Fumio Nakaya

In Japan, there are many disasters such as earthquakes and typhoons; thus, the acquisition of knowledge and skills related to disaster preparation by the public is a key issue. In disaster preparation education, learning should be sustained until the disaster situation, not immediately after learning. In this study, we examined the effects of disaster education events on learning disaster preparation knowledge among elementary school children. We conducted two tests—a post-test and a post-post-test—immediately after the disaster education event in 2019 and six months after the event, respectively. These scores were used to measure persistence of learning. We confirmed that the improvement of knowledge and skills related to disaster reduction was sustained even after a certain period had passed since the disaster preparation education.

This research aimed to reveal the consciousness of Japanese secondary science teachers when dealing with content relating to social and ethical issues in science classes. In a survey, we analyzed responses obtained from 266 science teachers at junior high schools and 206 science teachers at high schools in Osaka Prefecture. We found the following three points: 1) Their knowledge, awareness, and experience about “science, technology, and society” in science classes increased with age and teaching experience, 2) However, these trends differed according to subject in high school science teachers. The consciousness of biology teachers tended to be higher than physics and chemistry teachers’, 3) In class, they more often set up opportunities to learn about various people’s values and opinions about ethical issues with science and technology than to ask students to express their opinions. These results showed science teachers’ awareness of handling contents relating to social and ethical issues with science and technology in class. The results also indicated the necessity to develop training programs and teaching materials that deal with the relationship between advanced science technology and society.

In this paper, we propose a teacher training system that incorporates educational digital portfolios using the Social Networking Service (SNS). We considered the situation in which the student teaching period occurs and focused on the educational benefits of using the SNS to communicate remotely. A challenging issue during the teacher training practicum is ensuring efficient communication and consistent evaluation between the university professor, host school mentor and university student. Our proposed system promotes the development of effective teaching and evaluation methods by sharing knowledge and practice records concerning the teaching practicum.

In the late 1990s, the once prolific populations of the coral Acropora intermedia surrounding Okinawa, Japan, dramatically declined because of thermal stress, bleaching caused by heat stress, and consequent mortality. Before the bleaching event, 72 fragments (about 15 cm in length) were collected and transferred to the Okinawa Churami Aquarium. Through growth and repeated fragmentation, these original fragments developed into about 100 colonies that spawned from 1999 to 2009. In this study, we compared gametogenesis, fertilization, survival, and O2 consumption in cultured and wild colonies of A. intermedia and their offspring. Cultured A. intermedia had larger oocytes and higher fertilization and survival rates than samples from wild colonies. O2 consumption of cultured embryos was similar to that of wild embryos. These results suggest that cultured A. intermedia and their offspring are as viable as wild colonies. Aquaria can play a role in the conservation of endangered corals, and their cultured colonies could be used to re-establish devastated species on the Okinawa reefs.