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Volume 37, Issue 2
Displaying 1-13 of 13 articles from this issue
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[in Japanese]2013 Volume 37 Issue 2 Pages 71-
Published: June 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (176K) -
Article type: Appendix
2013 Volume 37 Issue 2 Pages App9-
Published: June 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (4K) -
Paul J. KUERBIS, Marie D. REVAK, [in Japanese]2013 Volume 37 Issue 2 Pages 75-87
Published: June 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper examines recommendations by the National Research Council for a framework for Science Professional Development along with other compilations of recommended strategies that emerged in the literature in the late 1990s. That research formed the basis for a successful proposal to the National Science Foundation to work with five large school districts (85 K-5 schools) in the Pikes Peak region of Colorado on a long term systemic effort to impact K-5 teaching behaviors and consequent impact on student achievement. The paper summarizes two studies, the first that examined aspects of the professional development model implemented by the project, Science Teacher Enhancement Project unifying the Pikes Peak region (STEP-uP). Effect sizes were low but significant on student achievement in reading, writing and mathematics. The second study examined key elements of professional development along with levels of teachers' implementation of more active teaching strategies and student achievement in reading, writing, mathematics and science. We argue that sound professional development, followed with actual teacher implementation of active learning leads to substantial gains (up to 1.8 effect size in science) in student learning in fifth grade students when those students have been taught by teachers in grades 2-5 who participated in particular aspects of STEP-uP. The paper concludes with a discussion of emerging recommendations for professional development that must be in place if we wish to impact student learning.View full abstractDownload PDF (1343K) -
Justin DILLON, Helen GOURLAY, [in Japanese]2013 Volume 37 Issue 2 Pages 88-98
Published: June 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSInternational comparisons point to a substantial difference in attainment between the highest and the lowest attaining students in science. This gap suggests a need for improved pedagogies which can be addressed through pre- and in-service education. Recent government changes aimed at improving the quality of science education have led to the creation of a number of new routes into teaching and a determined focus on raising the number of physics specialist teachers. The process of allocating teacher training numbers by subject specialism rather than by simply identifying 'science' places has had an impact on the balance of biological and physical sciences. A new system of financial bursaries rewards students with good degrees. While some success has been achieved in increasing pre-service numbers, teachers still do not appear to be getting the in-service training that they need and want.View full abstractDownload PDF (1147K) -
Mitsuharu OYAMA, Yasuharu SUZUKI2013 Volume 37 Issue 2 Pages 99-113
Published: June 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSTo assist science teachers in improving their teaching skills, we compiled a self-evaluation sheet in 2010 which can evaluate fifty teaching skills. In 2011, we investigated science teachers at both junior high and high schools in Chiba prefecture for their teaching skills by using this sheet. A comparison of the results of these two investigations showed that there were differences between junior high and high school teachers in the characteristics of their teaching skills and the stage of development of their skills. It revealed that junior high school teachers were more likely to put emphasis on class procedures and they bettered high school teachers in their teaching skills of training students to adjust themselves to society according to their developmental stage. When the teaching experience exceeded twenty-one years, however, high school teachers bettered junior high school teachers in their understanding of scientific knowledge and methods; they also had more interest in their studies. Based on this analysis, this report suggests more practical teacher training programs that can support science teachers for their pedagogical development effectively.View full abstractDownload PDF (1735K) -
Shinichiro TAKAMATSU2013 Volume 37 Issue 2 Pages 114-123
Published: June 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper describes the role that in-service teacher training (INSET) has played in international aid projects in science education. Reviewing the history of international aid and science education development in the Philippines, it illustrates background, purposes, and approaches taken by each aid project. INSET has served as: dissemination and evaluation system for new curriculum and textbooks; capacity building for trainers and teachers; and empowerment of local initiatives. To achieve each purpose, either a top-down or bottom-up training approach was employed. Targets of INSET have geographically been localized and the focus of INSET simultaneously has shifted from curriculum implementation to individual teacher's professional development and teacher's empowerment. Lessons from past aid projects suggest that ad-hocness and scatteredness are key issues to be discussed for the betterment of international aid in science education.View full abstractDownload PDF (1270K) -
Toshinobu HATANAKA2013 Volume 37 Issue 2 Pages 124-134
Published: June 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThere is a variety of Japanese international cooperation in science teacher education for African educators, from Japanese assistance on science teacher training in Africa to conducting training for African educators in Japan or South East Asian countries. This study aims to clarify the features of science teacher education for African science educators and show how training affect science teachers. Looking at the training programs (five in Japan, one in Malaysia and one in the Philippines), training mostly emphasizes seminars and practicum on science teaching. Thereafter, visiting schools and education centers follows in Japan, whereas seminars on theory in science education follow in South East Asia. After the training, science teachers use their learning in teacher training, science teaching and usage of teaching materials and ICT in their countries. The issues on training in South East Asia as a third country training are also discussed.View full abstractDownload PDF (1265K) -
Norifumi MASHIKO2013 Volume 37 Issue 2 Pages 135-148
Published: June 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThis paper aims to describe the teaching strategies of a research seminar for in-service teachers in a distance-learning graduate school that derived from the author's nine-years experience as supervisor of their master's theses, and analyze the research process over 16 months by one in-service teacher whom the author had taught using these strategies. Derived teaching strategies were as follows: strategies for 1) students' task construction, 2) active research planning and thesis construction, 3) selection and collection of analysis data in context, 4) repeated training of writing logical sentences on each chapter, 5) visualizing and sharing research process. From this case study, the following facts were found: 1) the peak of connecting time on the net-meeting system appeared during the first research planning and theme construction activities, 2) in the bulletin board system, contributions about the manner of logical writing toward a good quality thesis had very high frequency, and the process of representing first research as a part of thesis continued for several months, 3) during the first research process, the student seemed to learn not only the manner of writing articles, but also research methodology. Based on these results, a model of teachers' professional development system in distance graduate school is discussed.View full abstractDownload PDF (7300K) -
Etsuji YAMAGUCHI, Sakiko NAKASHIN, Tomokazu YAMAMOTO, Shigenori INAGAK ...2013 Volume 37 Issue 2 Pages 149-157
Published: June 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThere are many potential benefits in student engagement in and practice of argument. To foster the argument skills of students, teachers themselves need to have high-level argument skills, since they will otherwise find it very difficult to teach such skills to students. This study focused on the low level of teachers' argument skills. This paper presents the results of a two-year study to provide pre-service teachers with the program to gain high-level argument skills addressing socio-scientific issues. The program revision implemented for the second year of the study allowed the teacher educator to share the argument assessment criteria with the pre-service teachers. The arguments produced by pre-service teachers in the first and second year show that pre-service teachers taking the second-year program produced higher-quality arguments in terms of explaining the reasons why evidence challenges a claim, using evidence to counter evidence against their position, and making sense of tradeoffs between conflicting evidence.View full abstractDownload PDF (1097K) -
Akiko TSUZUKI, Kazuo NAKANISHI, Yoshihisa FUJITA, Noriko IMAMIYA, Kazu ...2013 Volume 37 Issue 2 Pages 158-167
Published: June 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this research was to try out a learning program about the nature and practices of science in a pre-service science teacher class and analyze their learning process. In this trial, we used one activity in 'Communicating Ocean Sciences to Informal Audiences (COSIA)', developed by the Center for Ocean Sciences Education Excellence-California at the University of California, Berkeley. These pre-service teachers attempted the task of deciding whether eighteen statements about science were accurate or inaccurate about science and scientific practices individually, and then discussed their own judgments in groups. After that they themselves decided the accuracy or inaccuracy of each statement again. Their answers and discussion protocols showed that they had a number of wrong perceptions about the nature and practices of science, and that some of these wrong perceptions were consistently held by them even after the group discussions. Their instructor's guidance in their discussion may be necessary for making their learning more effective. Reflective comments by the participants suggested that this trial gave them a good opportunity to think about the meaning of learning the nature of science.View full abstractDownload PDF (1041K) -
[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...2013 Volume 37 Issue 2 Pages 168-170
Published: June 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSDownload PDF (360K) -
Hidetoshi ANDOH, Hiroki MATSUO, Mie OBARA2013 Volume 37 Issue 2 Pages 171-183
Published: June 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this research was to develop a teaching program on the sine theorem, using "Kepler's law" as a material from scientific history, and to investigate its effectiveness. A lesson plan for mathematics class was prepared for 74 high school students, in order to apply Kepler's laws of planetary motion that show that the earth orbits around the sun in a near circle, using the sine theorem. Subsequently, a pre- and post-questionnaire were implemented in addition to free answers using a text-mining approach. These free answers were categorized, and a correspondence analysis was implemented for three groups, divided by the levels of their interest or disinterest in mathematics and science teaching. When the Wilcoxon signed-ranks test was performed in 11 common items in the pre- and post-questionnaires, the score of the post-test rose significantly for seven items; the item "mathematics and science have connections" improved in particular. Free answers, such as "Mathematics and science have connections" and "Mathematics is necessary in science teaching" were elicited from the students, which may imply the importance of the connections between mathematics and science teaching, as well as the usefulness of the sine theorem.View full abstractDownload PDF (1302K) -
Naoshi IZUMI2013 Volume 37 Issue 2 Pages 184-195
Published: June 10, 2013
Released on J-STAGE: June 30, 2017
JOURNAL FREE ACCESSThe purpose of this study was to develop worksheets to promote argument in a process of investigation, and to examine the effect of the worksheets. To develop the worksheets, three principles were adopted from previous studies. The principles are as follows; a) modeling of an argument, b) expression of an argument's components, c) making a theme in which competing claims may occur. The worksheet was designed on the basis of these three principles. Empirical instruction using the worksheet provided the following three results. 1) More than 85 percent of the students can use claims. 2) Many students cannot use warrants and data to support their claims. 3) The worksheets can promote warrants, which are a component of argument, but cannot promote claims and data, which are the other components of argument.View full abstractDownload PDF (1104K)
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