2023 年 25 巻 2 号 p. 27-39
There have been warnings about the significant impact of inequalities in school resources and communities on the continuation of education and the resumption of schooling in the midst of the COVID-19 pandemic. In this article, three cases challenged are introduced. The first case concerns high school students who have continued their quality research projects at high school through online cyber-mentoring. The second case concerns the personalization of high school physics instruction. An online class was allowed students to prepare for a course at their own pace, by choosing different levels of progress. The students’ learning logs were profiled automatically. The last example describes the implementation of STEAM (Science, Technology, Engineering, Art, and Medicine/Mathematics) education for young children. “Medicine” as part of the “M” in STEAM was included and a unique program was developed to study medicine, its structure and effects, and human body from early years.
