The genome analysis technology, characterized by next-generation sequencing, has remarkably developed genetic medicine and clinical genetics involves ethical considerations of far-reaching consequences. Therefore, knowledge of genetics is important not only for medical professionals but also for the general public. In Japan, mainly the genetics of non-human organisms is included in the education at school. Therefore, in this study, we investigated the differences between the interest levels of teachers of secondary education and clinical geneticists (CGs) in human genetics through a questionnaire survey. The aim was to clarify what is required to introduce human genetics education at school level. As per the results, about 75% of the teachers were interested in human genetics and acknowledged the necessity of teaching this subject to a wider population. However, some teachers had doubts about the efficacy of the introduction of the course in schools. Many teachers of human genetics found it difficult to handle the ethical considerations related to the subject. Moreover, more than half the teachers and the CGs responded that extending school time and adequate course content were required to effectively introduce human genetics in schools. In the future, a more elaborate educational policy framework will be needed to incorporate the subject of human genetics in compulsory school curriculum.

The purpose of this study was to accumulate alien species teaching materials that are lacking in biological education and to help control measures in the affected areas. By developing teaching materials based on the specific alien organism “Aromia bungii”, whose damage has been expanding nationwide in recent years. Since Aromia bungii causes damage mainly to cherry blossoms, we investigated the damage situation of familiar cherry blossoms in the “Basic Biology” class in this study. The students created a “Sakura Damage Map” by recording the surveyed cherry blossom locations on a Web map using a dedicated application. This practice showed various educational effects such as recognition and understanding of Aromia bungii and improvement of conservation consciousness. In addition, by providing the distribution data of the “Sakura Damage Map” to public institutions, we were able to contribute to the discovery of new damaged trees. From the above, the alien species teaching materials developed in this study not only have various educational effects on the students, but also have an effect on the early detection of damage caused by Aromia bungii. Therefore, it was clarified that this teaching material is highly useful for both biological education and community contribution.

We examined the effective method of biological education by comparing two technical colleges which adopt different lecture forms. The technical college A adopts multiple lecture and evaluation forms including active learning method, on the other hand, the technical college B gave the attendance style lecture. When the impression which the students have about the lecture is compared by questionnaire survey, there is not difference between two colleges about their feeling of the necessity and pleasure of studying biology, and many students of two colleges feel useful for life from now on. But 61% of students feel motivated to learn in A college, and only 40% of students feel it in B college (p = 0.03). Furthermore, 69% of students feel interesting in A college, but 55% in B college (p = 0.02). We consider that one of factors is the difference in lecture form. In this study, it is suggested that multiple lecture and evaluation forms and modular-unit active learning method are effective for improvement of learning motivation and feeling interested.

The curriculum guidelines for junior high and senior high schools (Ministry of Education, Culture, Sports, Science and Technology) stated that lessons need to be improved by shifting to proactive, interactive, and deep learning that allows student learners to participate actively in the learning process, rather than having teachers unilaterally give lessons. However, it is difficult to shift from conventional knowledge transfer lessons to learner-centered, knowledge-creating lessons. The Ministry is promoting the GIGA school concept by which each school prepares the environment necessary for utilizing information devices such as computers and communications networks, and by which learning activities that make appropriate use of these are enhanced. Therefore, although various efforts using Information and Communication Technology (ICT) are being carried out at each school, the use of ICT for collaborative learning is less than for the teacher-centered presentation of information and materials. In collaborative lessons utilizing ICT, although there are reports of learning between the same types of schools outside the classroom, information sharing among students in the classroom, and presentations and discussions in groups, there are few examples for the use of ICT in collaborative learning across school types. In this study, using investigational activities centered on autonomous learning, we introduced ICT into a junior high school science (Biology) class that promotes collaborative learning among different types of schools, including research institutes. We clarified the educational effects of the investigational activities in which students observed the early embryogenesis of frogs and explored issues related to vertebrate development based on scientific evidence. Replies to a questionnaire survey after the lesson practice suggest that better learning was achieved through this learner-centered learning in which interactions and mutual learning with others were more effective than learning alone or attending knowledge transfer-type simultaneous lessons.

In order to mitigate disgust feelings of students in the preservice training course for kindergarten and nursery teacher with insects and to increase their willingness and confidence in using insects in childcare education, we conducted a two-week project in which students raised insects in groups and created picture books about them. As a result, their disgust with insects was mitigated and their willingness to utilize insects in childcare education was improved. The degree of mitigation of disgust with insects differed depending on the species of insects they raised. Students who raised praying mantis showed less disgust for them after the project, while those who raised grasshoppers and crickets showed no change. The analysis of impressions of the students suggested that they became attached to the insects and learned about their ecology through the project.