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Current Trends for Science and Technology Education in Japan

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Current Trends for Science and Technology Education in Japan

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    1. Current Trends for Science and Technology Education in Japan GOTO Masakazu Curriculum Research Center National Institute for Educational Policy Research(NIER) of Japan

    2. School System In Japan

    3. 1.The Status of Teaching Science in Japan The Course of Study(National Curriculum) was decided by the Ministry of Education and Science Revision : About 10 years 1972, 1991, 2002

    4. The Policy Behind the Former Curriculum (1)Fostering richness of spirit (2)Emphasis on the basics and promotion of education that encourages individuality (3)Fostering self-education ability (4)Respect for culture and traditions and promotion of international understanding

    5. The points of Science in the former Course of Study (General points) (1)Emphasis on basics and individual personality (2)Learning based on everyday life, application of technology (3)Basic capability and creativity to come up with changing society (Science concrete points) (1)Observations, experiments, and raising cultivation (2)Scientific way of thinking on nature (3)Research activity and task study (4)Scientific guessing, judgment, expression of oneself (5)Utilizing computers (6)Science education from the viewpoints of protecting our environments

    6. The main policy at the former Science Course of Study (The Elementary school) We are going to reinforce the actual experience of students with the natural phenomena and changing nature through observations and experiments. We introduced the subject “Life Environment Studies” in the 1st and 2nd grades. (The Lower Secondary School) We will offer more observations and experiments to students in order to nurture the ability of study science and ardent attitude to examine nature. Those studies must not be far from their daily life.

    7. The main policy at the former Science Course of Study (The Upper Secondary School) Students are going to be encouraged to study science on their own and be urged to master scientific way of thinking. They can choose the appropriate classes according to their ability, capability and for their future plan. In addition, We will prepare to introduce computers to classrooms at all levels.

    8. Learning Programme of Science (The Elementary school) The science contents are divided into three areas: A area: Living things and their environments, B area: Matters and energy, C area: The earth and the universe Science and social study are integrated into “Life Environment Studies” in the First and Second Grade levels. Therefore science starts from the third grade level.

    9. Learning Programme of Science (The Lower secondary school) The science contents are divided into two fields: First field “Matters and phenomena related to substances and energy” and second field “Living things and natural matters and phenomena”

    10. Learning Programme of Science (The Upper secondary school) Subjects: Integrated Science(4 credits) Physics I A(2 credits), Physics I B(4 credits), Physics II(2 credits) Chemistry I A(2 credits), Chemistry I B(4 credits), Chemistry II(2 credits) Biology I A(2 credits), Biology I B(4 credits), Biology II(4 credits) Geology I A(2 credits), Geology I B(2 credits), Geology II(2 credits) IA is the Course of Daily Life Science. The science-tracked student takes IB and II. Students must take at least one subject each from two subjects groups of these five.

    11. The number of hours for teaching

    12. 2. Current state of children and educational issues (1) High Achievements but Low Interest and attitude (2) Lacking in abilities to study and judge by themselves and to express their own opinions (3) Lacking in abilities to view things from multi-lateral and comprehensive angles (4) Few opportunities to use the computers and do fieldworks (5) Issues on the entrance examination  

    13. 3. The Current Curriculum and the Reform of Science Learning 1.The purpose of the national curriculum standard reform (1)To help a child cultivate rich humanity, sociality and identity as a Japanese living in the international community. (2)To help a child develop ability to learn and think independently (3)To help a child acquire basic abilities and skills and grow one’s own individuality by allowing ample scope for educational activities to develop. (4)To encourage each school to show ingenuity in developing distinctive educational activities.

    14. 2. The New Subject and Issue from 2002  The Main Theme “Vitality to live through” (1) The 5-day school week(Perfectly) (2)New course established “The Integrated Study”(2-3 units school hours) (3) Subject-based learning to Integrated learning(30% reduction of contents and time) (4)School’s characteristics and originality and ingenuity(Decentralization of Education) (5)Teacher’s ability: Pre-service and In-service Teachers’ training(From Teachers to Coordinators, Organizers and Facilitators): How to use the out-of-school resources and facilities like Museums etc. 

    15. 3.The reform of science learning (1)The elementary reform standard (a)Objectives ?To help students get familiar with nature with intellectual interest and inquiring mind. ?To help students observe and do experiments with definite purpose ?To help students foster the ability and attitude to inquire scientifically ?To help students foster the scientific view and way of thinking (b)The viewpoint of reform ?To think highly of learning related with natural experience and daily life ?To think highly of learning related with natural environments and human beings ?To do observation and experiments with ample scope and definite purpose ?To foster problem-solving ability and multi-lateral and integrated viewpoints

    16. 3.The reform of science learning (2)Concrete reform items (The Elementary school) ?To foster the problem-solving ability (comparison of natural events, abstraction of factors with change, designed observation and experiment, multi-lateral considerations) ?To fulfill the relation with our daily life (making some matters and natural disaster) a.?Life and its environments? Phenomena with real life and growth of flora and fauna b.?Matters and energy? Character of matters and change of states, and making something c.?Earth and cosmos? Phenomena in the lithosphere, atmosphere and the terrestrial globe, Pursuit of these phenomena with viewpoints of natural disaster

    17. 3.The reform of science learning (The Lower secondary school) ?To foster scientific way of thinking and problem-solving ability ?To develop from learning on the basis of direct experience and observation to learning to foster analytical and integrated viewpoints ?To fulfill outdoor observation to foster the problem-solving ability ?To think highly of inquiry activity to solve the tasks. [The 1st field] Light, sound and chemical change, electricity, phenomena of motion, energy, and scientific technology and human beings. [The 2nd field] Flora and fauna, the change of the land(orogeny), fertilization of life, terrestrial body, environments, natural disasters

    18. 3.The reform of science learning (The Upper secondary school) ?To think more highly of inquiry study. ?To foster the ability and attitude to inquire the nature ?To help students foster rich scientific literacy according to the ability and aptitude, the interest and attitude, future plan of students The new establishment of “Basic science” (History of Science), “Integrated science A” and “Integrated science B” Subjects: Basic Science(2 credits), Integrated Science A(2 credits), Integrated Science B(2 credits) Physics I(3 credits), Physics II(3 credits), Chemistry I(3 credits), Chemistry II(3 credits) Biology I(3 credits), Biology II(3 credits), Geology I(3 credits), Geology II(3 credits) Students must take at least two subjects among them for graduation.

    19. Systematic Evaluation of learning achievements In addition, accompanying the revision of the Courses of Study, which represent the concrete form of curriculum standards, in December 1999, the Minister of MEXT asked the Curriculum Council to deliberate on “The model for evaluation of children’s learning and the implementation of the curriculum”. In December 2000, the Curriculum Council made an interim report, in which it recommended a change in assessment methods from the norm-based system currently in use to a criterion-referenced system. The report makes the following points in this connection:

    20. The Newly Established Subjects (1)Basic science(History of Science) (2)Integrated science A and Integrated science B In addition to Physics I&II, Chemistry I&II, Biology I&II, Earth Science I&II

    21. The Challenges faced in implementing STE programs Encouraging STE in Japan Science and Technology Basic Law in 1995 The Promotion of Learning concerned with Science and Technology Article 19: The nation should implement necessary policy measures to promote the learning of science and technology in school and social education, bringing enlightenment to people and disseminating knowledge concerned with science and technology, so that all the Japanese people, including the young, can have a wide range of opportunities to deepen their understanding of and interest in science and technology

    22. Science Literacy Enhancement Initiative From the start of the 2002 fiscal year, with the aim of countering the “drift away from science and technology” by young people and society at large, and of increasing interest in science education and science and technology among children, MEXT launched the “Science Literacy Enhancement Initiative” in the hope that this would enhance eagerness to learn and help to foster creativity, intellectual curiosity and an enquiring mind. Specifically, the “Science Literacy Enhancement Initiative” contains the following projects:

    23. 1) Super Science High school and Science-liking School Collaboration with Institute and University

    24. Hands-on activities and Fieldwork

    25. Research &Presentation (1)Research-based learning (2)Club activities (3)Science volunteer (4)Collaboration with University, museum, academic society and local society etc. (5)Innovative Curriculum

    26. 2) Science Partnership Program "Science Partnership Program (SPP)" supports schools that want to introduce educational resources from outside schools into classrooms. MEXT will help upper secondary schools and lower secondary schools invite distinguished researchers and engineers to give special lectures on scientific topics. MEXT will also help partnerships between schools and universities, research institutes and private companies develop innovative science learning programs.

    27. 3) Rika-e Initiative (Development of advanced digital study materials for science and technology education) The study materials will be distributed to every classroom in Japan through the Internet(for example NICER(National Information Center for Educational Resources in NIER), by the end of 2005

    28. 4)The National Museum of Emerging Science and Innovation National Museum of Emerging Science and Innovation (Mirai-CAN) is a newly opened science museum (opened in 2001). The museum is to be the center for promoting public understanding of science and technology and fostering human resources in Japan. Volunteers Interpreters New Technology Hands-0n & Interactive learning

    29. 5)Supporting activities at science centers and science museums nationwide To stimulate activities of science centers and science museums, a national network for information exchange between science centers and museums was established. Now, a new program that supports partnership between science centers, museums and local schools has been launched.

    30. UN? Education for Sustainable Development ? Decade of Education for Sustainable Development (DESE) from 2005 to 2015 UNESCO designated as the lead agency to promote and implement ESD Environmental Education, Development Education, Peace Education, Value Education, Democracy Education, Gender & Minority Education, Human Right Education, etc Integrated Learning in Japan NIER organized the International Symposium for “Sustainable Development and Education for the 21st Century” in 2005

    31. The Green Plan to promote environmental education. Law No.130 for Enhancing Motivation for Environmental Conservation and Promoting Environmental Education was promulgated in 2003. The International Symposium on Educational Reform by NIER & MEXT “Sustainable Development and Education for the 21st Century” was held in 2005. The objectives of the symposium are the following: The National Institute for Educational Policy Research (NIER) in The Ministry of Education, Culture Sports and Technology (MEXT) will issue the New Teacher’s manual for instructing ESD in collaboration with the Environmental Agency for promoting and supporting the endeavor at each school in 2007.

    32. Training of teachers (1) University Education (pre-service education) (2) In-service Training (3) Leave for Graduate School Study

    33. Conclusions & Recommendations MEXT has tried to improve and strengthen the system for STE. The informal education facilities also want to contribute to school and public education in the context of our current lifelong learning society. Science and technology teachers are expected to organize their teaching so as to make use of various teaching materials and local nature, as well as facilities and personnel outside the school with a view to inspiring students and showing them how interesting science and technology learning is, and making them more interested in science and technology not only in science and technology teaching hours but also in the Period of Integrated Study.

    34. Conclusions & Recommendations Teachers are expected to play a role not only as teachers but also as coordinators and organizers in order to organize science learning Therefore science teachers’ education (Professional development) is even more important in the future. (Curriculum development, Assessment standard, National-level Test, Teacher’s education & System development etc. )

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