１．Contexts of Science Education in
Japan was revised;(1) The New Course of Study of Japan;
Elementary School started from 2011,
Middle School started from 2012, HighSchool started from 2013.
(2) Every 8 to 10 years, we have been revising
our course of study in the recent 4 to 5
decades.
(3) On 2014 we had designed new frameworks
for the next decade. On 2015 special task
force meeting on Science Education has
been conducting at MEXT(Japanese
Ministry of Education).

１．Contexts of Science Education in Japan（１）Basic Characteristics of new Course of
Study;/ Challenging to highly knowledge intensive
society; knowledge creation system in science andtechnology;/ Education for the sustainable society.
/ Formative or Authentic assessment/ Focusing on more inquiry base learning;１．Contexts of Science Education in Japan（２） 2011 science and technology white paper: focus on“Governance”
Accepting the argumentations which are subjective wills
from each stakeholders into the policy formation that wasdeveloping by the communication and discussions among
government careers, scientists & engineers communities,business communities, local communities and nations inJapan.
"Science and technology in the contexts of the society",１．Contexts of Science Education in Japan(3)

3.11 Natural hazards; Higashi Nippon Giga
Earthquake, Huge Tsunami Disaster and the
Fukushima Nuclear Plant Explosion cause thestrong reexamination of frameworks of education.

(4) Innovative Science & Technology oriented
educational challenges supported by JST such as SSH(Super Science High Schools), SPP(Science Partnership
Project), Science Competition among High Schools, socalled Kagakuno Koushien.

１．New Contexts of Education in Japan●

Active learning in all subjects and programs.

●

21st Century Skills or Competencies●

Problem Based Learning and Project Based Learning

2. Methods of Research
Methods of Research will be found in
the paper.
3. Science and Technology Governance

The World Bank has settled new tusk
force on measuring the quality of
governance of a country with 6 rubrics.
(2006, The World Bank)3. Science & Technology GovernanceAccording to the World Bank
Analysis, Japan was counted No.8 outof 21 countries.

As part of the governance of the country,
science & technology governance plays
important roles for the society. On the same
direction science & technology governanceshould be imbedded into the framework ofscience & technology education.

3.1 USA Science Education Movement
From the years 2011 to 2014
“ A Framework for K-12 Science
Education, Practices, Crosscutting
Concepts, and Core Ideas,” published in
October , 2011.

3.2．Outcomes of New Framework of
Science Education in the US after 2011
- defining engineering, technology and appliedscience and settled down into science education.
-"practices was introduced as the terminology forinquiry in science education. Hands-on experiential
activities of science and engineering are included.
- based on the developmental stages of children andprogresstions understanding in learning (learning
progressions) existed in each dimension is very
important. ( I found some criticisms are also comingup)3.2．Outcomes of New Framework of
Science Education in the US after 2011
- Selection of crosscutting concepts was made, andthose important concepts were from the big ideas asshown in the previous national science education
standards(NSES) and AAAS benchmarks coveringscience, engineering, and technology.
- Careful selections of learning core concepts inlearning were made. These are physical science(physics and chemistry), life science, earth and spacescience and engineering, technology and appliedsciences.

Three Dimensions;
1st Dimension; Science & Technology Practices;
1.Asking questions(for science) and defining
problems or issues(for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5.Using mathematics and computational thinking
6.Constucting explanations (for science) anddesigning solutions(for engineering)
7. Engaging in argument from evidence.
8.Obtaining, evaluating, and communicating
information.

2nd Dimension;
1. Patterns.
2. Cause and effect;
3. Scale, proportion, andquantity;
4. Systems and system models.
5. Energy and matter:
6. Structure and function;
7. Stability and change.

3rd Dimension; Four contents in K12 Framework
1. Physics and Chemistry;
2. Biology;
3. Earth & Space Science;
4. Engeering, Technology, andApplied Science.

3.2．New Framework of Science
Education in the US after 2011-all students have some appreciation of thebeauty and wonder of science;-possess sufficient knowledge of scienceand engineering to engage in public
discussions on related issues;- are careful consumers of scientific andtechnological information related to theireveryday lives; are able to continue to learn
about science outside school;

3.2．Table 1.; Definition of Engineering
Technology any modification of the natural world
made to fulfill human needs or desires.
a systematic and often iterative approach
Engineering to designing objects, processes, andsystems to meethuman needs and wants.
Application any use of scientific knowledge for a
specific purpose, whether to do moreof sciencescience; to design a product, process, or
medical treatment; to develop a newtechnology; or to predict the impacts ofhuman actions.

3.3 Next Generation Science Standards
Due to the construction of the frameworkof science education for the next generation,
Next Generation Science Standards weredeveloped. NGSS were developed by the 41
headquarter committee members and thecooperation with the26 States based on the“A Framework for K-12 Science Education”.

3．Governor’s STEM Advisory
Council; State of Iowa
● http://www.iowastem.gov/
Total Budgets； ４.7 billion dollars （State
Funding＋NSF)●STEM Scale Up Programs for 2012-2013
http://www.iowastem.gov/stem-scaleprograms-2012-2013#overlay-context=●STEM Scale Up Programs for 2014-2015
http://iowastem.gov/sites/default/files/evaluation/2
014-15%20Iowa%20STEM%20Evaluation%20Report.pdf

６．STEM Education Center;● http://www.cehd.umn.edu/stem/（from NSF ８ Million Dollars ）● Minnesota STEM Teacher Center
http://www.scimathmn.org/stemtc/）● The Minnesota STEM Network
http://www.scimathmn.org/index.htm

９．Triangle Coalition for Science andTechnology Education● http://www.trianglecoalition.org/
STEM education; Systemic Reform
STEM graduates; target; 1 million people
STEM teachers preparation
STEM in-service teacher preparation
Preparing a 21st Century Workforce
Science, Technology, Engineering, andMathematics (STEM) Education in the 2013
Budget○ http://www.stemedcoalition.org/

Preparing a 21st Century Workforce
Science, Technology, Engineering, andMathematics (STEM) Education in the 2013
BudgetTable. Federal STEM Education Program
Funding by Agency (budget authority inmillions)
FY 2011 FY 2012 FY 2013 Change FY 1213___ ______ ______
Total STEM Education
increasing
2,910 2,877 2,951 74 2.6%

How did you find “Energy” issues or“system” issues, or Mathematics in STEM
education innovation?

How can we find any interesting evidence of/withthe framework of NGSS?
1. Design of J-STEM Projects in the local setting.
2. Proposing to the Action Research Planning to
any sources.
3. Starting from informal science education from
June, 2013.
4 Four Ph.D. candidates collected all of the datafrom teachers and students.
5. Four locations with about 30 students from5th to 9th grades
6. e-learning with moodle for the support ofresearches among students.

25

5. In-service Teacher Training and the Response
Towards STEM Education
On 3rd July, 2014, it was conducted teachers
in-service high school science teachers training
at Mishima-City, Shizuoka Prefecture supported
prefectural Board of Education.
Pre and post questionnaire were conducted at
the starting point and ending point of thespecial lecture on STEM education. 43 highschool teachers responded for thequestionnaire basically. (Appendix 1 in thehanded paper.)5. In-service Teacher Training and the Response
Towards STEM Education
Table 1: Towards to Science (n=40)
fascinating appealing exciting Meana lot

PrePost-Paired Ttest

interesting

4.53

4.68

4.35

4.58

4.75

4.75

4.80

4.55

4.63

4.75

0.014

Table 1 shows that teachers changed their attitudes
towards science and they realized that science was
identified more interested and exciting area of study
when science connects to STEM.

5. In-service Teacher Training and the Response
Towards STEM Education
Table 2: Towards to Mathematics (n=43)
Pre-

Post-

PairedT-testfascinat appeal excit meaning
ing
ing a lot
3.88
3.95

3.86 3.58
3.98 3.84

4.23
4.26

interest
ing

3.86
4.07

0.082

Table 2 shows that teachers changed their attitudes
towards Mathematics and they realized that
Mathematics was identified more interested andexciting area of study when they connected to STEM,
however the means are the lowest than the mean ofSTEM.

5. In-service Teacher Training and the Response
Towards STEM Education
Table 3: Towards to Engineering (n=37)
fascina appeal exciti
ting
ing
ng
Pre-

Post-

PairedT-testPrePostPaired
Ttest

mean intere
a lot sting

4.51

4.49

4.03

4.41

4.35

4.68

4.70

4.41

4.62

4.62

0.0007

Table 3 shows that teachers changed their attitudes
towards Engineering and they realized that Engineering
was identified more interested and exciting area ofstudy when they connected to STEM. Also the means
are similer to the means of Science.

5. In-service Teacher Training and the Response
Towards STEM Education
Table 4: Towards to Technology (n=43)
fascinat appeali exciti mean a interesti
ing
ng
ng
lot
ng

PrePost-4.49

4.63 4.03

4.60

4.57

4.83

4.77 4.46

4.74

4.69

PairedTtest
0.0036
Table 4 shows that teachers changed their attitudes
towards Technology and they realized that Technology
was identified more interested and exciting area ofstudy when they connected to STEM. Also the means
are similer to the means of Science and Engineering.

5. In-service Teacher Training and the Response
Towards STEM Education
Table 5: Towards to STEM Careers (n=43)
PrePostPaired
Ttest

fascinat appeali exciti mean a interesti
ing
ng
ng
lot
ng

4.12
4.21

4.23 4.00
4.28 3.95

4.37
4.42

4.26
4.40

0.52

Table 5 shows that teachers did not change theirattitudes towards STEM Careers and they did not
realized that STEM Careers were not identified moreinterested and exciting area of study when they
connected to STEM. These means the workshop on
STEM does not effect the attitudes on STEM careers.

5. In-service Teacher Training and the Response
Towards STEM Education
Table 6: Towards to STEM Integration (n=43)

pre
post

sim
ple

Fast Easy3.65

3.63 3.88 3.72 3.67

3.93 4.09

3.95

4.02 4.21 4.00 3.56

3.98 3.74

Ap Meapea n a Int
ling lot
ere
st
ing

Ben acti Und Nec Goo
efici ve erst ess daland aryable

fami Stro Ex Mo
liar ngpan reding

4.30

4.47 4.44

4.19 3.84

3.74 4.47

4.33

4.58 4.51 4.51
P.t- 0.03
test

4.35 4.14

4.16 4.44

4.37

Table 6 shows that they identified STEM education wereappealing, meaning a lot, interesting, beneficial, active,
understandable, strong and expanding, however, STEM
education was not active, understandable, strong, simple,
and easy. It is interesting to find that only the attitude
scale of “easy” moved to smaller mean after getting
information on STEM education..

5. In-service Teacher Training and the Response
Towards STEM Education
From the results of STEM PD for high school
science teachers in Shizuoka and the pre-post
questionnaire, we could find the following
results.
• Teachers can identify the importance of STEM
education area, however, they may notrealize the importance of integrative lessons
in science education, also, they may notunderstand the importance of STEM careers
yet.

34

ISMTEC 2014, 7-9 November,35

6. Shizuoka STEM Lessons at Attached JuniorHigh School at Shizuoka University
The 158 9th grade school students (four classes),
divided into 10 groups in each class. The
lessons involved making a DC motor that was
faster, more stable, more efficient, and cheaper.
In this activity, students had to think about
using a budget to buy the parts of the DC motorand conduct several trials (like team ofscientists and engineers). The problem of thelesson sequence was related to real world
activities, where motors have many functions in
vehicles and machines.

6. Shizuoka STEM Lessons at Attached JuniorHigh School at Shizuoka University
First, students had to measure the current andvoltage of each battery (alkaline and Ni-MH
batteries) and the different diameters of cupper
wire (0.32 mm, 0.4 mm, and 0.5 mm). It was
expected that students would understand thereason for carrying out these measurements
after comparing the differences of each motor.
During this time, students engaged inargumentation according to the data from theirmeasurements.

6. Shizuoka STEM Lessons at Attached JuniorHigh School at Shizuoka University
As a result, they concluded that low resistance would
generate low power. This conclusion differed from thoseof other groups that stated that a thick wire had low
resistance and would generate greater acceleration andspeed. Finally, they checked several articles related tothe design of a DC motor and concluded that according
to electromagnetic principles (application of scientificconcepts), a thick wire, an increased number of windings,
and a strong magnet were needed to design a highperformance motor. However, they did not think about
the heat (engineering).

6. Shizuoka STEM Lessons at Attached JuniorHigh School at Shizuoka University

Most of the Japanese middle school
science are ignoring these activities
because these activities are time
consuming and also most of the scienceteacher believe that integrated learning
such as STEM education may cause to bejust enjoying game and losing the focus ofunderstanding important scientificconcepts.

ISMTEC 2014, 7-9 November,40

6．Summer STEM Camp ..

●Students from three cities; Shizuoka, Yaizu,
and Funieda Cities; about 40 students on 2013.
● Students from four cities; Shizuoka;
Hamamatsu, Fujieda,and Mishima about 25
students on 2014.
● Students who attended were from threecities; Shizuoka, Yaizu, Fujieda; about 25
students on 2015.

• Chair; Yoshisuke Kumano, Ph.D.
• Shizuoka STEM Junior Projent “Shizuoka
STEM Camp”• Date；July 29th – 30th, 2013, July 30th-31th, 2014,

December 23rd – 25th, 2015,• Project Purpose ;We have been having very strong relationship among
Shizuoka Children’s Museum, Shizuoka University,
Shizuoka Board of Education. We have been collecting
STEM learning Materials and designing the two days
program.
Target purpose was to provide students learning of bothscience inquiry and engineering practices and encourage
and guide students to develop group or individual scienceinquiry by themselves, and to use more mathematicalthinking with the help of graduate students and professors
through Moodle system.

6－２．Expecting Outcomes

The quality of each scientific researches
and engineering practices would be
incredibly deepen. Also, students would
be able to attend science and technology
classes with higher interests at schools.
Our team did submit funding planningto the JSF competition so –called “theEducation Project for 2014 Next
Generation Scientists”. We got 50,000
US $ for the STEM Project for 2014activities and 17,500$ for 2015.

６．planning to the JSF competition so –called “the Education
Project for 2014 Next Generation Scientists” STEM Camp

6．STEM Summer, Autumn Camp
Summer Camp：Ikawa, Shizuoka
Autumn STEM Camp：Yaizu,
Shizuoka

Challenging Integrating area of STEM
Meeting with real Scientists or Engineers↓
To be the future scientists or engineers whowill challenge science & technology isuues in
the contexts of society！

Main theme： Ikawa Summer Camp「How cam we conserve the nature towards preservation of the nature by developing
good STEM system. 」
Main Theme: Yaizu Autumn Camp
“Challenging issues which will occur after huge earthquwake and tsunami using STEM
area innovation in your area. “8．Challenges and Future Perspectives●For the country of Japan, we are still within
the great difficulties after 3.11 and nuclear
energy plant accidents and we are planning fornext innovation of education including scienceeducation.
• STEM education can be wonderful model forour nation, Japan. In order to create andinvite good models, we need to develop pilot
researches within the contexts of ourculture.

8．Challenges and Future Perspectives●In order to create and invite the concepts
from engineering education and Mathematics
into science education, how our science lessons
should be changed into what models?
How many evidences can we develop whichempower students to develop better innovationin the area of science & technology(STEM area)
and also empower science & technology
governance in the near future?

8．Challenges and Future Perspectives●At the headquarter committee for thedeveloping next framework of education, major
focus is to develop 21 century skills orcompetencies in all subjects with PBL.
● Not much discussions are coming up in
STEM area, yet, however, all of the people inJapan are getting agree to develop Project &Problem Based Learning or Research Based
Learning.

9. STEM for Mathematics;●MATHBYDESIGN
http://mathbydesign.thinkport.org/stem/default.aspx●Additional STEM Resources; STEM Collaborative.org
http://www.stemcollaborative.org/additionalResources.html●Science, Technology, Engineering and Mathematics
Integrated Projects; STEM Transitions;
http://www.stemtransitions.org/stem.php●Pictures of Mathematics for STEM;

http://www.bing.com/images/search?q=mathematical+stem+pro
jects&qpvt=mathematical+stem+projects&qpvt=mathematical+ste
m+projects&FORM=IGRE●Thank you very much.
ご清聴ありがとうございます。