This article, deals with childrens' learning of the reason why the shape of the moon changes. I establish that the Japanese National curriculum doesn't cover the reason why the shape of the moon changes. The learning content is treated in the curriculum for fifth graders or higher over of elementary school. Then I investigated children's recognition of space. The result shows that it is difficult for children to foresee that drawn figures of a ball changes by shifting viewpoints. That, it is assumed that the learning of the change of the moon shape should be treated in the curriculum for third graders of junior high school.
The essence of this lecture and the efforts described herein are based on the commonalities in science education shared by Japan and Taiwan. Both countries share mutual interests in such areas as education policy and research issues, initiatives in innovative education, and raising science interest among all citizens. We will examine the status and development of research in science education, including international trends and the case of Taiwan. These analyses reveal mutual interests that indicate the need for bilateral collaboration in science education. Finally, we will suggest various practical proposals on collaboration between Japan and Taiwan.
The paper is intended to provide Japanese science education researchers with knowledge about science communication in the Nordic countries (in particular Denmark). The focus in the paper is on (i) examples of new and innovative modes of science communication in Denmark and (ii) educational programs for science communicators. Furthermore, emphasis is on the pedagogical ideas behind the initiatives, rather than on thorough descriptions of structures, curricula and evaluations of the projects.