This study examined 731 old stuffed mammal and bird specimens preserved in 14 high schools in Chiba, Shizuoka, Osaka, and Fukuoka prefectures. We analyzed these specimens’ educational needs based on the laws, textbooks, and other documents of the time and discussed their future use. Survey findings showed that many specimens have been purchased since around 1900. Although the specimens served the purpose of obtaining an accurate conception through the observation of actual objects, it is assumed that they were actually used to visually corroborate textbook descriptions. However, the 1942 revision of junior high school teaching guidelines changed the taxonomic groups covered in textbooks from the order to the class level, and the content was also changed to highlight the ecology and physiology of organisms. As a result, teachers no longer held classes to check morphology using the specimens of each order, and schools no longer purchased such specimens. Currently, the science section of the high school curriculum guidelines lacks content pertaining to the order-level classification of mammals and birds, and students have no opportunity to use the remaining specimens for taxonomic studies. However, many of these specimens are rare and difficult to acquire because their trade is regulated by the Act on the Conservation of Endangered Species, CITES, and others, so they are expected to be used as educational materials when considering biodiversity conservation and ecosystem conservation.

We developed a method to induce the patellar reflex as one of the spinal reflexes at a higher rate without relying on expertise or special instruments. In an experiment involving students taking the elementary school teacher training course, they rolled newspaper into shape of stick and used them during classes in the following steps: 1) folding a sheet of newspaper in half at the center of its longer side, 2) repeating step 1) 3 times, and 3) rolling the folded sheet with its shorter side as the center. Subsequently, they placed this newspaper stick in the concavity below the patella, and tapped it with a fist to induce the patellar reflex. When the diameter of the stick was 17 or 18 mm, the induction rate was higher than that when using a reflex hammer. Using a newspaper stick with a diameter of 18 mm or smaller, it was possible for the students who were taking the elementary school teacher training course and not specializing in body responses to induce the patellar reflex at a similar rate to that of students taking the physical or occupational therapist training course. It is believed that this study has successfully developed educational materials that allow individuals without expertise in human to experience the patellar reflex at a high rate.

In high school biology lesson, the experiment is requested to understand the properties of proteins, and have students’ interest in genetic recombination technology. Therefore, in this study, we examined experiments using fluorescent silk cocoons (GFP and RFP cocoons) of genetically modified silkworms to understand the properties of proteins. As a result, it was confirmed that the sections of fluorescent silk cocoons did not fluoresce or fluoresced less when exposed to high temperature, strongly acidic or strongly alkaline solutions. In the results of educational practices, many students reported that they understood that proteins are denatured by high temperature, strong acid or strong base. In addition, students were able to learn about fluorescent proteins through experiments that find the conditions under which GFP and RFP fluoresce. In this experimental lesson, it is easy to change the number of lessons and emphasize inquiry activities depending on the situation, and it is also easy to prepare and clean up. These results suggest that fluorescent silk cocoons may be useful as an educational material for understanding protein denaturation and for developing interest in genetic recombination technology.

The GIGA School Initiative has provided a tablet computer for each student to enhance ICT-based learning activities. Biology education expects the enhancement of observation activities through the use of ICT. This study developed an application for making biological maps for use in the “Seasons and Organisms” unit of 4th-grade elementary school science class. We evaluated its effectiveness and operability through classroom practice. Students can record photos of organisms taken with a tablet device as pins on a map on the application, and share the results with the whole class to create a map of organisms. The results of the questionnaire survey conducted before and after the class and the analysis of worksheets used in the class suggested that fourth-grade students could operate the app without any problems. Moreover, they checked their observation results with each other more frequently than in the usual class (science class without the app), and the class has deepened their understanding of seasonal changes in living organisms. However, the results do not specify the elements of the class that led to this understanding, demanding its exploration in the future.

In this study, we conducted a questionnaire survey about educational linkage between schools, zoos and aquariums for 615 elementary school and junior high school’ teachers in the six prefectures in Japan. The current status and some issues of this educational linkage was clarified through this study. The survey found that about 70% teachers had visited zoos or aquariums as school events. However, the effort on connecting the visit with the subject matters learnt at school, such as Science and Japanese, was less than 20%. Many elementary and junior high school teachers expected there is an educational linkage with zoos and aquariums. However, there are some barriers for positive collaboration, not only the physical reasons such as distance, time and cost, but also the lack of useful information for teachers. In the future, in order to expand educational linkage between school and other institutions, which are supporting the learning process, it is necessary to develop better educational collaboration system and the form of collaboration that is easy to be implemented at both institutions.