This comparative study examined the differences between utilizing optical microscopes and a digital microscope system with a tabletop interface in an elementary school science class. First, an objective assessment was conducted for understanding microorganisms in water using an in-class test. Second, survey responses about microscopic observation tasks were analyzed. Finally, we performed a protocol analysis by analyzing students’ responses while they observed the digital microscope system with tabletop interface. The results from the first assessment showed that there was a significant difference between students’ comprehension using a digital microscope system with tabletop interface and using the optical microscope. The results from the second assessment showed that the digital system was more effective than the optical microscopes for microscopic observation tasks such as finding, focusing, observing, and discussing. The results from the final assessment suggested that by projecting the microscopic image through the digital equipment, it was possible to encourage the students to consider the microscopic images and engage in cooperative dialogue, which is useful for improving their understanding.

This research aims to clarify an effective connection between units of science and Japanese language activities and its educational effect by providing a scientific explanation based on a description of putting into practice a class where Japanese language activities were included in the process of problem solving of science. As a result, in a situation where a learner sets an expected result and subsequently reorders it, repeated exposure of a form of learning which places Japanese language activity in the process of problem solving in science, it becomes possible to formulate a scientific explanation based on the description. In addition, the effect of applying this practice was confirmed by the unit in which the consciousness level of a figure and already learned items increases.

Moreover, it is thought that the practice of linking science units with a Japanese language unit facilitates the understanding of the Japanese language “Writing” unit, and is effective for learners who have problems with writing things only once. The utility of using the effect time numerical reduction provides, and the validity of the view of the curriculum management were confirmed.

Japan is currently facing the problem of disposing of high levels of radioactive waste. This waste must be disposed of regardless of future policies for nuclear power. As this task will take a long time, we should convey our knowledge to future generations. In this study, we developed teaching materials to promote students’ understanding of high-level radioactive waste disposal and to personalize these issues. To accomplish the latter objective, we included exercises on decision-making processes and discussions. We implemented these materials with ninth graders and analyzed their effects, including changes in students’ opinions. The results are as follows: 1) Based on the results of students’ self-evaluations, we assume that the material was effective for ninth graders, despite the challenging content level, 2) for a task demanding decision-making, a series of operations, including determining opinions at first and subsequently reconstructing them through discussions, was important to personalize the contents, and 3) the introduction of discussions to the decision-making process helped each student to take responsibility for their opinions and to personalize them. It also effectively improved students’ decision-making qualities by obtaining each other’s viewpoints and thinking from multifaceted perspectives.

The aim of this study is to depict the development process of state science standards and curriculums based on the “Next Generation Science Standards” (NGSS) in New Jersey, California, and Massachusetts, and to look at the common features found in each state’s implementation. The authors utilized two frameworks of analysis: 1) How state science standards and curriculums were developed to correspond to NGSS, and 2) what parts of the standards and curriculums were revised during this process and why. While our study found some differences in the development process and learning contents, it also found the following similarities: 1) opportunities were provided for citizens to share their opinions on the development and revision of state standards and curriculums, 2) teachers were included in several phases of the development process, and 3) most of the learning contents from NGSS were adopted into state standards and curriculums. While Matsuo (2010: 33–36) pointed out that current US education reforms generally tend towards national standardization of US education, this study found through close analysis of three particular states that in fact some differences were highlighted in the implementations of NGSS and standards or curriculums based on NGSS.