This paper investigates the role and value of internationalization in educational research through a
focus on a particular innovation from the UK. It begins with a brief summary of claims that have been made about
internationalization in research, especially claims about the Fourth Age of Research by Jonathan Adams. The main
body of the paper illustrates the nature and significance of internationalization in educational research through the
story of a program of research on educational talk in the UK which began in the 1990s. This example shows the
relevance of international networks and collaborations for the success of research from the point of view of the
individual researcher, the institution and world as a whole.
Globalization, and the internationalization of universities, brings both opportunities and dilemmas for
university researchers in general, and for researchers in the Educational Sciences in particular. International
collaboration has been shown to have a positive effect on the productivity of researchers in terms of the number
of publications authored and co-authored, the impact of their research in terms of number of citations, and their
research quality in terms of the ranking of the journals of publication. At the same time, international research
focuses might not match with national priorities and trends in the researchers’ own countries, and the need for nonnative
speakers of English to write in English is well-recognized as very demanding. In this paper I review the
evidence on research collaboration internationally, and in medium-sized countries such as Japan, and examine the
internalization of research in the Educational Sciences in particular. I then explore some strategies for Education
researchers, and their scholarly organizations, to globalize their research. I conclude by returning to the benefits
and dilemmas, both for researchers and for scholarly organizations in the Educational Sciences, of globalizing
中等化学教育の基本概念を確立させるため，公益社団法人日本化学会の約 60 年にわたる化学教育への取り組みの歴史を調査した結果，「粒子」，「エネルギー」，「環境」，「グリーン・サステイナブルケミストリー
（GSC）」などの概念が重要であることがわかった。これは，米国化学会スタンダードや独国Chemie im Kontext の基本概念の一部であった。そこで，本研究では，日本の教育風土にあう中等教育における化学の基本概念をChemistry in Relevance(CHiR)の基本概念とし，現行の学習指導要領理科解説との関係を考察した。
本研究は，全ての子どもたちの能力を伸ばし可能性を開花させるための科学教育の質的・システム的転換を目指し，特にジェンダーや地域格差に配慮した科学才能教育カリキュラムを，学際的連携により，検討していくことを目的とする。本課題研究では，国内の理科自由研究・各種コンテスト受賞者の分析，1964 年にサイエンスハイスクールを設置した歴史のあるフィリピンにおける才能教育の現状と地方での実践，そして 2015 年より台湾で実施されている Asia-Pacific Forum for Science Talented の成果と課題について発表し，本テーマについて議論を深める。本発表では，地方の才能ある女子児童・生徒の実態に関する分析結果を発表する。
This presentation aims to discuss STEAM education for the gifted in rural settings in the Philippines. It will present several programs, initiatives, and innovations done in several public schools in rural areas across the country. It will also present pertinent issues and challenges on the development and implementation of STEAM education for Filipino gifted learners in the country.
Ｔhe Asia-Pacific Forum for Science Talented (APFst) organized by National Taiwan Normal University (NTNU) was designed to provide science talented students with opportunities to get to know each other, showcase their talents, and work collaboratively. Targeted participants are middle high school talented students who are aged 13-16. The participating country or region is invited to send a delegation consisting of a team of up to two teachers and six students. With a core theme of “Nurturing Future Scientists for the Betterment of Society”, the 5-year project, first introduced in 2015, has an array of activities highlighting the theme preparing the young talents for future responsible leadership and contribution to society. The themes of the five-year project are social concern, problem solving, imagination, creativity, and leadership separately.