To promote the fire context-based science education, the author is developing two kinds of web-based learning materials. The first material is designed for the 6th grade elementary school students to give fundamental knowledge of the thermal radiation from hot matter and the thermal decomposition of paper, aiming for preventing fires caused by daily-use electricity such as electric space heaters and incandescent filament lamps. The second material is designed for high school chemistry learners to give fundamental knowledge of the reactivity difference between esters and hydrocarbons, aiming for preventing fires caused by daily-use combustibles such as cooking oils and petroleum products. The present paper reports some tentative contents for those materials, and suggests ideas for the use of the materials to enrich students’ understanding of energy concept in the unit “Use of Electricity” of the 6th grade elementary school science and the unit “Properties of Organic Compounds” of high school chemistry.

This study compared the desired behaviors of middle school students described in the science section of the Basic Education Core Curriculum(BECC, Thailand) with those of Corse of Study for Middle School(CSMS, Japan). Both countries place importance on conducting a scientific inquiry by middle school students as much as understanding scientific knowledge. In addition, Japanese science education focuses on the students acquiring scientific ways of looking at and thinking and obtaining skills for observation and experimentation. In contrast, Thai science education emphasizes the students showing various scientific attitudes(morals) and applying science in life as much as conducting scientific processes and transferring research outcomes.

A STEM Education Center operates at SEAMEO (Bangkok), UNESCO’s Southeast Asia Education Ministers Organization. In June 2021, the center requested the author, Osumi to plan and implement a training program of STEM education for teachers in primary and secondary schools in Thailand. A five-day online course was prepared and implemented for more than 70 science teachers in 34 schools in March 2022. He has been committing himself to “the development of more attractive and world-class quality experimental activities for teachers and children “even if they reside in remote areas.” He also advocates his fundamental policy in which he selects the area of teaching that is considered difficult to handle locally in terms of educational cooperation. From this point of view, the basic level “electromagnetic induction experiment” was chosen as the subject matter, which is essential from the perspective of promoting STEM education and SDGs as well.

The current society is regarded as a transition period from an industrial society to an information society. This social change is not without its impact on science education in general. This change is due to the development of computer technology. I would like to consider how this change in technology will change mathematics education and whether a new mathematics education will be necessary. Mathematics education in industrial societies, where the goal was to acquire mathematics skills, was the preferred form of mathematics learning. What we should think about is how mathematics education using computers in the information society should be. In an information society, mathematics education will inevitably change. At this stage, new mathematics education is not in sight, but it is clear that mathematics skills will be replaced by computers. I would like to think about the form of mathematics education suitable for the information society, and how it will change with the use of computers. Unfortunately, this change is considered in the near future.

Though there are certain needs and scales in Gakushū Manga (learning comics) market, there is little research on supervision from the perspective of science education. Thus, in this research, by interviewing on the case of NPO supervision, we aimed to clarify the role of the supervisors, and their required qualities and skills, to improve the quality of supervising Gakushū manga. Semi-structured interview with an NPO-member supervisor was held, and the data was analyzed using SCAT (Steps for Coding and Theorization: Ohtani, 2019). As a result, it was found that the role of supervisors was not only to check the correctness of the content based on scientific expertise, but also to ensure an appropriate scientific learning process based on pedagogical expertise. In other words, supervisors are co-creators who produce manga-stories with publisher. Hence, it is desirable to spread a group supervision system that can break through the limits of individuals' expertise.

The researchers identified the important role of teachers/facilitators in holistic development and decision-making in the life of students at the schools. This compelled the researchers to investigate and understand the perception of teachers about female students’ interest and participation in STEM Education. The purpose of this study was therefore to identify and understand the actual baseline situation of teachers’ perception and impact concerning females’ participation in STEM Education. A descriptive survey method was adopted for this study. Questionnaires and interviews were used as instruments in data collection. The sample group was made of fifty (50) teachers in the various STEM subjects (Science, Technical Skills, Mathematics, ICT) from fourteen (14) basic schools in some regions in Ghana, specifically, Central, Eastern, Ashanti, and Greater Accra. The findings of the study indicated that the teachers perceived female students to have low interest in STEM subjects and they perform comparatively lower the male students in the classrooms.

This study presents agriculture and science teachers’ views of curriculum, instruction, and assessment requirements for integrating agriculture into science courses. An online questionnaire was administered to teachers at a national high school in Japan. Using manual categorization of the teachers’ responses, we categorized themes according to similarities or relatedness of answers to existing frameworks. We found that for curriculum, topics such as agricultural robotics, regenerative agriculture, drones, Internet of Things, and precision agriculture may be included; while challenges on lack of interest in agriculture and newer methods of farming may be tackled and addressed in the science classes. For instruction, agriculture may be best integrated through collaborative learning, project-based learning, and reflective learning strategies, with support from using live teaching materials and applications such as “Agri-Note.” For assessment requirements, long tests, fieldwork observations, performance tests, and journal writing could help facilitate a more efficient integration of agriculture into science courses.