Education in the sciences is the basic building block of scientific and technological progress. Against this background, one must also note how recent developments in IT have made possible the infrastructure for more sophisticated science education, and the importance of teaching methodologies that incorporate IT. Released in 2001, the findings of the Programme for International Student Assessment (PISA) conducted by OECD show Japanese students to rank high in science proficiency, in fact second among 31 nations. However, in terms of attitudes, the ratio of Japanese students who "like science" was the bottom among 23 nations by the IEA evaluation. It is against this background that the Ministry of Education, Culture, Sports, Science and Technology (MEXT) launched its Science Literacy Enhancement Initiative in FY 2002 to broaden the field of children who enjoy science and math. A brief sampling of portions of the Initiative explained in this paper. The revised national education curriculum guidelines for primary and secondary school programs called for computer and information communications networks use in all subjects. These have resulted in the adoption of studies using computers and the Internet throughout the entirety of Japan. Work is underway to provide usable digitalized content for educator use in math and science courses, and for use by individual students in self-study. The National Institute for Educational Policy Research of Japan is working at making the National Information Center for Educational Resources (NICER) web site fully functional as a resource for information on education and study in Japan. As of September 2002, NICER became functional as an access point to systemized basic content applicable to teaching programs. The system allows use of a Learning Object Metadata (LOM) database on the NICER servers to search a multifaceted target field of education content. Such searches yield a cross selection of educational resources available on the Internet. Concurrently, the capabilities of the LOM search system are being tapped to formulate and compile guides for math and science course studies

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In this paper, the author categorized representative IT usage, along with respective unique features. 1. IT as a Tool : There are numerous examples of use of IT as a tool to stimulate interest in lessons. In this and other ways, the use of IT as a tool to enhance education materials is widespread. 2. IT as a Communication Tool : Electronic bulletin boards have proven their effectiveness as a means for communication between and among students, and as for debate. For example, in one university, allowing discussions on an electronic bulletin board following a lecture has helped further understanding of content. 3. The Evolution to e-learning : Tokyo Institute of Technology has found excellent results in using satellite broadcasting to provide formal university classroom lessons to high schools which elect to receive the courses. Maintaining these lessons on a server provides for the evolution to e-learning opportunities. 4. IT Use and Relationship to Learning : The author points out that sustainable learning will be a key concept in the future, and addresses the relationship between sustainable learning and IT, according to the paper by H. B. Cheah.

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In order to implement broader science activities in collaboration with schools and science museums, it is important to utilize museum learning resources, such as museum materials and museum staff expertise. This paper examines how schools can effectively utilize science museum learning resources, by first introducing the current status of Japanese. U. S. and U. K. science museum school programs, then presenting and clarifying the two issues schools and museums face in the collaborative process. The issues to be tackled for successful collaboration are : 1) demonstrating the features of different school program patterns and making strategic plans for school programs and 2) establishing a training system to secure human resources that function as liaisons between schools and science museums, taking into account teacher training programs, internship programs, and career paths.

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Since 5 years ago, we have been developing a "unified educational improvement system for a local area", whose purpose is to improve classroom practices at all schools in Naruto City. One of the main characteristics of the system is that it involves some lectures seminars and research activities of Naruto University of Education in the process of the schools' improvement. In this paper, we give an overview of the system and describe the model of the process of its construction. We also describe the essential characteristics of the process as follows : (1) the system is based on personal organic collaboration ; (2) we have expanded our personal collaboration as a support system for the school teachers ; (3) we put emphasis on the formation of an affirmative self-regulated community ; and (4) both school teachers and university staff work as equal partners to educate the students (i. e., the learners are mediators of the relationship).

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Many science museums implement single-visit programs for school groups. Using the National Science Museum's programs as an example, this paper measures changes in pupils' attitudes towards science museums and examines the features of single-visit programs. Pupils' attitudes towards science museums consisted of four constructs : "a sense of value for science museums and science class", "attitudes of broad view for science", "interests in science class", and "interests in science museums". Among the four constructs, positive changes were observed in the "interests in science museums". This may indicate that the science museum learning resources presented in single-visit programs enhanced the pupils' interests in science museums.

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This paper reviews the construction of the partnership among schools, community and universities for in-service teacher training at prefectural level. First, the in-service teacher training provided in Japan in cooperation with universities, companies, or prefectural administration practiced by the prefectural board of education or education center, is reviewed. Then discussed is the construction of the partnership between the prefectural board of education or education center and companies or universities or NPO for the support of teachers and schools is discussed. It is clear that the role of the prefectural education center is very important. Its main role so far is in, the development of teaching materials for science education, but in the near futures, it is expected to have coordinating function among other educational systems in its community.

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The purpose of this study is to analyze the contents of worksheets and their structure included in the booklet "Die Ausstellung Energietechnik im Deutschen Museum". The contents of worksheets cover the gamut of the Lehrplan (school curriculum) on energy technology for 10th grade physics of the Gymnasium in Bavaria. With regard to the structure of worksheets, two parts are mixed as follows : (1) The worksheets explain the theories and concepts about energy and present the facts about energy technology. (2) The worksheets encourage students to apply theories, concepts and facts to realistic problems. Teacher's notes are provided on the use of the worksheets.

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We investigated the possibility of lower secondary school students to learn in the field with support from a museum. Six grade nine students started to investigate tidal flats as part of an optional science course in their school. Students and their science teacher were supported by the museum staff. The support from museum staff improved and increased after the observing the students' participation in the tidal flats event held by the museum. Such a case study of cooperation is important to illustrate the need to improve museum education for schools.

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