Developments in the Physics Education Research (PER) in the USA are described. PER is a new interdisciplinary field in physics research started in the 1970s, which combines physics with cognitive and educational science. A wide variety of research based curricula have been developed, which are learner-centered and designed to promote active engagement of learners. Some examples of those are described, which include Interactive Lecture Demonstrations (ILDs), Peer-Instruction and Workshop Physics.

It has been emphasized that creativity and innovation are vital to the future of Japan. In this article, creativity and innovation are defined in a concrete way, and based on this definition, how to train graduate students and young researchers who can achieve breakthroughs is discussed.

From the standpoint of the United States of America as a country which experienced drastic changes in science education reform for national prosperity, the historical development up to now was reviewed. The science curriculum reform movement, which started from the second half of the 1950s, is located as first movement in which federal government became involved. Additionally, National Standard Movement, which stated scientific literacy as the goal of science education, expanded at the end of the 1980s. STEM education, which means science, technology, engineering, and mathematics education, is being developed now. In this paper, by interpreting the history of science education in relation to the outcomes and ideology that serves as a background to education reform, there is a discussion as to what scientific literacy should be for the national prosperity of Japan.

Since 1996, I have been involved in the activities of the Science Council of Japan, the Physical Society of Japan and so on, which gave me the opportunity to think about the roles of science and technology in society. Through these experiences and the 3.11 event, I would like to show the importance of collaborative wisdom for a sustainable world.

By the phrase “Fake Science”, we refer to ideas, products, medical practices etc. that pretend to be scientific but actually are only apparently scientific. We encounter a variety of fake sciences in many different situations in our society. Then, what action should and can scientists take on them? In this article, a brief look at the fake science problem in Japan and the activities taken so far by the author for confronting it are described.

The science achievement scores of Japanese junior high and senior high school students is internationally at a high level. However, they do not fully recognize the importance of learning science and the relationship between science learning and social life. Science learning at the senior high school level, especially, is regarded as seat work in which opportunity to engage in inquiry learning is small. Under this circumstance, the proportion of students aspiring to scientific careers is low. Because the population size of youngsters is decreasing in Japan, future human resources in science and technology will also be decrease. In order to stop the“Rika-Banare”(leave science learning), it is necessary to reform science learning for junior high and senior high school students.

The characteristics of natural science and the importance of a science education are discussed, and an approach is introduced that has been practiced at Keio University since 1952 as an example of a natural science education.

The Great East Japan Earthquake and tsunami, and the accompanying Fukushima Daiichi nuclear power plant accident, gave a big shock to society. The effect of extensive radioactive fallout on people is in the realm that is supposed be covered by the discipline of radiation safety and production. Due to their lack of experience, the response from the government, the media and academics to the issue has been one of extreme confusion.

The uneasiness suffered by the disaster residents and general population was large. Here, actual examples of radiation safety applications and education in society are introduced. Additionally, it is shown how“radiation safety”plays the role of emergency risk management in society. I would like to examine the subject of training, education and human resource development as it relates to nuclear, radiation and disaster prevention.

Since the 1990s, Japanese industrial competitiveness, in particular, in the field of electronics, has drastically declined due to the rapid changes in the global economic environment. To find a way out of this critical situation, it is vital for Japan to create innovation in science and technology, primarily in the field of environmental studies and energy and to expand the global presence of the business that are created. This article addresses the severe business conditions under which the Japanese manufacturers are working, and then, proposes how to innovate in science and technology, and how to nurture the global human resources who will be leading the innovation.

In order to reduce aberrations which disturb the imaging of lenses, ray tracing has been used for many years. The progress of recent software for optical design has brought about automatic design. On the other hand, the recent digitalization by image-input equipment also brings about surface aberration revisions using image processing. Imaging for geometric and wave optics will be explained.