“Problem-posing” is a promising learning method to promote comprehension of a problem and its solution method. The author has been investigating computer-based intelligent support software for learning by posing arithmetic/mathematics word problems with automatic diagnosis and adaptive feedback for more than twenty years. Effectiveness of the intelligent support software has been confirmed through practical uses by several teachers in several elementary and high schools. In this paper, the sequence of development of the software and its practical uses are reported. In the software, problem-posing is implemented by a combination of components. The components are defined based on a model of arithmetic/mathematics word problem called “triplet structure model”. In the model, a component represents a proposition of a quantity, and then, by using the semantics of the proposition, a numeric operation is decided. Because a posed problem is composed of known components, it is possible to realize automatic diagnosis and feedback based on the diagnosis. Promising extensions of this type of problem-posing are also discussed in this paper.

Thanks to the rapid development of computer technology, we can easily use low cost and high performance computers connected to the Internet nowadays. Such computer technology also has a high impact on the educational domain so that it has become common to use ICT (Information Communication Technology) in various kinds of educational areas. Based on the current situation, this paper tries to explore the use of ICT in science education from the viewpoint of past, present and future. The term of “use of ICT” has a variety meanings, but this paper puts a focus on educational support systems as a main stream of research on the use of ICT. This paper also maps examples of educational support systems for science education.

In this study, we estimated the overall effect of technology utilization in mathematics and science education. Integrating effect-size quantitatively, we collected data on the use of technology in mathematics and science classes in elementary, secondary, and higher education curricula in Japan. As a result of integrating the effect quantity of 11 papers extracted from previous research, it became clear that the average effect-size was g=0.40. This result revealed that the effect size was small to moderate on the use of technology in science education, and the effect size cannot be said to be great compared with other educational methods. Moreover, additional analysis revealed heterogeneity between the studies and that the effect quantity varies depending on the intended use.

This paper reports the results of an analysis of conducting trial lessons aimed at enhancing recognition of teaching skills using information and communication technology (ICT) in a teacher training course of science teaching methodology in elementary school. In study 1, we compared two types of trial lessons conducted by pre-service teachers: 1) the pre-service teachers conducted a trial lesson in which only the teacher used ICT for learning in the class, 2) the pre-service teachers conducted a trial lesson in which both the teacher and the students used ICT for learning in class. We found that in the case of 2) above, pre-service teachers were able to recognize that they could teach children to use ICT. In study 2, we compared their recognition of teaching skills using ICT trial lessons (Study 1) and their recognition after teaching practice in elementary school. The findings indicated that their recognition of three items pertaining to their recognition to use ICT in class increased after the teaching practice. We found that the students who experienced teaching using ICT at elementary school as teaching practice highly recognized the need for trial lessons using ICT and the usefulness of attending trial lessons using ICT.

The purpose of this study is to reconsider and propose a framework for the category of geometric constructions in dynamic geometry environments. This framework is theoretically considered from the concept of “degree of freedom” for points, which concerns the essence of dynamic geometry environments, and then is empirically verified as to its validity and usefulness for the geometric constructions of the subjects. The conclusions of this study are 1) geometric constructions in dynamic geometry environments are classified into 5 types, and these types are related in terms of the state of recognition of geometrical figures, 2) the constructors moves type (2) and (3) and, it is necessary that we reconsider the 2 types and their relation. The results of this study contribute to promoting the utilization of technology in mathematics education in compulsory education.

In school education, utilization of social education facilities is clearly stated in the course of study in Japan, and its use is also described in textbooks. However, the current situation is that the use of social education facilities in schools is rare. Promotion of learning collaboration between school and social education facilities requires the accumulation of practical cases. We conducted teaching practice using ICT at a zoo and science museum. The purpose of this practice was to study the effect of collaborative learning by students and a curator. As a result of this study, it was found that collaboration between students and curators was promoted by using ICT. We reaffirmed the importance of the role of mentor in collaborative learning. It was also suggested that the ability to utilize ICT is necessary for fostering mentors. This result shows that the value of the zoo and science museum’s educational facilities is high.

Once nitrogen oxides (NO_x) are generated in the atmosphere, ozone (O₃) is generated by the photochemical reactions of NO_x, and then O₃ reacts with volatile organic compounds (VOCs) existing in the atmosphere to form aerosol. In this study, we conducted experiments that are necessary to make this process of aerosol generation into experimental observation teaching materials, and we then developed the teaching materials using the results obtained in the experiments. The developed teaching materials consist of “(1) Heat the air with a gas burner whose flame is about 1600 K for 30 seconds to generate nitrogen dioxide (NO₂)”, “(2) Irradiate ultraviolet light into the generated NO₂ for 24 seconds to generate O₃” and “(3) Add 0.2 mL of Limonene, which is one of the VOCs, into the generated O₃ to generate aerosol then let students observe aerosol”. The teaching materials developed in this study are easy to use in science classes in junior high and high school because it is easy to prepare and operate. By using these teaching materials in classes in school, it is expected that students will develop an interest in environmental issues and will scientifically understand environmental issues easily.

The purpose of this study was to develop an awareness scale for technology assessment for junior high school students. The question items were developed on the basis of teachers’ manuals published by three textbook companies, which were administered to 476 junior high school students. As a result of a factor analysis, four factors were extracted: “F1: Ability that can comprehensively assess technology from plural viewpoints,” “F2: Ability to think about technology surrounding us,” “F3: Appropriate utilization of information technology and ability that can pleiotropically consider the environment,” “F4: Ability to think about energy problems and natural environments”. The standard mean was shown to be significantly highly in the order of F3, F4, F1, F2. F2 exceeded 2.5, which was the average of the four-point scale, but it was shown that consciousness was lower than other factors.

This study points out some characteristics of the nature experience including experiments in German forest kindergartens. The episodes were analyzed from the following aspects; (1) the content of the experiments, (2) the involvement of children in the experiments, and (3) encouragement by educators’ support.

Through the analysis of the episodes, the following results were obtained: (1) the experiments had a wide variety of areas such as animals, plants, fungi, fire, air, water, soil, energy, and astral bodies; (2) first, children conducted experiments with their hands, and subsequently children inferred the result of the experiments or the reasons why the phenomena occurred; and (3) educators provided clear explanations of the experiments’ contents, which are correlated to the learning contents in elementary school.

Using a solar furnace, Si grains (~1–3 mm) were obtained within a few minutes by the reduction of SiO₂ by Mg. This study presents the students’ detailed learning activities, including the isolation of Si elements, which can be identified by analyzing its chemical properties, measuring its density, and testing the detection of an amplitude modulation broadcasting. Through trial lesson practices for third-year high school students, the learning contents of Si chemistry as well as the effectiveness and renewability of solar energy are taken into account.

In this research, high school students participated in lessons aimed at cultivating critical thinking in statistical literacy in “reading context” and the results showed suggestions for guidance. Students were given lessons while they were conscious of the flow of “the process of critical thinking in statistical literacy” with teaching materials that critically interpret statistical information. To verify the effectiveness of the lessons, the experimenter analyzed the scales of critical thinking in statistical literacy, the questionnaires of lessons and the descriptions of the work sheet. The results indicate that students critically interpret statistical information. Further studies are needed in order to make teaching materials that promote students’ motivation, and coordinate lessons with “enquiry contexts”.

The purpose of this paper is the development and evaluation of a class observation program. In order to raise the ability to reflect on class observation of teacher trainee students, we developed a class observation training program with general reflection, and conducted a case study of one trainee student to evaluate this program. As a result of the research, in class observation reflection and general reflection there were differences in subjects and contents of reflection of the trainee student. In the class observation reflection, the trainee student reflected on teacher’s skills and learners. On the other hand, in the general reflection, the teacher student reflected on her viewpoint and way of thinking. Therefore, this program can be evaluated to be a program that raises the ability to reflect on class observation by the trainee student.

This research focuses on an experiment in boiling water in grade 4 Japanese elementary school science class. A questionnaire answered by 111 Japanese school teachers revealed that only few teachers understood that the cooler air around the thermometer prevents it from reaching the exact boiling point of water. Teachers want the children to obtain the boiling point of water at 100°C, yet in actual experiments it is difficult to measure it precisely. In order to avoid this situation in the classroom, it is necessary for the teacher to understand the characteristics of and master the rod thermometer.

The nature of science (NOS) has become a priority in school science education worldwide and is currently considered essential for achieving a high level of scientific literacy. The present study analyzed and compared biology textbooks (molecular-biology related topics) used at the upper secondary level in Japan and Canada to determine whether NOS was sufficiently presented. This analysis showed that Canadian textbooks covered a much wider range of the NOS than Japanese textbooks. These findings also indicate that, in both countries, three NOS aspects (the empirical nature, the difference between observation and inference, and the cumulative and collaborative nature of scientific knowledge) were relatively well described, while two NOS aspects (the involvement of creativity and imagination and social and cultural embeddedness) occurred less. One of the striking differences between the two countries was the occurrence of theory-laden nature and subjectivity: It was well described in Canadian textbooks, but rarely found in Japanese textbooks. Overall analysis found that the degree of emphasis on each NOS aspect differed by country, and further suggested the importance of incorporating NOS acquisition into national curricula.

Many junior high school students have difficulties in their understanding of learning about lenses. Part of the difficulty may be seen to be derived from laboratory instruments used in learning about lenses. We developed an experiment tool designer to lead to an understanding of the principles of lenses and usage of the optical instruments. In a class using this experimental tool, it was observed that students conducted experiments over and over. Effects of the experimental tool and the active learning program were evaluated.