معرفی
Hiroyuki Sato is a Professor at Waseda University's Faculty of Education and Integrated Arts and Sciences, School of Education. He has held this position since April 2022, having previously served as Associate Professor at the same institution from September 2020 to March 2022. His academic journey includes faculty positions at University of Yamanashi and Saga University, with earlier experience as a junior high school teacher at Takehaya Junior High School attached to Tokyo Gakugei University and Toko Gakuen Junior and Senior High School.
Dr. Sato earned his Doctor of Education from Tokyo Gakugei University (2003-2006) and his Master of Education from Yokohama National University. His educational background forms the foundation for his expertise in science education and teacher development.
His research interests focus on children's conceptual understanding in science, particularly examining how students develop scientific concepts across physics, biology, and chemistry domains. He investigates children's naive conceptions, metacognitive strategies in science learning, and innovative teaching approaches that address common misconceptions. His work bridges theoretical understanding with practical classroom applications.
Dr. Sato's publication record demonstrates consistent scholarly contributions to science education, with particular emphasis on metacognitive regulation, information processing in science learning, and teacher education. His research often involves collaborative investigations with colleagues across Japanese institutions, resulting in numerous publications in leading Japanese science education journals.
- Japan Society for Science Education Paper Award (2020) for research on children's information selection in science learning
Dr. Sato has secured multiple research grants from the Japan Society for the Promotion of Science, including projects on information selection in science learning, development of science class composition support systems, and rhetoric to develop scientific thinking abilities. His research has direct implications for science curriculum development and teacher education programs.
His work group focuses on collaborative science education research, examining children's scientific understanding through empirical classroom studies and developing practical teaching strategies based on these findings.
