This study clarified energy use awareness in junior high school students. The study analyzed 423 effective answers. A factor analysis was carried out to examine the structure of the energy use awareness, which was weighed as per certain attributes derived from the awareness structure, and the following things became clear. 1) In five factors extracted from the factor analysis, the possibility that the first factor “a learning will factor about the energy use” carries out learning instruction to affect other factors starting sequentially is suggested. 2) It is effective to grasp an attribute and energy use awareness with a questionnaire consisting of five factors after analyzing a difference in energy use awareness by the attribute, to examine learning instruction of the junior high school students.

This paper examines formation factors of students' awareness of technological understanding in junior high school. A questionnaire survey was conducted on 1,938 junior high school students, with 1,898 valid answers obtained. The results showed that 7^th grade students' perception of the categories, “Awareness of positive and negative side of technology” and “Importance of technological understanding for daily life,” elicited the highest score. Their awareness decreased, however, in higher grades. Students' self-confidence in gaining abilities in the “evaluation,” “selection,” and “utilization” of technology greatly affected their perceptions of technological control in all grades. Also, self-confidence in “understanding the principle of technology” affected “Awareness of positive and negative sides of technology” in 7^th grade and “Importance of technological governance for future society” in 8^th grade students. Additionally, self-confidence in “creativity” affected both “Awareness of positive and negative side of technology” and “Importance of technological governance for future society” in 9^th grade students only.

We developed and evaluated a Teacher Training Program to teach digital fabrication through designing and manufacturing of mechanisms as teaching materials. The training program targeted graduate students from the University of Education. We observed the educational effect of the training program and found that their motivation for learning and utilizing knowledge and skills increased after the training. In conclusion, we confirmed the effectiveness of the training program in teaching digital fabrication to teachers.

The purpose of this study is to clarify whether there is much eye fatigue with a white housing display or with a black housing display used in VDT work through an objective inspection using the near-point ruler and sensory tests. Thirty participants consisting of graduate and undergraduate students as the subjects were inspected in the VDT work using a white background of the display. The following results were obtained: First, from the fluctuation rate of the near-point distance before and after the VDT activity, there was more eye fatigue when using the black housing display than with the white housing. Second, in the sensory tests on eye-ache and headache, the progressions of subjective symptoms about eye-ache were larger when using a black housing display than the white housing one. Third, many subjects replied that they thought less eye fatigue to be when using the black housing display before this study's inspection. Their responses were the reverse of this study's inspection results.