Satoko Ishikawa

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type:Article We developed teaching materials for the history of science to promote the learning of the Nature of Science: NoS in the “Basic Biology" course for second-year high school students, and practiced teaching using this material. We then examined the learning effects in the aspects of NoS:“the tentative nature of scientific knowledge", “the empirical nature of scientific knowledge", “the theory-laden and subjective nature of scientific knowledge", as well as “cumulative and collaborative nature of scientific knowledge". The results are shown in the following three points: 1) teaching with a historical approach using the history of science materials improved the learning effect of NoS, 2) the effectiveness of learning NoS in multiple sessions was demonstrated, and 3) it was suggested that teaching with an explicit and introspective approach using concept mapping was effective in learning NoS.

type:Article In this study, we modeled the learning activities through a qualitative analysis of the class "Problem-based STEAM Education" offered at Osaka Kyoiku University. As a result, it was shown that engineering inquiry as "E" was established in the activities of this class, and scientific inquiry as "S" was included in it. In addition, the existence of "A", which is based on the diffusion of thought or the meaning of the activity, and "T" and "M", which embody the product technically and quantitatively, were also recognized. This indicates that this class can be established as STEAM education. In addition, the results of the analysis in this study show how each element of STEAM education appears and have the potential to serve as a model for interpreting inquiry activities.

type:Article For the 4th year undergraduate students who are planning to obtain a teacher's license for junior high school science, we took up the experiments published in the junior high school science textbook and evaluated the performance of the experimental skills. As a result, in the task "How to use the gas burner", about 20% of the subjects were able to use the gas burner properly, and the remaining 80% of the subjects were found to have some errors or inappropriate points in the operation of the gas burner. In the task "Measurement of circuit current", about 10% of the subjects had perfect circuit current measurement performance, and three-quarters of the subjects had some inaccuracies or inadequacies in the performance of circuit current measurements. In the task "Operation of neutralization reaction between sodium hydroxide aqueous solution and hydrochloric acid", no subject was able to perform the operation correctly and perfectly, and about 70% of the subjects were evaluated with appropriate performance in about half of the seven evaluation criteria.

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type:Article 本研究の目的は,1950年代後半から2010年代後半の間に発行された2,000冊以上の子ども向け絵本を分析し,絵本に描かれた登場人物のキャリアとくに科学技術分野のキャリアとジェンダーの関係を明らかにすることである。女性登場人物の職業の多くが管理・サービス・事務系であり,保安・農林水産・運輸系も一定の割合で描かれており,科学技術系と文芸・スポーツ・メディア系は少数であった。科学技術分野以外の職業では登場人物の男女割合のアンバランスが解消される傾向が見られ,男女雇用機会均等法成立前後で統計的に有意に均等に近づいていたが,科学技術分野の職業ではそのような変化は見られなかった。 The purpose of this study is to reveal the relationships between gender issues and the professional careers of characters appearing in picture books, particularly those in the fields of science and technology, by analyzing more than 2,000 picture books for children which were published during the period from the latter half of 1950's to the latter half of 2010's. While many of female characters appearing on these picture books work in an administrative, service or white-collar section, a certain ratio of them were illustrated as a worker engaging in the security industry; the agriculture, forestry and fisheries industry; or the transportation industry, and few of them take on a position in the science and technology industry or the literary arts, sports and media industries. Shifts were observed over years in terms of the male-to-female ratio of those characters working in an industry other than the fields of science and technology. Specifically, these ratios were approaching statistically significant values considered to be equal in the said industries before and after the establishment of Act on Securing, Etc. of Equal Opportunity and Treatment between Men and Women in Employment. And any change as such was not found for the positions in the fields of science and technology.

type:Article In order to evaluate how Education for Sustainable Development (ESD) in elementary school is positioned as “Curriculum open to society" and whether it is practiced by curriculum management, we have developed a rubric and evaluated ESD practice of UNESCO school. As the result, it has been revealed that; 1) most of ESD educational goals have been set based on recognition of reality of children and educational resources in the region, 2) it is required to improve and further revise the system of evaluation for C (Check) and A (Action) even though PDCA cycle of ESD curriculum has been working to some extent, and that 3) many schools have introduced contemporary social education contents to work on achieving sustainable society based on their own characteristics.

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type:Article 特別支援学校中等部の生徒を対象に,認知カウンセリングの手法を活用して力学概念についての理科指導をおこなった。力学概念についての一般的な誤概念を類型化し,誤概念の変容に向けた指導方法をまとめた指導カードを作成し,アセスメント結果をもとにして認知カウンセリングをおこなった。一部の学習者は,体験から得られた概念との類似点を比喩的に説明することで概念変容につながるとともに,認知カウンセリングによって自分の理解度や既有概念の変容についてメタ認知を行うことができた。 For students of schools for special needs education, science instruction on the mechanics concepts was performed utilizing the cognitive counseling method. Common mechanics misconceptions were categorized and the guidance cards that summarized guidance methods for changes of misconceptions were created, and the cognitive counseling based on the assessment results was conducted. In the case of some learners, by metaphorically explaining similarities with concepts obtained based on experience, in addition to leading to conceptual changes, it was possible to conduct meta-cognition concerning understanding and changes of existing concepts through cognitive counseling.

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type:Article The performance of undergraduate students who specialize in primary school science was assessed on how well they can perform observations and experiments in "how to make an electromagnet", "how to make a dilute hydrochloric acid", "how to use a stereoscopic microscope", and "how to use a planisphere" in primary school science textbooks. Assessment criteria and three-step rubrics were set in order to assess the performance of subjects. Less than 30% of subjects met the assessment criteria A in all of 4 performance tasks. Less than 10% of subjects met the assessment criteria A and around 50% of them met the assessment criteria C in the performance task, "how to make an electromagnet". Major causes are that they made circuits without peeling off enameled foils on both ends of the enameled wire or winded the enameled wire around a dry-cell battery. The causes for that around 50% of subjects met the criteria B are that they winded the enameled wire directly around the iron nail or did not set a switch on the circuit, which is a lack of attention to safety. A little less than 30% of subjects met the assessment criteria A and around 40% of subjects met the assessment criteria C in the performance task, "how to make a dilute hydrochloric acid". Major causes are that they disposed of waste liquid by discharging the hydrochloric acid into sewers and did not use tools like a measuring cylinder. Around 40% of subjects who met the assessment B lacked attention to safety like adding water to the hydrochloric acid to dilute it. A little less than 20% of subjects met the assessment criteria A and around 80% of subjects met the assessment criteria C in the performance task, "how to use a stereoscopic microscope". A major cause is that they did not use the tools adequately like they were not able to focus the microscope on an object or they did not use a tangent screw or a diopter adjusting ring. Around 10% of subjects met the assessment criteria A and around 90% of subjects met the assessment criteria C in the performance task, "how to use a planisphere". Major causes are that they were not able to use the planisphere over their heads or were not able to use a compass. No subject was able to meet 3 or 4 assessment criteria A through the 4 performance criteria, and a little more than 40% of subjects were not able to gain assessments which meet the assessment criteria A in all of 4 performance tasks.

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type:Article 日本とシンガポールの中学校理科教科書を比較し,理科の学習内容と日常生活や社会との関連についての記述の相違を明らかにした。その結果次のことが明らかになった。日本の教科書はシンガポールの教科書に比べて,科学技術の活用,科学の原理・法則の理解に関する記述量の教科書全体の記述量に対する比率が有意に高かった。また逆にその比率が有意に低かったのは,科学の原理・法則の活用,社会・倫理的問題,科学的技能の活用についての内容であった。人間と環境との関係,生態系の理解,科学的知識の発展への貢献についての記述量の比率には,日本の教科書とシンガポールの教科書の間に有意差はなかった。 This research aims to compare 15 science textbooks published by five Japanese publishers for the first to third year middle school classes to those published by two Singapore publishers for the first and second year middle school classes. It intends to clarify any difference in descriptions about the relationship between teaching contents and daily life or social activity. An analysis of the results indicates as follows: 1)The Japanese textbooks allocate a significantly larger percentage of space statistically than their counterpart to the contents that describe application of science and technology, and appreciation of scientific doctrine and law. 2)On the other hand, they use a significantly smaller percentage of space for the contents describing application of scientific doctrine and law, social and ethical issues, and application of scientific skills. 3)There is no significant difference between the Japanese and Singapore textbooks as to the percentage of space assigned to describe the relationship between man and the environment, appreciation of the ecology, and contribution to the development of scientific knowledge.

type:Article 本研究の目的は市民環境保全団体の活動に新たにPDCAサイクルを導入することが,その主体の環境保全活動と組織の成長にどのように影響するのかを分析することである。研究対象の市民団体に2012年6月～翌年4月に参与観察をおこない,各団体の会議や総会の議事録,資料等を分析するとともに,この期間中に振り返りの場を会議等で設けることによる成長を検討した。そして,振り返りが主体組織の成長へ影響を及ぼすことが推察されたので,KH Coderを用いた計量テキスト分析をおこなった。その結果,振り返りによって抽出された課題の改善策について議論や決定がおこなわれており,振り返りの導入が一部の課題に対してP→D→C→Aによる解決を可能にしていた。 The objective of this study was to assess the effects of newly introducing the plan-do-check-act (PDCA) cycle for activities led by citizens' environmental conservation groups on core environmental conservation activities and the growth of the organizations. The study focused on citizens' groups, with participant observation of the groups conducted from June 2012 until April 2013. In addition to analyzing the meetings, minutes of general meetings, and materials etc. of each organization, we examined the growth of the organizations throughout this period, as a result of creating an opportunity to reflect on past activities through meetings etc. Moreover, it was surmised that reflection would affect the growth of the main organizations and therefore, quantitative content analysis was performed utilizing KH Coder. The results indicated that discussion and decision-making were occurring regarding reform measures for issues that had been identified through the reflection process. Introducing an opportunity to reflect on past activities facilitated the solution of some issues with the P→D→C→A cycle.

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type:Article アメリカザリガニがカワバタモロコ個体群に及ぼす影響について,小規模なビオトープで調査した。どのビオトープでもカワバタモロコの繁殖行動が見られた。アメリカザリガニがいないビオトープでは新規加入の稚魚が多数採集されたが,アメリカザリガニがいるビオトープでは稚魚はほとんど見つからなかった。これはアメリカザリガニがカワバタモロコの卵や稚魚を捕食したためと考えられた。また,カワバタモロコとアメリカザリガニの捕獲数には負の相関が見られ,カワバタモロコがアメリカザリガニのいる場所を避けている可能性が示唆された。 Influences of the alien crayfish (Procambarus clarkii) on the population of the golden venus chub (Hemigrammocypris neglectus) were studied in the small ponds. The recruitment of the chub was good in the ponds without the crayfish, while poor or none in the ponds with the crayfish. It may be due to the predation by the crayfish on the eggs and juveniles of the chub. The number of the chub caught by the traps was negatively related to the number of the crayfish caught, which suggests that the chub avoids the place where the crayfish is present.

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type:Article 学校における環境教育を推進する手法として,自治体が環境施策に位置づけて学校版環境マネジメントシステムを構築,導入する取組みがある。本稿は,国内の30の自治体における学校版EMSを評価した。その結果,自治体の多くが学校版EMSの推進組織作りと役割分担を重視し,審査対象を含む審査と認定体制を充実させていることを確認した。 As environmental education is not currently positioned in school curriculum in Japan, activities of environmental education are given to discretion of schools, thus planned and continuos activities for it are not guaranteed. Lately, some local governments in Japan place it as measure to structure and introduce school version environment management system (school version EMS) as method to promote environmental education and environmental preservation activities in school. Therefore, this paper evaluates the school version EMS. The school version EMS of many local governments is based on PDCA cycle to create promoting organization in each implementing school and to clarify responsibility of activities and role sharing. Also, some local government system enriches judgment and certification structure and ensures high freedom and discretion of schools at the same time. Additionally, school version EMS copying with environmental education with collaboration of PTA and NPO in the region is found in some local governments.

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type:Article 本研究は,平成20年の学習指導要領改訂前後において,小学校理科における粒子概念についての単元を扱った学習指導案本時を比較するとともに,小学校段階における粒子概念と粒子モデルについての指導の理論と学習指導案の対応について調査した。 その結果,粒子についての記述を含んだ本時の展開案は学習指導要領改訂前よりも改訂後に増加したことがわかった。また粒子概念についての単元を扱った 164件の学習指導案の本時の展開案のうち,小学校段階において粒子についての素朴な理解は必要だが粒子モデルの理解は必ずしも必要ではないという片平 (2010)の主張に合致していたものは150件(91%),その一方で,粒子の基本的な概念の理解が必要という佐藤・小川(2009)の主張に合致していたものは19件(12%)であった。 Concentrating on before and after the revision of the curriculum guidelines in 2008, this study has 1) compared the curriculum guidelines' planned coursework that includes the unit on the particle concept for elementary science, and 2) researched the teaching theory and the treatment of the teaching plan on the elementary level particle concept and particle model. As a result, the study has found that developmental proposals for the coursework including a description on the particle have increased after the revision of the curriculum guidelines than before the revision. Within the 164 developmental proposals for the coursework treating the particle concept, 150 (91%) of them agreed to Katahira (2010).

type:Article 本研究は地域環境保全活動を通して市民は自己の成長をどのように認識しているのかの把握を目的としておこなった。NPOの運営を担う人々を中心にヒアリング調査をおこない,ヒアリング内容をKJ法によって分類した。今回事例として取りあげた大阪府南河内地域でのカワバタモロコの保護活動では,市民が活動に参加するきっかけとして,自然が好き,環境保全の使命感を持っている,人や社会とのつながりを求めていることがわかった。そして,自身の成長の認識は上記のきっかけとの関連性がみられ,それぞれ,自然認識の視野の拡大,環境保全に関する知識や興味関心の高まり,人とのつながりに幸福感を感じていることが確認された。 This study aims for the citizens to clarify and recognize growth of awareness and attitudes by themselves through local environmental conservation activities, especially for the protection activities of Golden venus chub Hemigrammocypris rasborella of Minamikawachi area, Osaka Prefecture. In this study citizens started to observe environmental activities as follows; 1) the love of nature, 2)the sense of commitment to environmental conservation, and 3) the need to connect with people in the community and society. These indicators were relevant to the citizens' self-recognition of growing awareness. Citizens recognized that the expansion of their views and attitudes toward nature, increased their knowledge and interests related to environmental protection. More over, they felt happy by connecting with peers through their activities.

MEXT has published supplemental readers to help primary, junior high and upper secondary school students learn about radiation in the aftermath of the Fukushima nuclear power plant accident of 2011. The aim of this study was to assess the level and range of previous teaching about radiation in upper secondary school science classes based on the standard use of supplemental readers in order to support the enhancement of related school teaching. The results enabled suitability assessment for a wide range of topics and levels with a focus on the content of lessons. The definitions of radioactivity, radiation, radioactive materials and the influence of radiation were of a standard appropriate for high school-level teaching, while topics such as the observation, measurement and uses of radiation were not taught. Few lessons dealt with gray units, fluorescence and the ionizing effect of radiation, while more dealt with variations in radiation, the presence of natural radiation and radiation transmission and shielding. No teaching covered the characteristics of half-life and the use of radiation in advanced technology and daily life.

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This paper explores C. A. Bowers' main thesis: “environmental education for an ecologically sustainable culture”, and tries to determine how the thesis is important in the theoretical effort to develop Education for Sustainability (EfS). The critical analysis centers on Bowers' three major propositions: (1) the radical criticism addressed to modern Western orthodoxies in terms of their compatibility with ecological sustainability; (2) the “reactionary” position against the unchallenged belief supporting the idea of “progress” with a particular emphasis on technological innovation; and (3) Bowers' peculiar “holism”, which largely denies individualism and liberalism. These three propositions clearly separate Bowers' position from the mainstream ideas of environmental education. Bowers' argument, though with quite a few important flaws, serves as a good reference in trying to work out alternative approaches to environmental education helping us to reach a sustainable society.