In 2023, a new seafood cracker named Bakan-Senbei was commercialized in collaboration with National Fisheries University and two private companies. The standout feature of Bakan-Senbei is that it is made from low-utilized/unutilized fish, which contributes to the Sustainable Development Goals. Focusing on this feature, two types of questionnaires（A and B）were implemented to evaluate visitors’ perception of its quality at the Osaka Seafood Show held in February 2024. In questionnaire A, we investigated the potential demand price after providing product information. In questionnaire B, the potential demand price was examined by intentionally excluding only the material information, and then the potential demand price was examined while first excluding material information； then it was examined again after only providing material information and excluding lust time. Interval regression analysis revealed no significant difference between the potential demand prices from the two questionnaires. This result revealed that consumers did not recognize the added value converted into monetary value as perceived quality of the use of low-utilized/unutilized fish. This result indicated that consumers did not perceive the added value of using low-utilized /unutilized fish as translating into monetary value in terms of quality. Conversely, there was a significant difference between the two groups regarding the provision of material information in questionnaire B. This result was supported by the outcome that 21% of respondents raised the rank of potential demand price due to the provision of material information. We estimated the increase price to be 5.5 yen, which was 4.5% of the list price. It was suggested that the added value could be improved by providing important information.

保育士及び幼稚園教諭養成課程で開設されている科目では、具体的な指導場面を想定した活動の立案とその指導案に基づいた模擬保育演習が実施されている。しかしながら、実際の保育現場での経験が少ない学生にとって「具体的な指導場面」を想定することは大変困難であるのに加えて、立案する指導案の書式は養成校、園ごとに異なることもある。そのため、経験の浅い学生たちは「具体的な指導場面の想定」と「異なる指導案書式」それぞれへの対応に翻弄されている現状がある。 　本研究では、保育施設への質問紙調査及びフォローアップインタビューを実施し、保育学生が具体的な指導場面を構想し、指導案を立案するための手がかりを明らかにした。手がかりは、①主な活動を実施する時間帯、②主な活動の種類、③活動時の配慮や援助、④支援が必要な子どもへの対応、⑤教材の入手方法の5つに整理することができた。