We analyzed the outcomes of an Origami workshop for International students at a Finnish university, with the aim of giving them an experience of intercultural STEAM education. The workshop was designed to start first with an explanation of STEAM education and Origami as a teaching material, followed by practical exercises making Origami polyhedrons through group work and making Origami of their own choice. The international students with no Origami experience learnt basic Origami techniques and all groups were able to complete the polyhedral in collaboration with their peers. During the activity, it was observed that the interaction between the students deepened as they taught each other and thought of new ways to make the Origami. In a post-activity questionnaire, all students said that they enjoyed Origami and over 85% of them interested in STEAM education. It was suggested that the workshop had some impact on intercultural education and STEAM education.

This research investigated the science process skills (SPS) among students with special needs. Two research purposes and questions each guided the study. The study observed 16 Junior high school students of a Special Needs Support School (SNSS).Class teachers observed and answered the checklist as provided by the researchers. Results show that these six forms of disabilities were present among the junior high school students namely; Intellectual disability, Down syndrome, Autism, ADHD, Learning Disability, Language impairment. Amongst the observable characteristics of disabilities captured were: forgetfulness, movement dependent on mood, stuttering, dislikes failure, selective mutism and noise sensitivity. Every student displayed observing skills though in different levels. For other skills, there were different levels of possessions by the students while some lacked. Interestingly, most students could carry out their activities without assistive tools and ICT. Meanwhile three (18.8%) out of sixteen learners possessed high level of all science process skills investigated. This shows that there is a certain amount of science process skills possessed by these students despite their disabilities.

Mexico and Japan have different approaches to education, influenced by their cultures and both face different challenges. This study aimed to describe characteristics of science giftedness in junior high school students from both countries. Method was quantitative and descriptive, sample consisted of two groups: Mexican junior high school students in rural context and Japanese junior high school students in urban context. Instruments used were Self-nomination checklist (SEP, 2022) based on Mexican guides to identify gifted students, and Gifted behavior checklist (Sumida, 2010) designed by the author based on educational criteria from Japan. Results found that there are no statistical differences in the means of the instruments, neither between them nor the samples. Also found junior high school students from these countries are concerned about environmental issues and that context is a crucial part of giftedness and learning process.

The purpose of this exploratory study was to develop an appropriate science curriculum tailored to K-10 students and aligned with the Programme for International Student Assessment (PISA) as set forth by the Association of Christian Schools, Colleges and Universities (ACSCU) members in the Philippines. This research involved four phases of data collection methods. The first phase involved consultation with curriculum experts, the second phase focused on analyzing pertinent documents, the third phase involved focused group discussion with science educators, and the last was the development of a science curriculum. These results were the basis for developing the PISA-aligned K-10 science curriculum framework. The proposed curriculum would not only help improve the teaching and learning of science in the Philippines and possibly aid in improving the country’s performance and ranking in PISA, but it would also allow Filipino learners to develop global and multicultural competencies.

This study uses systematic review analysis to examine the One Health Approach in elementary education in Japan and the Philippines and how to integrate the One Health Approach. Thus, the One Health Approach per se is essential but not integrated into health education in Japan and the Philippines; conversely, Japan and the Philippines need concrete guidelines and criteria for making it part of the curriculum. The contents of the curriculum guides showed evidence that the concepts of the One Health Approach could be included, but a lack of knowledge and interest in current trends is one of the problems in both countries. However, teachers are willing to incorporate it into the lesson. They faced another challenge: the curriculum was standard, and they needed to accomplish the required topics on a specific time allotment. Textbooks and other activities showed that the One Health Approach concepts are found but not directly related to the definition of the trend. Educators and policymakers must take the lead in addressing these challenges and integrating the One Health Approach into the curriculum, empowering them to shape the future of health education.

The study examines the effectiveness of using GeoGebra as a tool for teaching the addition and subtraction of fractions with different denominators to 7th-grade students in Mozambique. A total of 102 students participated in the study, with 52 in the control group and 50 in the experimental group. The experimental group was taught using GeoGebra, while the control group followed traditional methods. Results showed that the experimental group significantly outperformed the control group in the post-test, suggesting that GeoGebra can enhance students' understanding and engagement in learning fractions. These findings highlight the potential for integrating technology into mathematics education in developing countries like Mozambique.

The purpose of this study is threefold: to clarify the characteristics of students' algorithmic thinking, to provide suggestions on how to foster algorithmic thinking in classes, and to propose tools for evaluating students' algorithmic thinking. The study was conducted with 5th and 6th-grade elementary school students, using an unplugged programming test, three intervention lessons involving Scratch, and a CBT test. The results revealed that Japanese students exhibited stronger algorithmic thinking skills in using loops compared to sequences and conditions. Additionally, the study suggested three key elements for designing lessons that foster algorithmic thinking: first, ensuring students understand the concept of algorithmic thinking; second, enabling them to apply knowledge from other subjects; and third, encouraging self-determined learning. Lastly, tools such as a rubric were proposed for evaluating algorithmic thinking. As a future direction, it is necessary to examine whether these suggested elements are essential in programming education across different countries.

This paper examines the misconceptions and challenges faced by preservice teachers in Primary Teachers Colleges in Papua New Guinea, specifically in constructing and visualizing cube nets. Despite the critical role of these colleges in preparing future educators, significant misconceptions persist, especially regarding cube properties and net construction. A diagnostic assessment of 148 third-year students from both urban and rural colleges reveals key misunderstandings, including difficulties in accurately describing cube properties, constructing nets, and visualizing the transformation from 2D to 3D shapes. Findings indicate that preservice teachers struggle at various levels of the Van Hiele model of geometric understanding, emphasizing the need for improved instructional strategies. By identifying the root causes of these misconceptions, this study aims to inform educators on effective approaches to enhance geometry instruction, fostering a deep conceptual understanding among future teachers and reducing the perpetuation of these misconceptions in primary education.

In the international science education community, due to the insufficient understanding of combustion processes, the fire triangle (fuel, oxygen, and heat) has been utilized in a way that distorts the view of science. It is necessary to revise the interpretation of the fire triangle from an absolute theory based solely on three elements to representing just some of the necessary conditions for combustion, and to supplement it with physical and chemical “processes” undescribed in the fire triangle. To promote fire safety science education in elementary and secondary school, this study explored methods to utilize the commonalities between fire and meteorological phenomena. Specifically, to help students understand how water vapor and carbon dioxide can cool fire, a survey was conducted on learning content related to the greenhouse effect. The survey revealed that greenhouse gases were insufficiently explained in science education, causing potential adverse effects on fire safety education.

The current special education system in Japan relies on special schools and classes for children with disabilities, but there's a growing need to implement inclusive education where students with developmental disabilities, such as Autism Spectrum Disorder (ASD), learn alongside typically developing peers in regular classrooms. This shift requires developing new teaching methods and materials, especially in subjects like science, where research is lacking. The proposed approach focuses on creating universally designed (UD) instructional materials that accommodate sensory hypersensitivity common in ASD. By leveraging visualization and audio technologies, including machine learning techniques to highlight essential content, these materials aim to make science education more accessible. Additionally, the effectiveness of these materials will be evaluated using cognitive load measurements through EEG and eye-tracking. The ultimate goal is to share these UD teaching resources with educators to promote inclusive education, allowing students with developmental disabilities to learn effectively in regular classroom environments.

Educational practice is local. However, it is from this local practice that the global field of mathematics education can be created. Local education exists that adopts this field as something global. And from this local educational practice, a new global field is created. It can be said that Japanese mathematics education is aiming to adopt globalized fields. Adopting global standards from overseas would be considered the sign of a developing country in education. There are two things in mathematics education that originated in Japan: Open-Ended Approach and Lesson Study.

Mathematics education will definitely change in the future. There are two reasons for this. One is that as the information society advances, education will also become information-based. The other is the importance of lifelong learning, which is the issue at hand. I will explain "In School and Out School" in relation to this lifelong learning. Currently, lifelong learning takes place within the school education system. I will call this learning In School. The goals of school education will change in the future. That goal is Out School. I will promote Out School as a global academic field from Japan to the world.

This study investigates the evolving landscape of research careers in Japan, particularly focusing on independent researchers who operate outside traditional academic workplaces such as universities and research institutes. While data indicates that a significant percentage of PhD holders are employed in private sectors, opportunities within academia remain limited (MEXT, 2023). The research examines two groups: citizen scientists, who engage in participatory projects often in collaboration with experts, and in-field researchers, who conduct research alongside their primary careers. Both groups face challenges such as funding limitations and access to resources but also offer valuable contributions to scientific inquiry. The findings suggest a need for a supportive environment for researchers to thrive outside conventional settings, emphasizing the importance of diverse perspectives in enhancing scientific research. Future research should explore various factors impacting the experiences of independent researchers.

This paper investigates misconceptions surrounding artificial intelligence (AI) concepts identified during a course titled "Informatics Education in the Age of AI", aimed primarily at first-year university students. The study highlights the importance of accurately understanding AI in today's technology-driven society. Through a series of lectures and hands-on exercises using tools such as Google's "Teachable Machine", students engaged in creating AI models while addressing common misconceptions. Eight categories of misconceptions were identified, ranging from the belief that small datasets can yield high accuracy to underestimating the necessity of data preprocessing and hyperparameter tuning. The findings underscore the need for effective educational strategies to equip students with a solid understanding of AI, thereby preparing them for both academic and professional challenges in a rapidly evolving landscape.

In this article, the author arranged the definition of Technology from the US educational documents that led to the Next Generation Science Standards. Then, in turn, we propose some similar properties shared with technology & art and distinguish the properties. Finally, we put arguments on having “A” in STEM based on past definitions. The shared properties were as container and as integrator. Such properties provided some suggestions for educational practices and related educational research. The suggestions to the present era were that we could look back at art in the ancient era, update the notion of novelty and beauty based on the evolution of art as a social system, and consider the educational values of art integration that provide wide variety contexts and give the understanding of the structures among STEAM disciplines.