Abstract
Inferring points for redesigning the Japanese science teacher training program enables one to also design an enriched learning environment for elementary and lower secondary school students. For that purpose, undergraduates of University of the Ryukyus who hoped to become teachers took a science examination, the national school achievement test, in 2015. Afterward, their answers were analyzed. 122 participants completed the science test for elementary school; the average score and correct answer rate were, respectively, 19.9 and 82.7%. 79 participants completed the science test for lower secondary school, with similar results: the average score and correct answer rate were, respectively, 20.6 and 82.5%. Careless mistakes can be regarded as the background of wrong answers for any question. The results obtained for elementary school science show that the undergraduates have weaknesses in “Application”, to use the knowledge and skills as solutions, and “Skills” for observations and experiments. The results suggest that the capability to handle subjects with little or no experience and the ability to discuss matters scientifically are both areas that require improvement. Furthermore, the results for lower secondary school science revealed that undergraduates also have weaknesses in “Review and Improvement”, which is the ability to consider the opinions or ideas of others compared with one’s own and make improvements. Moreover, results show the existence of many “who do not understand the fundamentals” and also “who are judged to have understanding but actually do not understand” in the answer situations of electromagnetic induction. Improvement of this situation must include knowledge of both teaching and science for students aspiring to be science teachers, using teaching materials in science textbooks.
