 20120700, 99990000
  • 20120500, 99990000
  • 20120400, 99990000
  • 20111000, 99990000
  • 20090400, 99990000
  • 20101200, 20160300
  • 20110800, 20151200
  • 20130400, 20150300
  • 20100400, 20150300
  • 20120700, 20140600
  • 20100700, 20140600
  • 20130800, 20140300
  • 20120600, 20120700
  • 20080400, 20120300
  • 20080000, 99990000
  • 20070000, 20100000
  • 20090000
  • 20060000, 20080000
  • 20060000, 20080000
  • 20000000, 20060000
  • 20010000, 20040000
  • 20000000, 20040000
  • 19990000, 20010000
  • 20080000, 20100000, Asia-Pacific Federation of World Council for Gifted and Talented Children, Asia-Pacific Federation of World Council for Gifted and Talented Children

Research Activities

Research Areas, Etc.

Research Areas

  • Science education/Educational technology, Science education

Research Interests

  • Children's understanding and curriculum development in science
  • Science Education for Gifted Learners
  • Culture studies in science education

Book, papers, etc

Published Papers

  • 35, 241, 248, 20170300
  • 15, 9, 13, 20170300
  • 14, 43, 46, 20160300
  • Instructional Model of Japanese Science Teachers for the Gifted, Yamaoka, T., Matsumoto, S., & Sumida, M., American Jornal of Educational Research, 3, 7, 944, 948, 20150700
  • 13, 53, 59, 20150300
  • Comparative Study of Trends and Patterns in the questions between Lower Secondary School Science Textbooks and Ehime Prefecture's Upper Secondary School Entrance Examinations, Takekuni YAMAOKA・Manabu SUMIDA・Hayashi NAKAYAMA・Shinji MATSUMOTO, 55, 4, 415, 423, 20150300, 10.11639/sjst.14034
  • 38, 3, 20151200
  • 12, 41, 46, 20140300
  • 12, 33, 39, 20140300
  • Exploring Factors Determining Motivation to Participate in Study Abroad Programs for Teacher Education Students in the U.S.A. and Japan, Thillainatarajan Sivakumaran, Eiji Tomida, Holly Kathleen Hall, Manabu Sumida, International Journal of Business and Social Science, 4, 6, 20130000
  • International education policy in an age of globalization and risk, SUMIDA Manabu, Journal of Education for Teaching: International Research and Pedagogy, 39, 4, 467, 469, 20130000
  • Emerging Trends in Japan in Education of the Gifted, SUMIDA Manabu, Journal for the Education of the Gifted, 36, 3, 277, 289, 20130900, 10.1177/0162353213493534

Books etc

Conference Activities & Talks

  • The Japanese View of Nature and Its Implications for the Early Science Education, SUMIDA Manabu, The Korean Association for Science Education International Conference, 20160100, 招待有り
  • 20151212
  • 20151212
  • 20151212
  • 20151212
  • 20151212
  • 20150829, 招待有り
  • 20150822
  • 20150802
  • 20150801
  • 20150801
  • 20150801
  • 20150801
  • 20150800
  • The Japanese and Western Views of Nature-Beyond Cultural Incommensurability-, SUMIDA Manabu, 20150523, 招待有り
  • The Japanese and Western Views of Nature-Beyond Cultural Incommensurability-, SUMIDA Manabu, 2015 Early Childhood Conferences on Science and Arts, 20150522, 招待有り
  • The Japanese and Western Views of Nature-Beyond Cultural Incommensurability-, SUMIDA Manabu, 20150521, 招待有り
  • 20160300
  • 20150509
  • 20150500
  • 20150300
  • 20140915
  • 20140914
  • 20140824
  • 20140823
  • 20140823
  • 20140823
  • 20140800
  • 20140800
  • 20140800
  • 20140800
  • The Japanese and Western Views of Nature, SUMIDA Manabu, The 2nd International Conference of Science Educators and Teachers, 20140700, 招待有り
  • 20140510
  • 20140500
  • Emerging Trends in Japan in Education for the Gifted in Science and Technology, SUMIDA Manabu, The 1st International Conference on Research in Education and Curriculum Planning for Gifted Mind, 20140200, 招待有り
  • 20131207
  • 20131207
  • 20131100
  • Moving beyond Children as 'Treasures': Changes in the Concept of Early Childhood in Japan from 1950 to 2010, SUMIDA Manabu, EECERA, 20130929
  • 20130907
  • Development of a Web-Based Collaborative Lesson Study System for the Professional Development of Science Educators, SUMIDA Manabu, ESERA, 20130904
  • 20130810
  • 20130810
  • 20130800
  • Analysis on HPS/NOS in Primary Science Textbooks in Post-World War II Japan, SUMIDA Manabu, The 3rd Conference of EASE, 20130705
  • Instructional Model of Japanese Science Teachers for the Gifted, Sumida, M., & Yamaoka, T., EASE 2013, 20130704
  • Cross-subject Analysis on Questions in Elementary Science Textbooks and Japanese Language Textbooks in Japan, SUMIDA Manabu, NARST, 20130407
  • Talent Development in STEM from the Early Child hood Years, SUMIDA Manabu, NSTA, 20130400

Works

Misc

  • 14, 43, 46, 20160300
  • Kids science academy: Talent development in stem from the early childhood years, Manabu Sumida, Science Education in East Asia: Pedagogical Innovations and Research-informed Practices, 269, 295, 20150903, 10.1007/978-3-319-16390-1_10, http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=84955626535&origin=inward
  • 地域の自然をフィールドとした自然体験活動教材の開発 2, 佐伯友美, 向平和, 隅田学, 日詰雅博, 生物教育, 55, 3/4, 200, 20150710, 0287-119X, http://jglobal.jst.go.jp/detail.php?from=API&JGLOBAL_ID=201502219623615750
  • 大学院生によるセントラルドグマに関する教材開発とその実践, 神森貴文, 橋本愛, 風呂圭祐, 和田敬行, 向平和, 隅田学, 中本剛, 大橋淳史, 熊谷隆至, 日詰雅博, 中村依子, 佐野栄, 愛媛大学教育実践総合センター紀要, 33, 21, 33, 20150701, 1347-3999, http://jglobal.jst.go.jp/detail.php?from=API&JGLOBAL_ID=201502214178392271
  • 伝統の継承プログラムを通したグローカルマインドの育成の成果報告 II, 大橋淳史, 和田敬行, 隅田学, 藤田昌子, 石塚真子, 千代田憲子, 愛媛大学教育実践総合センター紀要, 33, 1, 20, 20150701, 1347-3999, http://jglobal.jst.go.jp/detail.php?from=API&JGLOBAL_ID=201502202358792571
  • 29, 6, 19, 22, 20150500
  • 29, 6, 15, 18, 20150500
  • 64, 21, 24, 20150400
  • 理科に高い意欲才能を持つ生徒への科学教育とその評価, 大橋淳史, 隅田学, 林秀則, 縄村俊邦, 和田敬行, 日本化学会講演予稿集, 95th, 2, 180, 20150311, 0285-7626, http://jglobal.jst.go.jp/detail.php?from=API&JGLOBAL_ID=201502291111884548
  • 地域の自然をフィールドとした自然体験活動教材の開発, 佐伯友美, 向平和, 隅田学, 日詰雅博, 生物教育, 54, 3/4, 157, 20140808, 0287-119X, http://jglobal.jst.go.jp/detail.php?from=API&JGLOBAL_ID=201402213998431331
  • 大学院生による「理科観察実験プログラム」における実践事例 2―ペルチェ素子を用いた霧箱に関する教材研究―, 佐伯友美, 関谷圭右, 竹本翔太, 津田謙太郎, 向平和, 隅田学, 中本剛, 大橋淳史, 熊谷隆至, 日詰雅博, 中村依子, 佐野栄, 愛媛大学教育実践総合センター紀要, 32, 41, 49, 20140716, 1347-3999, http://jglobal.jst.go.jp/detail.php?from=API&JGLOBAL_ID=201402236790193151
  • 32, 25, 39, 20140700
  • Emerging trends in Japan in education of the gifted: A focus on science education, Manabu Sumida, Journal for the Education of the Gifted, 36, 277, 289, 20130901, 01623532, 10.1177/0162353213493534, http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=84888998600&origin=inward, Japan has no formal educational system for gifted children. However, in 2005, Japan's Cabinet approved and established the third Science and Technology Basic Plan (2006-10), which includes "nurturing the individuality and ability of gifted (sainou in Japanese) children." Enforcement of this plan is exemplified in programs such as "Super Science High Schools," "Next-Generation Scientists Programs," "Science Camps," and "Japan Science Tournaments." The number of Japanese participants in the Science Olympiad has increased threefold within 5 years. The characteristics of gifted (sainou) education in Japan are domain-specific, however, and emphasis is placed on science and technology and research and development rather than on education. On the other hand, Japanese people put great faith in the thought that giftedness can be taught. This paper describes trends in educational policy on the gifted in Japan, and the characteristic of Japanese education for the gifted is discussed from both historical and cultural viewpoints. © The Author(s) 2013.
  • 観察・実験を指導できる教員の養成と現職教員への支援―第4回 理科教育シンポジウムの報告を中心に―, 向平和, 隅田学, 福山隆雄, 大橋淳史, 熊谷隆至, 日詰雅博, 家山博史, 佐野栄, 愛媛大学教育実践総合センター紀要, 31, 57, 64, 20130716, 1347-3999, http://jglobal.jst.go.jp/detail.php?from=API&JGLOBAL_ID=201302257482886405
  • 外来種の教材化に関する実践的研究, 岡下祥子, 日詰雅博, 隅田学, 向平和, 生物教育, 53, 4, 216, 20130430, 0287-119X, http://jglobal.jst.go.jp/detail.php?from=API&JGLOBAL_ID=201302269054669651
  • 62, 34, 35, 20130000
  • 62, 20120811, http://ci.nii.ac.jp/naid/110009570892
  • 大学院生による「理科観察実験体験プログラム」における実践事例―小学校理科のエネルギー分野における「光電池」と「風力発電」を題材として―, 杉原慶一, 岡下祥子, 清家稔, HIWATIG April Daphne, 向平和, 隅田学, 福山隆雄, 大橋淳史, 日詰雅博, 佐野栄, 愛媛大学教育実践総合センター紀要, 30, 13, 20, 20120731, 1347-3999, http://jglobal.jst.go.jp/detail.php?from=API&JGLOBAL_ID=201202291554907565
  • 36, 2, 20120610, 03864553, http://ci.nii.ac.jp/naid/110009477009
  • 外来種の教材化に関する研究―ニワゼキショウ・ヒメツルソバの生育条件を中心に―, 岡下祥子, 日詰雅博, 隅田学, 向平和, 生物教育, 52, 4, 246, 20120531, 0287-119X, http://jglobal.jst.go.jp/detail.php?from=API&JGLOBAL_ID=201202242946854558
  • Development of International Internship Programme in Education(2) Analysis of the Practice Process of the Elementary School Science Group, 上舘 美緒里, 隅田 学, 富田 英司, 大学教育実践ジャーナル = Journal of faculty and staff development in higher education, 愛媛大学大学教育総合センター, 大学教育実践ジャーナル = Journal of faculty and staff development in higher education, 0, 10, 15, 21, 20120000, http://ci.nii.ac.jp/naid/40019330502
  • 3A1-D2 Ehime University Kids Academia Programme : Science, SUMIDA Manabu, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 35, 163, 166, 20110823, http://ci.nii.ac.jp/naid/110008756565
  • 3A1-D1 Science Education for the Gifted: Meeting the Diverse Needs of Gifted Learners in Science, SUMIDA Manabu, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 35, 161, 162, 20110823, http://ci.nii.ac.jp/naid/110008756564
  • 2S1-A6 Science Education Expecting the Unexpected in a Science-Based Society, SUMIDA Manabu, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 35, 11, 12, 20110823, http://ci.nii.ac.jp/naid/110008756508
  • 61, 20110819, http://ci.nii.ac.jp/naid/110008908533
  • 61, 20110819, http://ci.nii.ac.jp/naid/110008908497
  • Science Olympiad and National Strength in Science Education, SUMIDA Manabu, 理科の教育 = Science education monthly, 理科の教育 = Science education monthly, 60, 5, 11, 13, 20110515, http://ci.nii.ac.jp/naid/10028291983
  • 59, 6, 88, 95, 20110000
  • 29, 印刷中, 20110000
  • Development of the International Internship Programme in Education, 隅田 学, 深田 昭三, 菅谷 成子, 大学教育実践ジャーナル = Journal of faculty and staff development in higher education, 愛媛大学大学教育総合センター, 大学教育実践ジャーナル = Journal of faculty and staff development in higher education, 9, 9, 65, 73, 20110000, http://ci.nii.ac.jp/naid/40019199675
  • 29, 26, 27, 20101211, 09152768, http://ci.nii.ac.jp/naid/110008461741
  • Teaching in Asia, and Learning from Asian Children : Ehime University International Internship Programme in Education, SUMIDA Manabu, 理科の教育 = Science education monthly, 理科の教育 = Science education monthly, 59, 11, 762, 764, 20101115, http://ci.nii.ac.jp/naid/10027589316
  • Identifying twice-exceptional children and three gifted styles in the Japanese primary science classroom, Manabu Sumida, International Journal of Science Education, 32, 15, 2097, 2111, 20100928, 09500693, 10.1080/09500690903402018, http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=77956959166&origin=inward, Children with mild developmental disorders sometimes show giftedness. In this study, an original checklist was developed to identify gifted characteristics specific to science learning among twice-exceptional primary school children in Japan. The checklist consisted of 60 items on Attitudes, Thinking, Skills, and Knowledge/Understanding. A total of 86 children from eight primary schools in an urban area in Japan, 50% of whom had Learning Disabilities (LD), Attention Deficit/Hyperactivity Disorder (ADHD), and/or High-functioning Autism (HA), were observed using the checklist. Factor analysis revealed three factors. A cluster analysis with the subscale points of each factor identified three "gifted styles" in science. These were: (1) Spontaneous Style; (2) Expert Style; and (3) Solid Style. LD/ADHD/HA children characteristically displayed a Spontaneous Style while the non- LD/ ADHD/HA children were characterized by the Solid Style. In both subject groups, the number of Expert Style children was the lowest with no significant difference in their numbers. Based on the results of this research, this paper discusses the implications of the findings for teaching science to twice-exceptional children and argues the benefits of inclusive science education for children with and without mild developmental disorders. © 2010 Taylor & Francis.
  • 1G2-I1 Developing Professional Standards for Science Teachers to Meet the Needs of Gifted Children, SUMIDA Manabu, SHIRAHATA Asumi, KATO Tomotake, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 34, 355, 356, 20100910, http://ci.nii.ac.jp/naid/110008083482
  • 60, 20100731, http://ci.nii.ac.jp/naid/110008462415
  • 57, 45, 52, 20100000
  • 57, 139, 146, 20100000
  • 28, 51, 65, 20100000
  • 28, 35, 49, 20100000
  • 27, 3, 4, 20091219, 09152768, http://ci.nii.ac.jp/naid/110008461710
  • Science Curriculum and Classes for Gifted Children in USA, SUMIDA Manabu, 理科の教育 = Science education monthly, 理科の教育 = Science education monthly, 58, 2, 15, 17, 20090215, http://ci.nii.ac.jp/naid/10026343433
  • 13, 1, 1, 6, 20090000
  • 81, 92, 20090000
  • 27, 95, 107, 20090000
  • 3, 1, 101, 122, 20090000
  • A reform of pre-service science teacher training program and lesson by the collaborative learning arisen from the linkage between pre- and in-service teacher training (2) Outcomes and perspective from our efforts on reform of science teacher training less, 渡邉 重義, 佐野 栄, 隅田 学, 愛媛大学教育実践総合センター紀要, 愛媛大学教育学部附属教育実践総合センター, 愛媛大学教育実践総合センター紀要, 27, 79, 93, 20090000, 13473999, http://ci.nii.ac.jp/naid/40016783111
  • 1H-05 Development of a Program for Students with High Ability in Science : Balancing the Socio-emotional and Intellectual needs in a Philippine Setting, BELARDO Florante, SUMIDA Manabu, 日本理科教育学会全国大会要項, Society of Japan Science Teaching, 日本理科教育学会全国大会要項, 58, 20080914, http://ci.nii.ac.jp/naid/110007009388
  • 58, 20080914, http://ci.nii.ac.jp/naid/110007009293
  • 58, 20080914, http://ci.nii.ac.jp/naid/110007009289
  • 58, 20080914, http://ci.nii.ac.jp/naid/110007009288
  • 58, 20080914, http://ci.nii.ac.jp/naid/110007009287
  • 1G1-D4 Areform of pre-service science teacher training program and lesson by the collaborative learning arisen from the linkage between pre- and in-service teacher training I : An attempt to connect pre-service science Iesson to workshops for science teac, WATANABE Shigeyoshi, SANO Sakae, SUMIDA Manabu, KUMAGAI Takashi, IEYAMA Hiroshi, KANAKO Seiko, HIZUME Masahiro, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 32, 81, 82, 20080808, http://ci.nii.ac.jp/naid/110007456026
  • 1G1-B5 Study on the Needs of Twice-Exceptional Children in Science (3) : Behavioral Characteristics of Gifted Children with Special Needs, SUMIDA Manabu, MIKI Atsushi, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 32, 63, 64, 20080808, http://ci.nii.ac.jp/naid/110007456017
  • 57, 3, 38, 41, 20080315, http://ci.nii.ac.jp/naid/10026788171
  • 4, 6, 2, 11, 20080300, http://ci.nii.ac.jp/naid/40015971711
  • 689, 695, 20080000
  • A reform of pre-service science teacher training program and lesson by the collaborative learning arisen from the linkage between pre- and in-service teacher training (1) An attempt to connect pre-service science lesson to workshops for science teachers, 渡邉 重義, 佐野 栄, 隅田 学, 愛媛大学教育実践総合センター紀要, 愛媛大学教育学部附属教育実践総合センター, 愛媛大学教育実践総合センター紀要, 26, 9, 21, 20080000, 13473999, http://ci.nii.ac.jp/naid/40016159989
  • 3G3-C5 Characteristics of Japanese Students' Responses to Constructed-Response Questions of TIMSS-Science (9) : An Analysis on the Students' Answers from a Viewpoint of Description on 'Rika' and Reasoning on 'Science', SARUTA Yuji, MIYAKE Masao, NAKAYAMA Hayashi, SUMIDA Manabu, KUMAMOTO Syuichi, HIDAKA Syun'ichiro, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 31, 449, 450, 20070817, 09134476, http://ci.nii.ac.jp/naid/110006481603
  • 2P1-O2 Lesson Video Materials for Teacher Education on Good Science Teaching Practices at Elementary and Secondary School Levels, OGURA Yasushi, KUMANO Yoshisuke, SARUTA Yuji, SHIMIZU Makoto, SUMIDA Manabu, NAKAYAMA Hayashi, HATOGAI Taro, HITOMI Hisaki, MASHIKO Norifumi, MATSUBARA Shizuo, MATSUBARA Michio, Yoshida Atsushi, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 31, 339, 340, 20070817, 09134476, http://ci.nii.ac.jp/naid/110006481564
  • 2G2-E5 Study on the Needs of Twice-Exceptional Children in Science (2) : Characteristics of Giftedness in Science among Children with Special Needs, SUMIDA Manabu, MATSUMURA Nobutaka, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 31, 305, 306, 20070817, 09134476, http://ci.nii.ac.jp/naid/110006481547
  • 57, 20070804, http://ci.nii.ac.jp/naid/110006476645
  • 57, 20070804, http://ci.nii.ac.jp/naid/110006476378
  • 理科教育実践力を問う―理科教育シンポジウムと理科教育研修会の取り組み―, 渡邉重義, 隅田学, 佐野栄, 熊谷隆至, 日詰雅博, 愛媛大学教育実践総合センター紀要, 25, 1, 14, 20070701, 1347-3999, http://jglobal.jst.go.jp/public/200902290780724358
  • STSアプローチに基づいたモジュール教材に関する開発的・実践的研究―中和反応を事例として―, 山岡武邦, 隅田学, 愛媛大学教育実践総合センター紀要, 25, 15, 24, 20070701, 1347-3999, http://jglobal.jst.go.jp/public/200902287684662227
  • Teaching Scientific Terms with Hands-on Experience : "Making Models of Dream Insects" at Third Grade, SUMIDA Manabu, MURAKAMI Keiji, 理科の教育 = Science education monthly, 理科の教育 = Science education monthly, 56, 6, 384, 387, 20070615, http://ci.nii.ac.jp/naid/10027588188
  • Science Class and Teaching, that Are Developed Focusing on the Fundamental Concepts of Science, SUMITA Manabu, 理科の教育 = Science education monthly, 東洋館出版社, 理科の教育 = Science education monthly, 56, 5, 8, 11, 20070515, http://ci.nii.ac.jp/naid/10027588098
  • 25, 49, 50, 20070113, 09152768, http://ci.nii.ac.jp/naid/110006292825
  • 56, 6, 24, 27, 20070000
  • 1, 1, 139, 162, 20070000
  • 1, 1, 81, 98, 20070000
  • 19, 56, 20070000
  • 452, 1, 35, 20070000
  • What's the teacher's ability for science practice?: our efforts toward a science education symposium and workshops for science teachers, 渡邉 重義, 隅田 学, 佐野 栄, 愛媛大学教育実践総合センター紀要, 愛媛大学教育学部附属教育実践総合センター, 愛媛大学教育実践総合センター紀要, 25, 1, 14, 20070000, 13473999, http://ci.nii.ac.jp/naid/40015590811
  • Development of STS modules and teaching about neutralization, 山岡 武邦, 隅田 学, 愛媛大学教育実践総合センター紀要, 愛媛大学教育学部附属教育実践総合センター, 愛媛大学教育実践総合センター紀要, 25, 15, 24, 20070000, 13473999, http://ci.nii.ac.jp/naid/40015590812
  • 1G2-D2 Results of the TIMSS 1999 Video Study on Science Teaching, OGURA Yasushi, MATSUBARA Shizuo, SARUTA Yuji, HATOGAI Taro, MIYAKE Masao, YOSHIDA Atsushi, KUMANO Yoshisuke, HITOMI Hisaki, SUMIDA Manabu, NAKAYAMA Hayashi, MASHIKO Norifumi, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 30, 203, 204, 20060810, http://ci.nii.ac.jp/naid/110004874886
  • Results of the TIMSS 1999 Video Study on Science Teaching, OGURA Yasushi, MATSUBARA Shizuo, SARUTA Yuji, HATOGAI Taro, MIYAKE Masao, YOSHIDA Atsushi, KUMANO Yoshisuke, HITOMI Hisaki, SUMIDA Manabu, NAKAYAMA Hayashi, MASHIKO Norifumi, 年会論文集;日本科学教育学会, 年会論文集;日本科学教育学会, 30, 20060810, 09134476, http://ci.nii.ac.jp/naid/10022072921
  • Proper Timing and Curricular Sequence of Science Contents, SUMIDA Manabu, 理科の教育 = Science education monthly, 理科の教育 = Science education monthly, 55, 4, 11, 13, 20060415, http://ci.nii.ac.jp/naid/10027587384
  • Comparative Study on the Criteria Used for Science Classroom Observation, SUMIDA Manabu, 日本科学教育学会研究会研究報告, 一般社団法人日本科学教育学会, 日本科学教育学会研究会研究報告, 20, 5, 27, 32, 20060211, http://ci.nii.ac.jp/naid/110004781733
  • 446, 1, 21, 20060000
  • 268, 287, 20060000
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  • Cooperative Learning Situation in School Science : A Case Study of Lower Secondary School Attached to Ehime University, KOIKE Tatsushi, SUMIDA Manabu, 理科の教育 = Science education monthly, 理科の教育 = Science education monthly, 54, 10, 666, 668, 20051015, http://ci.nii.ac.jp/naid/10027586959
  • Gifted and Talented Education in Science in U.S. Elementary and Secondary School : Policy and Practice in Georgia, SUMIDA Manabu, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 29, 241, 244, 20050831, 09134476, http://ci.nii.ac.jp/naid/110004562258
  • Science Education Research to Instantiate Science into Society : Sense-Making of Science, SUMIDA Manabu, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 29, 9, 10, 20050831, 09134476, http://ci.nii.ac.jp/naid/110004562187
  • 55, 20050804, http://ci.nii.ac.jp/naid/110005853968
  • Young Children's High Competence in Science and Its Implications for Improving the Japanese Science Curriculum, SUMIDA Manabu, FUKADA Shozo, Journal of science education in Japan, Japan Society for Science Education (JSSE), Journal of science education in Japan, 29, 2, 99, 109, 20050610, 03864553, 10.14935/jssej.29.99, http://ci.nii.ac.jp/naid/110002705992
  • 幼い子どもの科学コンピテンスの再評価とその教育適時性に関する一考察, 隅田学, 深田昭三, 科学教育研究, 29, 2, 99, 109, 20050610, 0386-4553, 10.14935/jssej.29.99, http://jglobal.jst.go.jp/public/200902261603681835
  • Characteristics of Student's Response to Written Form Test in TIMSS, 隅田 学, 平田 真麻, 日本科学教育学会研究会研究報告, Japan Society for Science Education (JSSE), 日本科学教育学会研究会研究報告, 19, 6, 67, 70, 20050514, http://ci.nii.ac.jp/naid/110002695421
  • The public understanding of pendulum motion: From 5 to 88 years old, Manabu Sumida, The Pendulum: Scientific, Historical, Philosophical and Educational Perspectives, 465, 484, 20050101, 10.1007/1-4020-3526-8_29, http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=84892133497&origin=inward, This paper describes life-span development of understanding about pendulum motion and effects of school science. The subjects were 2,766 people ranging from kindergartners up to 88 years senior citizens. The conflict and consensus between children and their parent's understanding of pendulum motion were also analyzed. The kindergartner's understanding, mostly non-scientific, made a marked developmental change to another type of non-scientific understanding by the time they reach G 4. Parents with scientific understanding do not presumably nurture scientifically minded children, even though about half of them can apply scientific conceptions that shorter pendulums swing faster, and the amplitude and speed of pendulum motion do not depend on its weight. There seems to be another type of developmental change from scientific understanding to non-scientific understanding around their fifties. It is suggested that the scientific understanding in the public about pendulum motion become predominant due to the educational intervention through school science. © 2005 Springer.
  • 54, 10, 18, 20, 20050000
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  • 52, 1, 167, 180, 20050000
  • 3, 2, 118, 126, 20050000
  • 11, 2, 31, 50, 20050000
  • 23, 33, 42, 20050000
  • 11, 2, 65, 80, 20050000
  • 29, 2, 99, 109, 20050000, 10.14935/jssej.29.99
  • 23, 33, 42, 20050000, 13473999, http://ci.nii.ac.jp/naid/40007081352
  • The reproduction of scientific understanding about pendulum motion in the public, Manabu Sumida, Science and Education, 13, 473, 492, 20041201, 09267220, http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=55449101044&origin=inward, This paper describes life-span development of understanding about pendulum motion and effects of school science. The subjects were 2,766 people ranging from kindergartners up to 88 years senior citizens. The conflict and consensus between children and their parent's understanding of pendulum motion were also analyzed. The kindergartner's understanding, mostly non-scientific, made a marked developmental change to another type of non-scientific understanding by the time they reach G 4. Parents with scientific understanding do not presumably nurture scientifically minded children, even though about half of them can apply scientific conceptions that shorter pendulums swing faster, and the amplitude and speed of pendulum motion do not depend on its weight. There seems to be another type of developmental change from scientific understanding to non-scientific understanding around their fifties. It is suggested that the scientific understanding in the public about pendulum motion become predominant due to the educational intervention through school science. © 2004 Kluwer Academic Publishers.
  • 7G5-11 Reassessment of Young Children's High Competences in Science and Reconstruction of Scope and Sequence of Science Curriculum, Fukada Shozo, Sumida Manabu, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 28, 123, 126, 20040730, 09134476, http://ci.nii.ac.jp/naid/110002949894
  • 103, 125, 20040000
  • 209, 222, 20040000
  • 774, 68, 71, 20031100, 04465318, http://ci.nii.ac.jp/naid/40006004517
  • Junior High School Student's Attitude toward School Science in China and Japan, SUMIDA Manabu, KUMAGAI Takashi, KIKUCHI Hiroaki, TAKAHASHI Susumu, KOIKE Tatsushi, Bulletin of the Faculty of Education, Ehime University. Section I, Educational sciences, 愛媛大学, 愛媛大学教育学部紀要. 第I部, 教育科学, 50, 1, 109, 118, 20030930, 03898539, http://ci.nii.ac.jp/naid/110000968614
  • Junior High School Student's Attitude toward Environmental Issues in China and Japan, SUMIDA Manabu, KUMAGAI Takashi, KIKUCHI Hiroaki, TAKAHASHI Susumu, KOIKE Tatsushi, Bulletin of the Faculty of Education, Ehime University. Section I, Educational sciences, 愛媛大学, 愛媛大学教育学部紀要. 第I部, 教育科学, 50, 1, 101, 108, 20030930, 03898539, http://ci.nii.ac.jp/naid/110000968613
  • Junior High School Student's Science Achievement and The Characteristics of Their Understanding Science in China and Japan, SUMIDA Manabu, KUMAGAI Takashi, KIKUCHI Hiroaki, TAKAHASHI Susumu, KOIKE Tatsushi, Bulletin of the Faculty of Education, Ehime University. Section I, Educational sciences, Ehime University, Bulletin of the Faculty of Education, Ehime University. Section I, Educational sciences, 50, 1, 93, 100, 20030930, 03898539, http://ci.nii.ac.jp/naid/110000968612
  • 生活における水道水の役割の変化 (I)―水道水とミネラルウォーターに対する高校生の意識―, 隅田学, 山岡武邦, 永野美幸, 愛媛大学教育実践総合センター紀要, 21, 39, 48, 20030630, 1347-3999, http://jglobal.jst.go.jp/public/200902272114357814
  • Comarative Study on Teacher's View of Science Lesson by Using the Video Resource, SUMIDA Manabu, 日本科学教育学会研究会研究報告, Japan Society for Science Education (JSSE), 日本科学教育学会研究会研究報告, 17, 5, 69, 72, 20030301, http://ci.nii.ac.jp/naid/110002664679
  • 173, 205, 20030000
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  • 21, 39, 48, 20030000, 13473999, http://ci.nii.ac.jp/naid/80016094766
  • 21, 21, 25, 37, 20030000, 13473999, http://ci.nii.ac.jp/naid/40005910277
  • 21, 17, 24, 20030000, 13473999, http://ci.nii.ac.jp/naid/40005910276
  • Reconstruction of Science Curriculum Based on Children's Commonsense Understanding : From Post-Piagetian Perspectives, SUMIDA Manabu, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 26, 189, 190, 20020912, http://ci.nii.ac.jp/naid/110002952636
  • The Japanese model of human resource development through school science, SUMIDA Manabu, 日本科学教育学会研究会研究報告, Japan Society for Science Education (JSSE), 日本科学教育学会研究会研究報告, 17, 1, 1, 4, 20020808, http://ci.nii.ac.jp/naid/110002664630
  • 20, 59, 71, 20020000, 13473999, http://ci.nii.ac.jp/naid/40005600344
  • 20, 51, 57, 20020000, 13473999, http://ci.nii.ac.jp/naid/40005600343
  • Some Changes of Pre-service Science Teacher Course Students during College Education and Teacher Training in The Attached School : An Assessment by Using Word Association Method, Nakayama Hayashi, Sumida Manabu, Sakamoto Satoshi, Iwakiri Hiroki, Kokusyo Hisashi, Kumamoto Syuichi, Okada Yoshinao, Memoirs of the Faculty of Education and Culture, Miyazaki University. Education, Miyazaki University, Memoirs of the Faculty of Education and Culture, Miyazaki University. Education, 5, 1, 10, 20010930, 13454048, http://ci.nii.ac.jp/naid/110000085790, 宮崎大学教育文化学部の理科教育担当教員と附属小・中学校の理科担当教諭が協力して開発した理科授業観察用ワークシートを、 学部と附属学校の双方で使用した。 そして、学部と附属で一貫した理科の教員養成を行うための試みを実施した。### この効果を評価するため、 学部の3年生の4月、 9月、 そして10月に、 単語連想法による調査を実施した。 これは、 理科教育の教職科目の受講が始まった当初、 その半期が終了し教育実習が始まる直前、 そして教育実習直後に相当する。 これによって、 学生に以下のような変化が認められた。### (1) 学部の授業によって「良い理科の授業」のイメージは形成されるが、一面的になりやすい。### (2) 「良い理科の授業」 は、教育実習によって、具体的な手立てを伴った総合的なものに変わる。### (3) 学部の授業と教育実習を通して、授業を、生徒とのかかわりの過程と見なすようになる。### (4) 生徒の素朴概念や概念的な変化についての注目は改善されにくい。### (5) 教育実習を通して、教師自身の科学的な理解や予備実験などの、授業前の事柄の重要性を認識するようになる。
  • 16, 1, 21, 24, 20010923, http://ci.nii.ac.jp/naid/110002686479
  • 16, 1, 17, 20, 20010923, http://ci.nii.ac.jp/naid/110002686478
  • 16, 1, 13, 16, 20010923, http://ci.nii.ac.jp/naid/110002686477
  • 16, 1, 9, 12, 20010923, http://ci.nii.ac.jp/naid/110002686476
  • 16, 1, 5, 8, 20010923, http://ci.nii.ac.jp/naid/110002686475
  • The role fo commonsense knowledge in conceptual change about dissolution, Sumida Manabu, Hioki Yohei, Nakayama Hayashi, Bulletin of the Faculty of Education, Ehime University. Section I, Educational sciences, Ehime University, Bulletin of the Faculty of Education, Ehime University. Section I, Educational sciences, 48, 1, 47, 56, 20010900, 03898539, http://ci.nii.ac.jp/naid/110000582292
  • A study on Science and Mathmatics Education in South Africa (2), AKAGAWA Izumi, SUMIDA Manabu, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 25, 479, 482, 20010729, http://ci.nii.ac.jp/naid/110002920242
  • The Role of Ontological Reasoning in Conceputual Change in Science (III), HIOKI Youhei, SUMIDA Manabu, NAKAYAMA Hayashi, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 25, 445, 448, 20010729, http://ci.nii.ac.jp/naid/110002920228
  • 25, 407, 410, 20010729, http://ci.nii.ac.jp/naid/110002920216
  • The culture of science education shown in children's images of science & scientists, SUMIDA Manabu, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 25, 213, 214, 20010729, http://ci.nii.ac.jp/naid/110002920145
  • Toward Neo- Science Education Studies in the 21 st Century, SUMIDA Manabu, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 25, 9, 10, 20010729, http://ci.nii.ac.jp/naid/110002920085
  • 「ものの溶け方」に関する大学生と小学校教師の理科授業観, 隅田学, 坂本延代, 中山迅, 愛媛大学教育実践総合センター紀要, 19, 33, 40, 20010701, 1347-3999, http://jglobal.jst.go.jp/public/200902140880045570
  • The Development of Science Education and International Cooperation in Educational Innovation of South Africa, 赤川 泉, 隅田 学, Journal of international cooperation in education, 広島大学教育開発国際協力研究センター, Journal of international cooperation in education, 4, 1, 65, 76, 20010600, 13442996, http://ci.nii.ac.jp/naid/120005245219
  • A case study on using a work sheet which intended to improve pre-service teacher's ability to observe science lessons, Sakamoto Satoshi, Iwakiri Hiroki, Kumamoto Syuichi, Kokusyo Hisashi, Okada Yoshinao, Nakayama Hayashi, Sumida Manabu, Journal of the Center for Educational Research and Practices, Miyazaki University, Journal of the Center for Educational Research and Practices, 8, 7, 16, 20010300, 13454803, http://ci.nii.ac.jp/naid/110000094176, 小・中学校の教育実習生用に開発済みの理科授業観察用ワークシートを活用した授業研究を,宮崎大学の附属小・中学校において試みた。その結果,教育実習生に次のような傾向が認められた。###(1) 小学校においては,単元全体の学習についての見通しを持つことが困難であった。###(2) 小学校においては,児童についての記述が単なる実態の記録だけでなく,予想される児童の様子の記述ができるようになった。###(3) 小学校において,理科特有の科学的思考や,観察・実験の安全について具体的な記述が見られるようになった。###(4) 中学校においては,教師自身の科学的理解の不十分さに気づき,その重要性をいっそう認識するようになった。###(5) 中学校の授業の組み立てにおいて,生徒を強く意識するようになった。###(6) 中学校の指導法において,板書への取り組みのきっかけとなった。
  • 19, 33, 40, 20010000, 13473999, http://ci.nii.ac.jp/naid/40005400953
  • 49, 12, 16, 19, 20001215, http://ci.nii.ac.jp/naid/10007961850
  • The Role of Ontological Reasoning in Conceputual Change in Science(II), HIOKI Youhei, SUMIDA Manabu, NAKAYAMA Hayasi, 日本科学教育学会研究会研究報告, Japan Society for Science Education (JSSE), 日本科学教育学会研究会研究報告, 15, 3, 55, 60, 20001209, http://ci.nii.ac.jp/naid/110002686438
  • A Study on International Cooperation in Science and Methmatics Education (3), AKAGAWA Izumi, SUMIDA Manabu, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 24, 193, 194, 20000729, http://ci.nii.ac.jp/naid/110002920009
  • The Cross-Sectional Effects of Science Instruction in CASE : Science learning enhances the Methematics and English achievement!?, SUMIDA Manabu, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 24, 141, 142, 20000729, http://ci.nii.ac.jp/naid/110002919983
  • A Base Study on International Cooperation in Science and Mathematics Education : The Science Achievement and the Quality of School in Asia, 隅田 学, 赤川 泉, 長尾 眞文, Journal of international cooperation in education, 広島大学教育開発国際協力研究センター, Journal of international cooperation in education, 3, 1, 41, 52, 20000500, 13442996, http://ci.nii.ac.jp/naid/120005245201, The purpose of this study is to consider what kind of factor affects on the science and mathematics achievement in developing countries, especially in Asia. All Asia countries are not necessary to be getting economic growth. There are three main educational factors that relate to economic state. (1) The quality of school, (2) Gender, and (3) Textbooks. The effects of these factors on the science and mathematics achievement are different between advanced countries (e.g. Japan) and developing countries (e.g. India.)Asia countries have their own historical, religional, social, and cultural background in education. It is required for effective international cooperation in education to be consistent with the worldview of developing countries, not that of advanced countries. Also it is needed to make detail investigation about concrete and practical problems of science and mathematics education in developing countries. East Asia countries, which experienced rapid economic growth with science and technology development, are useful example for international cooperation in education, especially in science and mathematics education.Lastly, it is suggested that science and mathematics education should be major domain in international cooperation in education and have many interdisciplinary issues for educational development.
  • The development of a work sheet for improvement of the pre-service teacher's observation ability in science lessons, Nakayama Hayashi, Sumida Manabu, Sakamoto Satoshi, Miyamoto Shinjiro, Yamane Kenichi, Kokusyo Hisashi, Kumamoto Syuichi, Journal of the Center for Educational Research and Practices, Miyazaki University, Journal of the Center for Educational Research and Practices, 7, 91, 101, 20000300, 13454803, http://ci.nii.ac.jp/naid/110000094173, 本研究では,教育実習生の理科授業観察能力向上を図るために,小学校,中学校共通の授業観察ワークシートを開発した。そして,教育実習期間における実習生のワークシートを分析し,その利用可能性を検討した。その結果,次のことが明らかになった。###(1) 開発した理科授業観察シートを利用することによって,実習生が「児童・生徒の学習」へ着目するようになる。###(2) 実習期間を通じて理科授業観察シートを利用することにより,授業観察における記述が増加する。###(3) 実習生は「評価」に関わる項目についての授業観察能力が低い。###(4)理科固有の項目(観察・実験を効果的に行う工夫,予備実験,観察・実験の準備,安全管理,実験器具の取り扱い,薬品等の管理,教育機器の利用)について実習生の観察能力が低い。###こうした結果より,開発された理科授業観察シート利用の有効性が示されると同時に,今後の研究への示唆が行われた。
  • A Study on International Cooperation in Science and Mathematics Education(I), SUMIDA Manabu, AKAGAWA Izumi, 日本科学教育学会研究会研究報告, Japan Society for Science Education (JSSE), 日本科学教育学会研究会研究報告, 14, 3, 5, 10, 19991211, http://ci.nii.ac.jp/naid/110002686325
  • A Study of the Students' Understanding of Heat and Temperature : From Commitment view points, MOTOMURA Toshinobu, KOMAKI Keisuke, SATO Tetsuya, SUMIDA Manabu, MORIFUJI Yoshitaka, 日本科学教育学会研究会研究報告, Japan Society for Science Education (JSSE), 日本科学教育学会研究会研究報告, 14, 3, 11, 16, 19991211, http://ci.nii.ac.jp/naid/110002686326
  • Problem Solving across Everyday Culture in School Science, SUMIDA Manabu, 理科の教育 = Science education monthly, 理科の教育 = Science education monthly, 48, 8, 516, 519, 19990815, http://ci.nii.ac.jp/naid/10004330385
  • 48, 19980803, http://ci.nii.ac.jp/naid/110002985246
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  • 47, 19970801, http://ci.nii.ac.jp/naid/110002985802
  • Life-span Development of Understanding Pundulum Motion, SUMIDA Manabu, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 21, 263, 264, 19970729, http://ci.nii.ac.jp/naid/110002917453
  • Conflict and Sympathy in Child and Adolescent Development of Understanding of Pendulum Motion, SUMIDA Manabu, 日本科学教育学会研究会研究報告, Japan Society for Science Education (JSSE), 日本科学教育学会研究会研究報告, 11, 1, 47, 52, 19961026, http://ci.nii.ac.jp/naid/110002686115
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  • 46, 19960803, http://ci.nii.ac.jp/naid/110002987140
  • A Basic Study of The View of Nature of Primary and Lower Secondary Students, NAKAYAMA Hayashi, SATO'OKA Aki, SUMIDA Manabu, INAGAKI Shigenori, YOSHIDA Atsushi, TAKEMURA Shigekazu, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 20, 247, 248, 19960728, http://ci.nii.ac.jp/naid/110002948430
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  • The Methods of Expression and Evaluation of Knowledge in Science : A Role of Analogies in Learning Electricity, SUMIDA manabu, OGURA yasushi, 年会論文集, Japan Society for Science Education (JSSE), 年会論文集, 19, 87, 88, 19950731, http://ci.nii.ac.jp/naid/110002918345
  • Developmental Change of Student's Cognition About the Motion of Pendulums and ITS Effects on School Science, SUMIDA Manabu, 日本理科教育学会研究紀要, 日本理科教育学会研究紀要, 36, 1, 17, 28, 19950731, 03899039, http://ci.nii.ac.jp/naid/10002023074
  • Cognitive Insights into Practical Work on Pendulum Motion in School Science, SUMIDA Manabu, Journal of science education in Japan, Japan Society for Science Education (JSSE), Journal of science education in Japan, 19, 2, 111, 120, 19950610, 03864553, http://ci.nii.ac.jp/naid/110002704641
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  • 43, 19930802, http://ci.nii.ac.jp/naid/110002985920
  • Sharing a Culture of Excellence in Teaching across Boarders: An Evaluation of Ehime University Students Teachers Practice Teaching in the Philippines, 20110000
  • Construction play activities with cardboard pieces in a kindergarten, 57, 45, 52, 20100000
  • Developing a Program for Students with High Ability in Mathematics and Science: Balancing the Socio-Emotional and Intellectual Needs in a Philippine Setting, 57, 139, 146, 20100000
  • Parallel Curriculum for the Development of Problem-Solving Skills of Gifted Children in Grade III Science, 28, 51, 65, 20100000
  • Promoting Cultural Understanding: The Second Phase of Ehime University Student Teaching Experience in the Philippines, 28, 35, 49, 20100000
  • Development of a lesson model in chemistry through "Special Emphasis on Imagination leading to Creation" (SEIC), The Chemical Education Journal, 13, 1, 1, 6, 20090000
  • Giftedness of Science in the Public, Proceedings of the 1st International Conference of East Asian Association for Science Education, 81, 92, 20090000
  • Preparing for Future Teaching:The Japanese Student Teachers' Practice Teaching Experience in the Philippines, 27, 95, 107, 20090000
  • Using the local language for teaching science in Kindergaten in the Philippines, Asia-Pacific Journal of Research in Early Childhood Education, 3, 1, 101, 122, 20090000
  • A Language-Culture Origin Understanding of Science in Japan: Japanese Prospective Science Teacher's View of Science, Proceedings of the 13th IOSTE Symposium, 689, 695, 20080000
  • A reform pre-service science teacher training program and lesson by the collaborative learning arisen from the linkage between pre- and in-service teacher training Ⅰ, 26, 9, 21, 20080000
  • Developing an Indigenous Science Curriculum for Kindergarten in the Philippines, Asia-Pacific Journal of Research in Early Childhood Education, 1, 1, 139, 162, 20070000
  • Developing Young Children's Scientific, Technological, and Social Competency through "Pendulum" Play Activities at Japandese Kindergarten, Asia-Pacific Journal of Research in Early Childhood Education, 1, 1, 81, 98, 20070000
  • A comparative analysis of the kindergarten curricula of Japan and Philippines., 24, 27, 42, 20060000
  • Teaching the Pendulum in Japanese Primary Schools, University of New South WalesProceedings of the Second International Pendulum Conference, 279, 287, 20050000
  • A comparative study of the elementary science curriculum of Philippines and Japan, 52, 1, 167, 180, 20050000
  • Developing a science-based curriculum for kindergarten:A vision for United Methodist schools in the Philippines, 3, 2, 118, 126, 20050000
  • Using indigenous knowledge as a foundation for developing a science curriculum for community kindergarten schools in northern Philippines, International Journal of Early Childhood Education, 11, 2, 31, 50, 20050000
  • Learning about water in a Japanese kindergarten (Yochien): Two approaches to teaching science., Korean Society for Early Childhood Education, 11, 2, 65, 80, 20050000

Other Research Activities

Awards & Honors

  • 20160800
  • 20160200
  • 20150900, Metrobank Foundation, Outstanding Teachers of the Philippines
  • 20150400
  • 20140400
  • 20130300
  • 20090000
  • 20090000
  • 20080000
  • 20080000
  • 20070000
  • 20070000
  • 20050000
  • 20040000
  • 20010000
  • 19990000
  • 19960000

Research Grants & Projects

Others

  • 20160100
  • 20150400
  • 20150300
  • 20150300
  • 20150200
  • 20140200
  • 20140100


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