Abstract
By reviewing the current curriculum of high school science, the status of heat and energy education was analyzed. In spite of the importance of heat and energy education for fostering scientific literacy required in daily life, the comprehensive education on heat and energy is weakened by an optional system of science subjects at high schools. For promoting education on “Science and Technology for the Environment and Society (STES)”, it is required to develop teaching materials and educational programs on energy-environment education in addition to the introduction of a compulsory science subject for the first year class at high school.
