An aim of science education is to develop attitudes that enable students to make judgments based on scientific evidence, and to make wiser decisions. Particularly in the case of issues involving nature and human beings, it is not sufficient to consider the scientific aspects of the issues, and decision-making that includes the social spheres is necessary. We considered the contexts in which resource education and disaster prevention education are treated and discussed in the context of the development of attitudes toward ethical aspects. In conclusion, there are two possible ways of dealing with ethical aspects of resource and disaster prevention education as following: (1) Conflicts and concessions between decisions based on scientific evidence from scientists and from various values by citizens, and (2) Discussion and comprehensive thinking and judgment based on various values obtained from cross-curricular approaches based upon objective facts and scientific judgments. It is suggested that considering the ethical aspects of science and society is effective in clarifying the boundary between knowledge of/in science and knowledge about science, and in helping individuals to make decisions.

This study developed a metaverse learning environment designed to support simultaneous access by multiple learners. Additionally, online VR learning content was constructed to facilitate collaborative learning of lunar phases through the use of avatars. Furthermore, by evaluating the developed VR content, we aimed to obtain basic data on the usability of the content and the actual situation of learning activities, and to obtain knowledge for the improvement of learning materials and the development of lesson design in the future. The results of the evaluation of high school students in terms of “general activities,” “communication,” “activities with avatars,” and “usability,” showed that the majority of the items received significantly more positive responses, indicating the usefulness of this VR content in a metaverse learning environment. This VR content was able to arouse interest in dialogue and learning with others in the metaverse learning environment, and to promote cooperation and active learning with others. Furthermore, the content enabled the participants to communicate with the avatars without feeling uncomfortable. The overall usability of this VR content, the teleportation function, and the use of the control window were also shown to be easy to use for the learners.

Various teaching materials have been developed to understand how Venus appears. However, there were still some issues to be addressed, such as (1) the lack of the element of “observing celestial bodies” required by the Course of Study, (2) a mixture of the viewpoint from the Earth and the Space in the same teaching materials, and (3) the difficulty of recreating the situation in the classroom. In this study, we attempted to clarify the distinction between the two viewpoints by having students “observe” the Venus on two websites. We then developed a lesson that was intended to make the activity more like “observation” for learners by capturing the position and appearance of celestial bodies in real time on the simulation site. To verify the effectiveness of the developed lesson, we conducted a lesson practice targeting students specializing in science at a national university’s education department. As a result, the average total score of the pre- and post-test questions was significantly higher by 1%, suggesting that the class developed in this study had a certain effect on “understanding the relationship between the orbit of Venus and how it appears”. In particular, it was effective in acquiring the “distance concept”.

Practitioner inquiry is the core of teacher education programs, and methods of supporting reflection, which is an essential element of inquiry, are an important issue for consideration. In this study, we referred to the results of action research by a graduate student in a teacher education program as data, and considered the nature of reflection in the inquiries of graduate students in teacher education programs. The graduate school teacher education student analyzed her own classroom practice with that of practicing teachers. Through this comparative analysis, the graduate school teacher education student clarified the issues of clearly anticipating the comments teachers want to elicit from students in the classroom, and then comparing and contrasting these anticipated comments with the actual spontaneous comments made by students. Since such instantaneous judgments during lessons depend on the teacher’s interpretation, teachers must reflect on their own interpretations. Based on the above, this study argues that reflection in practical training at a graduate school of education should encourage reflection not only on superficial words and actions during lessons, but also on one’s own interpretations. The results of this study is hoped to contribute to the formulation of effective support for reflective practice for science preservice teachers.

In this study, as a new mechanism of pre- and post-service teacher training to improve science lessons in elementary and lower secondary schools and enhance students’ science learning, we have been holding “Online Science Model Lesson Workshops” with Core Science Teachers as instructors since 2021. We have visualized the professional knowledge and skills that lead to excellent science lesson practices in elementary and lower secondary schools, including post-lesson discussions, and have made records including videos and documents of each workshop available on our website. Based on the results of four years, the results of a quantitative and qualitative analysis of the evaluations by the workshop participants confirmed its effectiveness on professional development. Furthermore, we discussed the possibility that the wider use of training that uses workshop records as content could improve science classes and develop Core Science Teachers.

The purpose of this paper is to analyze how the term “MOTO” is used in arithmetic textbooks, to point out the characteristics of its usage, and to obtain suggestions for learning guidance toward an appropriate understanding of “MOTO”. In order to achieve the purpose of this study, we analyzed the usage of the term “MOTO” in six arithmetic textbooks. As a result, we identified that the term “MOTO” in arithmetic class can be classified into three types. The classification of the term “MOTO” in terms of grade, domain, and fraction unit revealed six characteristics of the use of the term “MOTO”. Based on these findings, we proposed a teaching material for second-grade fractions class, which emphasizes “original size”. In addition, we analyzed and discussed aspects of the children’s behavior in the study by using them as case examples. The results suggest a relationship between “original” in the sense of “original” in the second-grade fractions unit and “original” as a standard (base) that increases from the third grade onward in the study of fractions.

At the Nasukarasuyama Geopark Plan in Tochigi Prefecture, geosites offer valuable cross-disciplinary learning opportunities. By having students think about the relationship between railroad construction or flooding, and geology, it becomes possible to carry out educational activities unique to geoparks.

Genome editing is a groundbreaking technology that enables precise and efficient modification of genetic material. The developers, Dr. Charpentier and Dr. Doudna, were awarded the Nobel Prize in Chemistry in 2020. This innovation is now featured in high school biology textbooks as an example of modern biotechnology. However, the use of genome editing technology in modifying crops, livestock, and human-fertilized embryos raises significant legal, ethical, and social implications. It has been widely acknowledged that there is a pressing need for international public discussion and regulations addressing these issues. While international surveys have explored public awareness, understanding, and acceptance of genome editing, no similar Japanese studies have been conducted. To address this gap, we conducted an online questionnaire survey to assess the Japanese public’s awareness and understanding of genome editing. The survey was administered four times between 2017 to 2022. Our findings indicate that while public awareness of genome editing has grown over time, there has been minimal progress in understanding the technology’s characteristics. This study highlights the need for ongoing educational efforts to enhance public understanding and enable meaningful participation in discussions about genome editing.