By using wood shavings with citric acid and sucrose as the binder, we manufactured a particleboard and estimated the properties of the particleboard. In addition, we developed an easy method to manufacture molded products by using a clamp to compress the wood powder mixed with citric acid. A piece of this particleboard had a bending strength of 11.4-16.1MPa, higher than a particleboard made by using polyethylene as a binder. It was observed that after boiling it for 4 hours, the thickness of the sample had changed marginally. In junior high school technology classes, the students manufactured the particleboard using this method, and the method was thought to be an effective way to understand the properties of wood and wood-based materials. This newly developed method to manufacture molded products does not use a forming box and the molding is easy. Therefore, we considered this method to be significant resources as teaching materials.

In this study, we developed teaching materials to support the understanding of force decomposition and synthesis by an upper-limb exoskeletal robot system. The system was equipped with a pneumatic control model based on force display in the extension direction of elbow joint to create the sensation of lifting a dumbbell. Students can learn the mechanical principles by dynamic computation through mechanism analysis using the system equipped with a pneumatic control model. The system was further evaluated in practical classroom for students in the school of engineering education. The study results showed that the system effectively supports systematic understanding of force decomposition and synthesis using measurement experiments based on the torque produced by a power transmission system using a rack and pinion mechanism, with a pneumatic cylinder providing the driving force.

To understand the natural disasters caused by topographic changes such as earthquakes or volcanic activities, education based on scientific and technological knowledge is required. The Synthetic Aperture Radar (SAR) is equipped with artificial satellites and conducts earth observations. Subtle changes of the earth surface can be displayed as interferograms generated by interferometric SAR processing. This study focuses on the important aspects for the cooperation between subjects to use the results obtained by the technology and the home economics (field of technology) as teaching materials in science classes for junior high school education. A precedent study proposed to introduce education based on science and technology as a subject for measuring terrain using interferometric SAR. This paper presents an actual teaching guidance plan including learning activities, support for teacher, and evaluation in consideration of the necessities of the teaching practice. In this research, the interferometric SAR processing system for education was introduced. Teaching material with clear interferograms were chosen. The possibility of implementing the developed teaching guidance plan was explained based on the result of the teaching practice. In addition, effectiveness of science and technology education as a subject for measuring terrain were presented.

This study compares the self-efficacy of students with respect to their careers before and after graduation. We conducted a survey in a Technical High School in Osaka city by interviewing 15 students (13 males and 2 females) in the Applied Chemistry Course. The individual interviews (non-structured interviews) were based on a scale of 11 items called “Scale of Job Self-efficacy for technical high school students” from August (5 months after graduation) to October. The results showed that irrespective of the type of job, the self-efficacies of adaptive and professional competences tend to be stable or improve with real-life experiences of jobs. After the start of their careers, the self-efficacy of professional competence depends on two aspects: (1) Knowledge, special skills, and qualifications in the related career field. (2) The autonomy and patience in practical learning experiences and generic responsibilities in non-related career fields. In addition, the reason they can maintain or improve self-efficacy of adaptive competence, after starting their jobs, is the communication skill to maintain smooth relationships.