Japanese Journal of Biological Education
Online ISSN : 2434-1916
Print ISSN : 0287-119X
Volume 55, Issue 3-4
Displaying 1-2 of 2 articles from this issue
RESEARCH PAPER
  • Akane Kimura, Kiyoyuki Ohshika
    2015 Volume 55 Issue 3-4 Pages 140-148
    Published: 2015
    Released on J-STAGE: September 28, 2019
    JOURNAL FREE ACCESS

    In the course of study in elementary school science, emphasis is placed on experimentation and observation after students have developed the question, hypothesis and prediction. This practice leads to understanding of scientific knowledge through experiential learning. Activities that involve breeding and cultivation of organisms by students in science Category B are also encouraged. However there arefew activities that include experiments and observation in the unit "Pollination andfruition of plants" for 5th grade elementary science. Furthermore, it is difficult for students to have opportunity to learn about these concept because of issues related to growing seasons and time necessary to conduct the experiments. Accordingly, in this study we developed two lessons with Fast Plants as teaching materials for students to experience and understand pollination and fruition in plants. Results of these activities an increase in students' correct responses when learning was assessed and the number of students with misconceptions decreased. In addition, students' interests in plants and their cultivation were enhanced through these activities. It was found that experimental and observational activities with Fast Plants provide many beneficial effects for students.

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RESEARCH NOTE
  • Masaharu Takemura
    2015 Volume 55 Issue 3-4 Pages 149-159
    Published: 2015
    Released on J-STAGE: September 28, 2019
    JOURNAL FREE ACCESS

    It is an important and intriguing question how complicated eukaryotes had evolved from relatively simple prokaryotes. Although endosymbiotic theory explains the evolution of mitochondria and chloroplasts, and is widely accepted, the origin of the eukaryotic nucleus remains unclear. The endosymbiotic theory is mentioned in all ofthe relevant Japanese high school textbooks, including Basic Biology (Seibutsu Kiso)and Advanced Biology (Seibutsu), under the present Course of Study, and in previous textbooks, including Biology I (Seibutsu I) and Biology II (Seibutsu II). However, hypotheses regarding the origin of the nucleus are not well addressed in any of these textbooks. The origin of eukaryotes, when it is addressed at all, is kept separate from a description of theories related to the three domains, in spite of Archaea, one of those three domains, being regarded as the original host for the original bacterialmitochondrial and chloroplast symbionts. Therefore, it should be important to reconsider textbook descriptions of these topics to increase secondary education's effectiveness regarding the origin of eukaryotes and the three domains. Furthermore,teaching materials regarding the origin of eukaryotes are inadequate, both in Japanand abroad, suggesting that studies for improving these materials are essential.

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