Taketoshi Uzawa

type:Article 大阪教育大学・教職実践演習ミニ講座「理科の実験・観察における安全」における,コロナ禍対応のために考案・実践された理科実験安全教育上の工夫について報告する。このミニ講座は,理科の実験・観察を安全に行うために必要な知識と,それを支える理論的根拠や経験知を伝えるための授業(全5回)で構成されている。2020年度,新型コロナウィルス感染症対策のため,本稿で報告する授業はオンデマンド形式で実施された。本稿では,対面授業におけるディスカッション等に対する代替手段として,受講前後に作製された理科実験安全に関するコンセプトマップを比較することにより受講者の実験安全意識の変化を追跡する手法を提案する。 This paper reports an ingenuity in safety management capability in science experiments under COVID-19. In the present study, a change of safety consciousness in science experiments is clarified through a comparison between two concept maps constructed before and after a practice to find indications of danger in a science laboratory that appear in a video in which an experiment on neutralization of acids and bases is conducted in a first grade high school chemistry class. The practice is assigned to prospective teachers (fourth grade students in Osaka Kyoiku University) in a class of a course held in 2020 to learn how to safely conduct scientific experiments and observations. Comparing the two concept maps of each participant gives a helpful alternative to directly checking comprehension levels of the participants.

type:Article 大阪教育大学・教職実践演習ミニ講座「理科の実験・観察における安全」(2019年度)の受講者の「理科実験における危険予測力」のルーブリック評価について報告する。このミニ講座は,理科の実験・観察を安全に行うために必要な知識と,それを支える理論的根拠や経験知を学ぶための授業(全5回)で構成されている。本稿で報告する授業実践では,酸・塩基の中和実験(高校化学基礎)を撮影・編集した動画の中に現れる危険な行為や兆候を受講者に発見させる。そして,そのような危険な行為・兆候を受講者がどの程度発見できたかを,ルーブリック評価表を用いて数値化することにより,各受講者の理科実験における危険予測力を定量評価する。 This paper reports an evaluation of safety management capability in science experiments. In the present study, safety management capability in science experiments is evaluated through a rubric score of a practice to find indications of danger in a science laboratory that appear in a video in which an experiment on neutralization of acids and bases is conducted in a first grade high school chemistry class. The practice is assigned to prospective teachers (fourth grade students in Osaka Kyoiku University) in a class of a course held in 2019 to learn how to safely conduct scientific experiments and observations. A rubric score of the practice can be a measure of safety management capability in science experiments.

In 2008 edition of the government curriculum guide for science class in junior high school, the study unit “Science, Technology and Humans” newly included the properties and use of ionizing radiation. Until 2008, former edition of the guide had not included these items, and new teaching programs for ionizing radiation had been needed. Then several teaching programs were developed for this purpose. One of them was a model experiment to observe the sterilization effect of ionizing radiation using ampicillin resistant Escherichia coli, ampicillin containing agar plates and ultraviolet light instead of ionizing radiation. The combination of ampicillin resistant E. coli and ampicillin containing plates were used to reduce the risk from contamination of airborne bacteria. The bacterial strain used was E. coli DH5alpha/pUC19 which was genetically modified organism (GMO). GMO is regulated by the Cartagena Act, which seemed to restrict the number of schools could perform the teaching program. To remove the restriction, we measured actual risk from contamination and found the risk was not high. Then E. coli was plated without addition of ampicillin under non-sterile condition and the percentage of the bacterial contamination was also found to be low. Finally viability of E. coli was measured after ultraviolet light irradiation without aseptic manipulation and the viability was not affected by the contamination.

type:Article 大阪教育大学・教職実践演習ミニ講座「理科の実験・観察における安全」(2018年度)より,ICT教材を活用した授業実践について報告する。この講座では,理科の実験・観察を安全に行うために必要な知識を習得し,それを支える理論的根拠や経験知についてもディスカッションを通して深く理解することを目的としている。本稿にて報告する授業実践では,酸・塩基の中和実験(高校化学基礎)を撮影・編集した動画をICT教材として用い,実験時に事故を誘発し得る危険な兆候を察知する練習を行った。そして,そのような危険な兆候として,実験中の生徒の立ち位置・姿勢が悪いこと,実験卓上の整理整頓の不徹底等を見出した。 A course to learn how to safely conduct scientific experiments and observations is offered for prospective teachers (fourth grade students in Osaka Kyoiku University). This paper reports a practice in a class consisting of the course held in 2018. A video material is edited as an ICT teaching material, in which an experiment on neutralization of acids and bases is conducted in a first grade high school chemistry class. The practice in this report is aided by the ICT teaching material. The prospective teachers in the class are trained to find indications of danger in the laboratory through the video material.

Carnivorous plants exploit animals as a nutritional source and have inspired long-standing questions about the origin and evolution of carnivory-related traits. To investigate the molecular bases of carnivory, we sequenced the genome of the heterophyllous pitcher plant Cephalotus follicularis, in which we succeeded in regulating the developmental switch between carnivorous and non-carnivorous leaves. Transcriptome comparison of the two leaf types and gene repertoire analysis identified genetic changes associated with prey attraction, capture, digestion and nutrient absorption. Analysis of digestive fluid proteins from C. follicularis and three other carnivorous plants with independent carnivorous origins revealed repeated co-options of stress-responsive protein lineages coupled with convergent amino acid substitutions to acquire digestive physiology. These results imply constraints on the available routes to evolve plant carnivory.