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Volume 23, Issue 3
Displaying 1-12 of 12 articles from this issue
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[in Japanese]1999 Volume 23 Issue 3 Pages 153-154
Published: June 30, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (321K) -
Takashi Shimojo, Masao Miyake1999 Volume 23 Issue 3 Pages 155-158
Published: June 30, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe National Course of Study of Japan has undergone reform within the last several years. The Japan Society for Science Education (JSSE) responded to the reform by forming a temporary committee, and made recommendations to a committee of the Japanese government with a view to foster science education. Subsequently, the temporary committee was changed to a permanent committee of JSSE to study mainly mathematics and science curricula from a long-term perspective, considering the importance of studing the curriculum. The content of the discussion concerning the future curriculum in the temporary committee as well as the permanent committee are reported in this paper, with an introduction of the activities of the committees until June 1998.View full abstractDownload PDF (501K) -
Kozo IMAHORI1999 Volume 23 Issue 3 Pages 159-167
Published: June 30, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSJapan's school system and educational strategies have been reformed around every 50-60 years. Since the latest innovation was made after the end of the second World War in 1945, now is an appropriate year to develop a third educational innovation. As it happens, the United States has started a reform of its curricula of science, technology, history, geography, and mathematics, while subjects such as home economics or driving vehicles were discarded from the curricula of upper secondary levels. Moreover, class hours for science and technology were much increased in order to realize 'America as No.1'. However, Japanese curricula may weaken scholastic ability by reducing the class hours of science, mathematics and technology. The present paper emphasizes that this will cause many worrying effects during the early stage of the next century. Japan's scientific and technological power might be severly reduced unless we make appropriate educational reforms.View full abstractDownload PDF (1202K) -
Takashi SAKAMOTO1999 Volume 23 Issue 3 Pages 168-177
Published: June 30, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe development of a curriculum for informatics education has been evolving in connection with Japan's educational policy towards an advanced information and communication society. This paper will trace the progress of several national councils, task forces and round table discussions that have been underway since preparation began for the present Standard Course of Study. It will then introduce the development of an informatics curriculum in the next Standard Course of Study, along with the concurrent operations of the Japanese Association of Educational Technology Societies for the research and development of informatics education curricula. The issues of university reform and university entrance exam reform which exert a tremendous influence on higher education will be touched upon, and finally, issues concerning the future of informatics education will be pointed out.View full abstractDownload PDF (1370K) -
Yoshisuke KUMANO1999 Volume 23 Issue 3 Pages 178-185
Published: June 30, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIt has been three years since the National Science Education Standards were initiated in January of 1996. The Standard Movement in the U.S. was started by the "Curriculum and Evaluation Standards for School Mathematics" developed by the National Council of Teachers of Mathematics (NCTM). Also, "Goals 2000 : Educate America Act of 1994" is helping all communities in the U.S. to raise academic standards and improve teaching. In this context, in most states assessments of American education were conducted and several reports were developed by 1998, such as "Science and Engineering Indicators 1996 and 1998" and "NAEP 1996 Science Report Card for the Nation". In this paper, important aspects of these assessments are summarized and the principal ideas in the National Science Education Standards are described. Furthermore, the trends and movements of challenges or reforms in science education in the U.S. are discussed with reference to the 1999 budget programs concerning science education. Finally, some recommendations are developed for the reform or innovation of Japanese science education. The processes of reform in American science education could be a useful model for the Japanese reform of science education.View full abstractDownload PDF (1016K) -
Yoshinobu TOKITA1999 Volume 23 Issue 3 Pages 186-194
Published: June 30, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe science education curriculum in France began to change after greatly 1970. This paper points out that through "sciences et technologie" in 1985 science education was started from the lower grades of primay school in France, goes on to explain the characteristics of that reform, and considers the characteristics of the recent science education reform. As for the characteristics of French science education, by comparing science textbooks with courses of study, the emphasis on the acquisition of fundamental knowledge, is demonstrated.View full abstractDownload PDF (1052K) -
Akira OGIWARA1999 Volume 23 Issue 3 Pages 195-202
Published: June 30, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper examines the national environmental education standard developed by the North American Association of Environmental Education. This standard is organized under four themes, questioning and analysis skills, knowledge of environmental processes and systems, skills for understanding and addressing environmental issues, and personal and civic responsibility. We identified the following characteristics for the standard. (1) The skill of evaluating credibility is introduced into the "questioning and analysis skills". (2) Earth science, meteorology and ecology are the main content of scientific knowledge in the "knowledge of environmental processes and systems". (3) "Knowledge of environmental processes and systems" has a great degree of variation. (4) Cost benefit analysis is introduced into the guideline. (5) It is emphasized that environmental problems involves conflicts and alternative solutions, i.e learners are expected to synthesize different perspectives. (6) To connect it with other disciplinary standards, this standard involves references to particular pages in other standards.View full abstractDownload PDF (991K) -
Yo TAKANO1999 Volume 23 Issue 3 Pages 203-211
Published: June 30, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSTo reform the distortion of science education caused by the constitutional defects of modern science, in which each branch of learning has independently developed, and the interrelationships between learning and the overall image are not apparent, this paper proposes a rearrangement of conventional teaching materials for science based on the system of nature. It is emphasized that the teacher has to prepare teaching materials through which students can recognize the most basic laws of nature, form a mental image of the hierarchic structure of nature from them, fit together the knowledge obtained in various branches of learning and grasp a unified picture of nature. This teaching method makes it possible for students to gain knowldge as sentient memory through imagining laws without separately memorizing each item in the teaching materials. At the same time, it aims to improve our everyday lives from the viewpoint of creating a man-made system adapted to the natural ecosystem by recognizing the basis for everyday life.View full abstractDownload PDF (1140K) -
Genzo NAKAYAMA1999 Volume 23 Issue 3 Pages 212-219
Published: June 30, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSA linkage is proposed for school subjects such as "Life environment study", "Science" and "School periods for synthetic learning" for curricular integration, as one way to cope with contemporary educational issues. In terms of the vertical sequence in learning, link between "Life environment study" and "Science" can be made if hands-on experience with nature and problem solving skills are emphasized as common goals of both subjects. A horizontal link between "Science" and "School periods for synthetic learning" may be one of the possible strategies to set a common goal for the development of scientific literacy, that is, functional skills in daily life closely related to science and technology. The current practical curriculum is still discipline-oriented and less emphasis is placed on learners' interests and needs. To develop an integrated curriculum with relevance to the daily lives of the learners, knowledge appropriate for connecting science and technology with the local community, environment and culture must be filtered out and transformed into learning experiences. As an exemplar, two kinds of cross-curricular programs which interrelate and integrate the existent contents across the subject areas are also highlighted in this article.View full abstractDownload PDF (1166K) -
Shinji MATSUMOTO, Takao KITAURA1999 Volume 23 Issue 3 Pages 220-228
Published: June 30, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIt is said that biological education in today's high school has many problems. The purpose of this paper is to explain the existence of those problems, and to search for possible clues for solving them. For the purpose of achieving this goal, an analysis was made of the historical transition of biological education since the Second World War. The materials that were analyzed include sets of the course of study and textbooks used in each period. The characteristics of a particular course of study in each period were extracted through this analysis. The following characteristics of biological education in Japan became clear from the analysis : 1. The basic structure of high school biological education contents has not changed since the curriculum movement of science education ; 2. The basic concepts which have been used in biological education have been retained ; 3. There was some old-fashioned content as a result of the introduction of too little new content of biology in recent years ; and 4. A serious problem exists in the biological education content structure due to the elimination of content as a result of revisions made in the courses of study.View full abstractDownload PDF (1142K) -
Toshiyuki NAGOSHI1999 Volume 23 Issue 3 Pages 229-237
Published: June 30, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSA curriculum for education in meteorology is investigated from the viewpoint of meteorology and science education, paying attention to the "science of the weather forecast". Because a weather forecast is one of the most advanced information systems in modern society, it was decided to adopt detailed "science of the weather forecast" as the focal point in the curriculum developed in the present research. After a consideration, we propose a new curriculum for education in meteorology based on the "science of the weather forecast".View full abstractDownload PDF (1086K) -
Takashi SHIMOJO1999 Volume 23 Issue 3 Pages 238-246
Published: June 30, 1999
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSIt is argued from several angles in this paper that integrated science - technology (IST) should be included in the general education at elementary and secondary levels. The inclusion is warranted by the fact that the infrastructure of modern society is heavily based on science and technology, and that citizens' scientific literacy is needed in such a society. A change is needed from teaching knowledge to increase in competence of young people in a curriculum which includes contents of IST to circumvent the ever-increasing of knowledge created through the rapid advances of science and technology. We especially, discuss the forming of competence of students to enhance skills and create an attitude of problem-solving. Grasping the concepts of systems and inductive activities are stressed in the curriculum. Also, the alms of learning the content of IST are discussed. The differences between science and technology are analyzed through the "function" of technological or artificial things. The content of IST is discussed from the rationale of general education. It is stressed that technological content should be implemented with those of science to guarantee both inquiry-oriented learning and a connection with daily-life. A hypothesis is presented that the content of IST can be learned by students with a problem-solving attitude from elementary to high school level.View full abstractDownload PDF (1188K)
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