IAEA中等教育専門家会議
出席報告
東京大学

飯本武志

IAEA専門家会議に出席
中高生のための原子力科学技術教育で議論

日本、韓国、インド、豪州、米国、英国、イスラエ
ル、フィンランドおよびIAEAの担当者が参加
中高生を対象とした教育プログラムの策定
原子力科学技術分野（ＮＳＴ）に限ることなく、科学技術・工学・数学（ＳＴＥＭ）を網羅
各国から、政府系研究機関や産業界等が主催する教育実践、展示物の事例を紹介
我が国からは簡易放射線測定器「はかる君」と霧箱実験等を組み合わせた出前授業としての教育プログラム等を紹介
今後の具体的な活動方針（2014-2015）①各国で実践されている魅力あるＳＴＥＭ／ＮＳＴ
教育プログラムやツールをさらに持ち寄り、その特徴を整理②太平洋地区のいくつかの国を教育プログラム適用のモデル国として選定し、教育パッケージ事例を試験適用③IAEAとしてのＳＴＥＭ／ＮＳＴ教育パッケージを策定し、各国に提供――を予定

Overview ofthe Japanese Experiencein Educational and Outreach- Mainly Focusing on Radiation Education

Takeshi IIMOTO (PhD)
The University of Tokyo
Supported by JAIF (Japan Atomic Industrial Forum, inc.)BACKGROUND STATUS of Radiation
Education to Young Generation in Japan
School curriculum guidelines, revised in 2008.
A keyword of “radiation”, re-involved at interval of about 40 years
 Fukushima NPP accident (March, 2011) , elevating publicconcerning on radiation and its health effect.
 Big turning point on radiation education

as well as nuclear energy education
Discussion on relation and harmonization among environment protection,
 usage of science and technology, and also safety and security based on the facts and real data withinternational consensus.

Activities of Japanese Governmenton Radiation Education
to Young Generation
 Ministry of Education, Culture, Sports, Scienceand Technology (MEXT) operating effective projects on radiation education foryoung generations
 for elementary school, junior high school or highschool students.
 Three representative examples; [1] publishing sub-textbooks for school educations
 [2] a project of “Hakaru-kun” using handy-typeradiation survey-meters [3] a project of “Technical and economic supports toactivities by high school students to study radiation”.

Japanese Education System

[1] SUB-TEXTBOOKS-Overview

[1] SUB-TEXTBOOKS-Editors
Professors; 8
 5 by gov. recom.
 3 by acad. recom.

Teachers; 5
 2 from elementary 3 from junior high3 academic
societies and NIRS Cooperation
organizations forpicture data MEXT, publishedin Oct. 2011

[1] SUB-TEXTBOOKSCONTENTS for Junior high school,

in 20 pages
 world of radiation (introduction)
 existing of radiation around us what is radiation
 basic knowledge (activity, Bq/Gy/Sv, half-life)
 survey meters and radiation detectors
 human effect by radiation exposure effective use of radiation
 radiation protection and management

http://www.mext.go.jp/b_menu/shuppan/sonota/attach/1313004.htm

[1] SUB-TEXTBOOKSCONTENTS for teachers
http://www.mext.go.jp/b_menu/shuppan/sonota/attach/1313004.htm

[2] HAKARU-KUN PROJECT- Target and history  “The Hakaru-kun project”
 long history, started in 1989.

 MEXT of Japan developing several handy-type survey-meters,
 mainly focusing on estimating rough ambient doseequivalent.
 Survey-meters are called as “Hakaru-kun”,
 which is a nickname of the instruments, and developed for the purpose of radiation education.

[2] HAKARU-KUN PROJECT- Hakaru-kun Committee Strategy of the project leaded by a committee under the discussion with MEXT.

The committee for the project consists of a several members selectedfrom experts on radiation measurements or environmental radiation,
 and from teachers of elementary schools, junior high schools andhigh schools.


They discuss mainly specification and design for next generation of Hakaru-kun,
 preparation of instruction manual, preparation of worksheet examples on Hakaru-kun experiments,
 how effectively to use Hakaru-kun in schools, how effectively to lend Hakaru-kun to schools, or how to spread use of Hakaru-kun to schools, and etc.

[2] HAKARU-KUN PROJECT- Sample Kits for Hakaru-kun Usage A few kits supporting to the usageof Hakaru-kun, developed.
 First example;
a radioactive sample kit
 to be surveyed by Hakaru-kun tounderstand radiation emitting fromsome materials surrounding us andto recognize a range of dose level.
 The kit consists of 1) paint for the bottom of a ship containing natural radioactive thorium, 2) mineral encrustations left by hot springs containing naturalradioactive radium and thorium, 3) granite rock containing natural radioactive potassium, 4) potassium-enriched salt, and 5) lantern mantle containing radioactive thorium.

[2] HAKARU-KUN PROJECT- Experiment Kits to test radiation Second example; an experiment kit to test radiation features.
 The kit consists of 1) the above radioactive sample kit, 2) four Hakaru-kuns, 3) three vacant bottles to test some additional

materials such as soil or natural rock, etc.,
 4) several radiation shielding boards
which are acrylic resin, aluminum, stainless steel and lead, 5) setting boards for experimental items.
Students can survey various samples
 as well as environmental radiation

and recognize relationship between distance and radiationdose
 shielding feature of various materials focusing on difference ofmaterial and its thickness

[3] SUPPORT PROJECTTO ACTIVITIES BY HIGH SCHOOLSTUDENTS TO STUDY RADIATION- Target and history  Subject research by high school students

consists of
 “an exchange meeting”, (Jul. or Aug.) “independence research in each school”, and “a final presentation meeting of the results”. (Dec.)

 Outline of the support project, introduced.
 This became a very reputable project for seven years.
 However, regrettably this support project to high school
students was broken off in the business year of 2012
because of the big change of the political situation andjudgment influenced by the nuclear accident in Fukushima.

[3] SUPPORT PROJECT TO ACTIVITIES BY HIGHSCHOOL STUDENTS TO STUDY RADIATION- Exchange meeting Exchange meeting (Tokyo), held in July or August every year.

So-called “a kick-off meeting”
 for high school students registering this project to start their own research on radiation in their schools.

Three or four representative students
 selected from each high school in addition to their teacher
 were invitedThe exchange meeting for 2 or 3 days consisted of (1) visiting radiation research institutes, universities or facilities,
 (2) lectures by experts from various fields,
 (3) investigation activity and discussion on a theme concerning

radiation, and (4) presentation from each group and total exchanging opinions.

[3] SUPPORT PROJECT TO ACTIVITIES BY HIGHSCHOOL STUDENTS TO STUDY RADIATION- Final presentation meeting held at the end of December every year
 eight high schools among 47 were selected (2012) invited to the meeting based on strict judgment

They exchanged their new knowledgeand opinion in the meeting freely.

The research results
were presented
 not only in this final meeting, but also in high school festivals or local culture meeting, etc.

to appeal their activities.

SCOPE and KEYWORDS Japanese status on nuclear education
 Focusing mainly on radiation education toyoung generation
 Examples of Japanese experiences
 Activities of the government
 Cooperation activities among industries,academia, and government…

JN-HRD.Net
Cooperation Activities
of Various Organizations on Radiation
Education to Young Generation*
 Japan Nuclear HRD Network
 An overall framework for nuclear humanresource development, consisting of nuclear-related organizations
from industries, academia and the governmentof Japan, founded in November, 2010.
 Number of participantorganizations: 71*Based on presentation materials on Oct. 29, 2013
“Current Activities on Nuclear Human Resources
Development in Japan”
Hiroyuki MURAKAMI (JAEA)

Scheme of JN-HRD Net
Government of Japan
Support

JAEA

Nuclear HRD Center

Universities,
Colleges

Cooperate
データベース

Hub/Secretariat

JAIF International
Cooperation Center

Japan Nuclear HRD
NetworkPublicOrganizations,Regional HubInternational
Organizations,ENEN, WNU,
IAEA, etc.

JAIF/R&DOrganizations,AcademicSocieties

Industries

E&T
Students, Young researchers, Foreigners, etc.

Nuclear PowerIntroducingCountries

Roles of Sub-Working Groups
Sub-Working Group (1)：Discussion
on elementary - high school

Sub-Working Group (2)：Discussion
on basic nuclear education ateducation

universities and colleges

To reinforce action toward elementary,junior-high and high school educations toencourage students to proceed to a higher
grade school to study science andengineering including nuclear field

To reinforce the basic education on
nuclear technologies and related subjects
at universities and colleges, and to rebuild
the professional education system on
nuclear energy

Sub-Working Group (3)：Discussion on

support ofnewly NPP introducing countries

To support nuclear HRD in countries thatplan to introduce nuclear energy (NPP) inthe near future
Sub-Working Group (5)：Discussion
on HRD of engineers in practicalstage

To support transfer of nuclear-related
knowledge, skills and experience (know-how)to next generations

Sub-Working Group (4)：Discussion on HRD

for internationally minded engineers

To train young generations to beinternationally minded talented persons

CONCLUSION
Japanese status, focusing on radiation education

 Examples of Japanese experiences
 Activities of the government
 [1] publishing sub-textbooks for school educations
 [2] a project of “Hakaru-kun” using handy-type radiation
survey-meters [3] a project of “Technical and economic supports to activities
by high school students to study radiation”.
 Cooperation activities among industries, academia,and government…
 JN-HRD Net

 Others
 Japanese government activities other than MEXT FNCA activity
 Local government activities … and more