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tanaka.kohei*high.hokudai.ac.jp
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College & University Education Studies
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Educational Social Sciences
College & University Education Studies
– Research on high school-university articulation through inquiry-based learning in high school
– Research on the transition to higher education
High school-university articulation; transition support; inquiry-based learning; learning and growth; high school-university collaboration
My research project aims to analyse new issues surrounding the articulation between high school and university by conducting a case study of the transition from high school to university. Previous research has examined how students who have engaged in inquiry-based learning in high school, which is more common in Japan, apply their experiences to learning at university. In my current research, I have broadened the scope of study from the academic to the social, using qualitative research methods to fully simulate students’ experiences as they transition from high school to university. I have also begun an international comparative study of students’ transition experiences in other countries, such as Belgium. Through this series of studies, I aim to accurately identify the aspects of the transition from high school to university and to construct a model of high school-university articulation that facilitates student learning and growth.
In March 2024, I completed the doctoral programme at the Graduate School of Education, Interdisciplinary Studies in Education Division, Higher Education Studies Course, Kyoto University, and received a Ph.D. in Education. From April 2024 to March 2026, I worked as an assistant professor at the Research Division of Higher Education, Institute for the Advancement of Higher Education, Hokkaido University. Since April 2026, I have been working as a Lecturer at Education Research Division, Institute for Academic innovation, Hokkaido University.
Journal Articles
Tanaka, K., & Matsushita, K. (2021). Continuity and discontinuity of learning in high school-university articulation: The narratives of students who experienced inquiry-based learning in high school. Journal of Japan Association for College and University Education, 43(1), 149–158. (In Japanese)
Tanaka, K. (2022). Characteristics of types of educational articulation between high school and university. Journal of Japan Association for College and University Education, 44(1), 150–159. (In Japanese)
Books
Matsushita, K., Maeda, H., & Tanaka, K. (2022). The workbook on dialogical argumentation for inquiry-based learning. Keiso Shobo. (In Japanese)
Tanaka, K. (2024). Goals and curriculum. In Matsushita, K. (Ed.), Dissecting Minerva University (pp. 37–71). Toshindo. (In Japanese)
– Japan Association for College and University Education (JACUE)
– The Japanese Society for Curriculum Studies
– The Japan Society of Educational Studies
– National Association for the Study of Educational Methods
Educational Information and Communication Technology
