Development of a Continuous Educational Program Framework
to Foster Science Literacy-for development of the programs focusing on each generation <Summary of the final report>

April 2010

The Advisory Council on Fostering Science Literacy
National Museum of Nature and Science, Tokyo

I. Concept of a continuous educational program framework
to foster science literacy at science museums
1. Necessity of fostering science literacy
・ Science literacy is a cluster of comprehensive abili ties in science thatpeople possess appropriate knowledge and ways of thinking regarding

science and technology, deal with changes in natural world and humansociety, and make reasonable decisions and take actions.
・ Science education have emphasized economi c values such as thepromotion of industry by raising capable workers and vocational abilities,

and cultural values f or hobbies and ref inement; with little eff ort made to
develop the ability to participate in socially important matters in aself -restrained manner.
・ Science literacy is vital f or people to properly respond to the problems
concerning science and technology they face in social life.
・ Fostering science literacy wil l material ize a society in which people can livein prosperity, in terms of the conn ection between individuals and society
and globally.
・ Lif elong f ostering of science literacy should be conducted by diverse bodies
including lif elong learning, organizations such as science museums, avariety of media, businesses, non -prof it organizations, local communities
and households, although schools are still required to play a basic role of it.
・ For effective development of the matters outlined above, new methods andideas such as programs f or each generation of people are required.

An example of educational program (1

The story of vegetables, see P.8)

2. Future social roles of science museums for fostering science literacy
・ The society in which we are living has been changing, and the positioning of
science in society is also about to change. Assum ing these changes, thef uture social roles of science museums in science literacy cultivation
should be considered.
・ Science museums are required to play the social roles of contributing tof ostering science literacy and raising the degree of maturity of sc ience
culture in order to build a society in which people can enjoy happinessthroughout their lif etimes. Theref ore, science museums should makeconstructive eff orts to solve problems related to education, studies, living,
the environment, industry, the ec onomy and so on.
・ Science museums should act interactively by encouraging people toparticipate in society as wel l as parti c ipating in society by museums
themselves, in ways such as issuing a message to people and society.
・ It is important f or science museum s to show new values and ideas as well
as research results based on historical systems ref erring to the latest
f indings and trends of science and technology.
・ Science museums should play the role of organizations that assist lifelong
learning, which f acilit ate self -realization of people, by systematicallyproviding diverse programs that suit the diff erent generations of people andthe context of individual's life.
・ Science museums are required to play a role of assisting as liaison between
diverse bodies that foster science literacy such as public halls, NPOs,
schools, households and local communities by integrating what is learned
at workplaces, schools, households, etc., on the stage called thecommunity f rom the viewpoint of the enhancement of communication
between adults and children in the community.

Figure 1. Roles of science museums in collaboration with various bodies
23. Features of a continuous educational program framework to foster science
literacy at science museums

A c ont inuo us educat iona l pro gra m framework to foster sc ience literacy a tscience mu seu ms
・ In this report, “A continuous educational program f ramework to foster
science literacy” compose a continuous learning system to f oster science
literacy sought in each generation/lif e stage that f ocuses on issues innatural world and the human society.
・ This f ramework is a continuous learning system not only develop andimprove the knowledge and attitudes of each generation and life stage of
people concerning science and technology, but also make in dividual people
f eel their growth and make society support such growth throughcommunications between science museums and society.
Respond ing to d iverse sc ience fields
・ Science museums are required to think extensively about science f ields,
which are diversif ying, and the relationships between science and otherstudies, etc., in order to respond to the diversif ying needs of people andproblems related to their lives, the economy and society.
・ This f ramework should be considered the relationships between a br oad
range of f ields and actual lif e.
Suit ing each generation and life stage of peop le・ If diverse bodies in society collaborate based on this f ramework, it will bepossible to provide the programs that are required f or various scenarios inlif e and programs that provide opportunities f or people to learn in various
stages of lif e, including school students.
・ To provide learning opportunities suitable f or each lif e stage, subdivision
into f ive groups could be considered; for example, “preschooler ～ lowe r
elementa ry school”, “higher elementary s chool ～junior high school”, “highschool～higher education”, the “families/prime”, “ middle ～old ages”.
Ne w fra mework of learn ing
・ The problem solving is vital f or science literacy cultivation programs
because the f ields and meth ods of science education have changed as newf ields in science and technology have emerged and they are expanding.
・ In the f uture, in addition to current activities, to f oster science literacy,
science museums are expected to play the role of creative place s byproviding opportunities to think about unknown solutions and actions totake in order to solve the problems that people are f acing, attachingimportance to problem solving -type learning.
3

Cult ivat in g comprehen sive vie ws and ideas
・ Science literacy is a c luster of comprehensive abilities that people possess
appropriate knowledge and ways of thinking regarding science andtechnology. This f ramework is developed aiming to cultivate suchcomprehensive abilities of individuals.
・ Four goals f or this f ramework p rovided by science museums have been set:
“Awe and appreciation toward nature”, “Knowledge and understanding”,“Attitude” and “Communication”.
Table 1. Goals of a continuous educational program framework to foster science
literacy
Cultivation of sensitivity

Attainment of knowledge
and understanding ofconcepts
Fostering of the habit tothink scientificallyDevelopment of the ability
to properly respond tocircumstances in society

Raise interest in science and natural phenomena with programs forexperiences to foster sensitivity and willingness.
Become able to deal with science and natural phenomena with curiosity
and interest through hands-on activities.
Become able to Understand the characteristics of science andtechnology to make sense of familiar natural phenomena and thefunctions of technology.
Have and analyze questions concerning phenomena, and perform
investigations to answer questions or find the answers fromwide-ranging information and ideas.
Become able to identify and analyze questions in phenomena and toinvestigate the solution by applying diverse knowledge and ideas by self.
Properly explain what has been learned to people. Make decisions
based on circumstances in society, applying scientific knowledge andattitude and considering the advantages and risks. Participate in building
a society whose people can live in prosperity by spreading wisdom insociety, such as handing down one’s own knowledge and ability tofollowing generations.
Become able to express appropriately what has been learned to theother people and make decisions applying scientific knowledge andattitudes in the social context and considering benefits and risks.
Participate in developing a sustainable society by returning the wisdom
to society conveying knowledge and skills to the next generation.

・ This f ramework provided by science museums are systemized as shown in
Table 2, taking into consideration learning opportunities to suit eachgeneration and lif e stage of people and the comprehensive views and ideas
required by science literacy, as stated above.

4

5

II. Practice of a continuous educational program framework
to foster science literacy
1. Concept of the development of a continuous educational progra mframework to foster scie nce literac y
・ The National Museum of Nature and Science developed new educational
programs mainly focusing on the f ive generations def ined in this report inaccordance with this f ramework.
・ The Advisory Council set the major theme of “living and ourselves” andsub-themes under the major the me, which include water, f ood, and energy,
considering the problems we are f acing (water, f ood, energy, the earth andthe humanosphere), which have been pointed out as problems related toliving in the wisdom of science technology project, and concepts (en ergy,
particles, lif e, the earth) stated in the revised curriculum guidelines.
・ Although a wide range of goals were set for the development of educational
programs, considering the diverse experiences, etc., of people, the major
goals are those emphasized in this f ramework, f rom the aspect of lif elong
learning. That was given as f ollows.
Life Stage

Goals ofcontinuous
educational program
framework to foster
science literacy

Preschooler ～Higher Elementary

Lower Elementary

School ～ Junior

SchoolHigh School

High school / Higher
Education

Families/Prime

Middle and old ages

Awe andappreciation

Knowledge andunderstanding

Attitudes

Communication

Figure 2. Major targets of scientific literacy cultivation programs for each generation ofpeople (the shaded ovals are the main target areas for each generation of people)

・ Learning programs were developed f rom broad aspects by regarding6

themes as symbols of f ields: “water = natural environment”, “energy =artif icial environment” and “f ood = life of individual and culture”.
・ Familiar subjects are used in the educational programs as the f irst
approach of learning which motivates people in order to make museums
more accessible. Additionally, the educational goals are set clearly which
are emphasized on the each program for the smooth transition f rom the f irst
approach to the next step of fostering science literacy.

An example of educational program (An example of educational program (Smart life cafe, see P.8)

Creating an exhibition at NMNS "Water", see P.8)

7

8

III. Future prospects of a continuous educational program
framework to foster science literacy
1. Preparation of a grand design
・ Carrying the f ramework into action, transmitting decisions down thehierarchy is required through government policy and f or implementation of
the policy, etc. Grand design is vital to provide programs with close
collaboration with school education, social education, home education andcommunities.

2. Growing human resources and provision of programs
・ Growing human resources is necessary to carry the f ramework into action.
People who can manage programs, devise and develop curricula and teachchildren and adults in learning programs are required.

3. Collaboration
Collaboration with various bodies to establish and share this framework
・ It is vital to build a network of science museums centered on the JapaneseCouncil of Science Museums f or science museums to share a philosophy.
Especially, The National Museum of Nature and Science has to p lay the roleof taking the lead in establishing and sharing this f ramework.
・ Establishing and sharing this f ramework could be promoted through theapproach toward the policy relating to the national education of science andtechnology collaborating with ins titutions such as the Council for Scienceand Technology Policy as well as schools and the media: newspapers, TV,
the internet, associated scientif ic societies such as the Science Council ofJapan, industrial associations such as manuf acturers’ association s, etc.
Sharing information using information communications technologies (ICT)・ The use of inf ormation communications technologies (ICT) would be
effective because there are no space restrictions. It is v ital to publish a mai lmagazine to provide a continu ous f low of inf ormation to curators andteachers. Interest in this inf ormation will rise because people will receive
usef ul inf ormation in the magazine, after which it will be effective to set up
a website to provide information and a social network to exc hange opinions.
Establishing and sharing this framework for individuals
・ This f ramework should be established for individuals, and shared withindividuals, by accumulating scientif ic experience at various occasions inlif e with means such as issuing science literacy passports (tentative name)in order to share the results of learning perf ormed by various generations ofpeople in a way that suits their own problem consciousness.
94. Evaluation
・ It is vi tal to assess whether or not this f ramework contribute to thedevelopment of science literacy. Assessment of the eff ectiveness of Thisf ramework should be made both at the time of the provision of the programs,
and throughout the provision of the programs by conducting longitudinalsurveys in some representative regions by means such as receiving
f eedback f rom people concerning the results of the dissemination of Thisf ramework.

An example of educational program (Riddle playing cards, see P.8)

An example of educational program (Fantastic rice plants, see P.8)

10

Afterword ~Promotion of lifelong learning~・ Although museums are operating in harsh circumstances, science museums
are expected to contribute to the materialization of a knowledge -basedsociety whose people can live in prosperity with a mature science culture bydevising a continuous educational program f ramework to foster science
literacy making the most of the proposals in this report and in accordancewith the circumstances of the relevant region and each museum.
・ W ith the establishment, sharing and p rovision of this f ramework in
communities and at museums, the academic ability and the willingness ofstudents and adults to learn science are expected to rise, and theinternational standards of lif elong learning can be maintained or evenraised.
・ International recognition, expertise and the signif icance of science
museums in our country can be raised by enhancing the special f unctions oflocal science museums such as collection conservation; research activities;
and exhibition and education required f or f o stering of science literacy.
・ By doing the matters stated above, people will participate in solving
problems related to the natural environment and social lif e, which meansthat people can actively benef it the community and local society using what
they have learned; consequently, lif elong learning can be promoted.
・ Various bodies are expected to promote school education and lif elong
learning referring to this f ramework to suit each generation and lif e stage of

people mentioned in this report.

An example of educational program ( Energy Labo, see P.8)
11

<Contact Information>
National Museum of Nature and Science, Tokyo
Museum Programs and Communications Department
Education Division
7−20 Ueno-park, Taito-ku, Tokyo 110-8718, JAPAN12

Development of a Continuous Educational Program Framework to Foster Science Literacy-for development of the programs focusing on each generation<Summary of the final report> The Advisory Council on Fostering Science Literacy / National Museum of Nature and Science, Tokyo

Fostering public science literacy is vital to build a society in which people can live in prosperity.
Science literacy is a cluster of comprehensive abilities in science that people possess appropriate
knowledge and ways of thinking regarding science and technology, deal with changes in natural worldand human society, and make reasonable decisions and take actions.

I. Concept of a continuous educational program framework to foster science literacy at science museums
1. Necessity of fostering science literacy
Science literacy is vital for people to properly respond to the problems concerningscience and technology they face in social life.
Fostering science literacy will materialize a society in which people can live inprosperity, in terms of the connection between individuals and society and globally.
Lifelong fostering of science literacy should be conducted by diverse bodies
including lifelong learning, organizations such as science museums, a variety of
media, businesses, non-profit organizations, local communities and households,

2. Future social roles of science museums forfostering science literacy
Assuming changes in the positioning of science in society.

Fostering science literacy and raising the degree of maturity of science culture in orderto build a society in which people can enjoy happiness throughout their lifetimes.

Acting interactively by encouraging people to participate in society, in ways such as
issuing a message to people and society.

Showing new values and ideas as well as research results based on historical systems
referring to the latest findings and trends of science and technology.

although schools are still required to play a basic role of it.
For effective development of the matters outlined above, new methods and ideas
such as programs for each generation of people are required.

Playing the role of organizations that assist lifelong learning, which facilitate
self-realization of people, by systematically providing diverse programs thatsuit the different generations of people and the context of individual's life.
Playing a role of assisting as liaison between diverse bodies that foster

3. Features of a continuous educational
program framework at science museums“A continuous educational program framework to foster science literacy” compose acontinuous learning system to foster science literacy sought in each generation/life
stage that focuses on issues in natural world and the human society.

science literacy by integrating what is learned on the stage called the community.

A continuous educational program framework to foster
science literacy at science museums<Four goals and five generations>

Responding to diverse science fields

Think extensively about science fields, which are diversifying, and the relationships
between science and actual life.

Life Stages
Goals of a Continuous
educational program framework
to foster science literacy

Active collaboration between science museums and various bodies.

HigherElementary
School Junior HighSchoolPreschooler- Lower
Elementary
SchoolHigh school

Prime

Education

Feel curiosity and interest as Have an interest and curiosity inFeel wonder of phenomena well as the relationship between science, have a willingness toinvestigate questions, andthrough experiences that science and the daily life through understand the value of science,

Suiting each generation and life stage of people

Provision of opportunities through collaboration between diverse bodies for people tolearn at various stages of life to respond to the various scenarios in life.

Awe and appreciation familiarize with science

understanding

New framework of learning

The problem solving-type of learning is vital because the fields and methods ofscience education have changed.

Attitudes

Cultivating comprehensive views and ideas

Cultivating the comprehensive abilities to attain comprehensive views and ideas
concerning various events in society.

Raise the awareness of value of scienceand the necessity of science literacy
while learning together with children.

Understand familiar natural Acquire scientific knowledge
phenomena and mechanisms of that directly relates to thetechnology through experience daily life through experiences
and realize one's own capability that familiarize with scienceand technology.
of understanding.

activity and get one's own
ideas.

and society by obtaining a lot of information. such as hobbies and culture.

an activity with others.

Lead conclusions concerning
problems in living and society

the natural world and humancomprehensively using what has
on scientific knowledge of uncertain information.
been learned and with scientific ideas.
society and find patterns andLead conclusions
regardless of uncertain
relationships with interested
concerning problems in living andinformation.
society comprehensively using what has Utilize what has been learned tophenomena.
been learned and with scientific ideas. one's hobbies and culture.

Get one's own ideas about and convey it to people in an and skills to the daily life
considering the link withinterested phenomena and understandable way.
become able to engage in

Obtain a lot of information concerningscience and technology, and have a

Deepen and broaden understanding of Continuously deepen and broaden

Express what has been learned Apply acquired knowledge Express what has been learned andCommunication

old ages

Broaden understanding knowledge and the concepts, of science understanding of knowledge and thetechnology that support living and roles of science and technology thatof knowledge and roles andsociety while learning together withsupport living and society by obtainingof science and technology children.
a lot of information.
Continuously deepen and broaden
related to the daily life understandingof knowledge and the roles, Acquire scientific knowledge matchingof science and technology that support living one's own interest and curiosity,and the society.

Lead conclusions based on
Actively investigate interested Have curiosity and interest in Lead conclusions based scientific knowledge regardlessphenomena, engage in an

Middle andcontinuous interest and curiosity.
experiences that familiarize with through experiences that familiarize
Continuously have an interest and curiosity
science and technology.
with science and technology.
in science and technology and a willingness Desire to act to maintain sustainable
Have a willingness to observe Have an interest in people involved to investigate questions.
society.
and investigate questions.
in the fields of science or technology. Desire to act to maintain sustainable society.

and technology.

Knowledge andFamilies

HigherConsider what has beenlearned in relation to one's
career development.

society.

convey it to people considering
the link with society.

Identify problems of the local
community and make decisions tofind the better way to solve them.
Properly and effectively pass the

Identify problems knowledge and the abilities on to the

Apply what has been learned of the local community and find the next generation in accordance withto one's career development. better way to solve them.
the social context.

Particularly important (emphasized goals) for applicable generation and life stage of people.

II. Practice of a continuous educational
program framework to foster science literacy
Riddle playing cards /The story of the NMNS
discoveries

Examples of a continuous
educational program framework
to foster science literacy
responding to social problems
at NMNS

Want to learn about
the features of sea
creatures,while playing.

Main goal of fostering science literacy(viewpoint of the museum)The story of water

Evolution quiz using mobile
game equipment

Become able to scientificallyexplain about familiar natural
phenomena and mechanismsof technology.

The story of vegetables

Let’s make the dino digging strata cake!

Squid body structureChildren volunteers to convey
information about the sea

Creating an exhibition at NMNS
“Water”

Want to learn about the growth
and the best season of vegetables
that are familiar food, to use what
has been learned to deal with foodproblems, such as food safety.

Lecture on the natural history of the Japaneseislands for university students
Useful plants

Delicious drawings for coloring

Food chains under water

Riddle playing cards

The story of the NMNS discoveries
Let’s observe plankton
Let’s investigate acid rain

The story of water
Become able to provide one’s
own scientific knowledge andability in accordance with thesocial context.

Become able to scientificallyexplain about familiar natural
phenomena and mechanismsof technology.

Museum tour for parents and children
Our coast investigation teamLet’s know everything about
the local sea!

Want to think about themechanism to secure large
quantities of water, which
is vital for our living.

Want to learn about volcanos,of which there are many inJapan, and the connection
between volcanoes and thegrowth of vegetables.

Good for people wanting this(viewpoint of leaners)

Creating an exhibition at NMNS
“Water”

Want to learn comprehensively
about water,which is vital for
our living, and convey what has
been learned to other people.
Become able to express
appropriately one’s own
questions and ideas andconvey it to people.

Want to observe familiar
vegetables as plants, andlearn the connection
between our diet andvegetables.

Current programs
Programs developedby the Advisory Council

Become able to scientificallyexplain about familiar natural
phenomena and mechanismsof technology.

Connection between
volcanos and vegetables

Knowledge of tasty
vegetables in the fields

Legends

Connection between
volcanos and vegetables

Knowledge of tasty seafood

Fantastic rice plants

WATER FOOD

Conservationof the water
environment

Knowledge of tasty
Food selfsufficiency rate vegetables in the fields

Examplesof social
Securing
water resource problems

Food safety

Great seeds!

The story of vegetables

Observe birds, compare with birds,
become birds

Characteristics Rainwater penetration
experiment -- whereof solutions
Preschooler
Useful plants
rainwater goesand our living
New energy (nuclear power, ~ Lower
photovoltaic power genera ton,Elementary Higher
elementary
Fantastic rice plantsetc.) , Securing energy
SchoolHow strata were created and fossils
School andClasses to raise rice
Changes of air volume
Junior High
commissioners
school High school /Insect activity
and temperature
Higher education
Understanding electrical
Families /energy with a windmill
The story of the sun
Learn how to make charcoal Prime
Substances change as temperatures change
Middle andold ageLet’s think about energy
Making a robot

ENERGYThe earth, life and water

The earth, life and water
Want to attain knowledgeof natural history by making
observations outdoors, andconvey what is experienced
and knowledge attained toother people.
Become able to express
appropriately one’s own
questions and ideas andconvey it to people.

Smart life cafe

Smart life cafe

~Saving energy helps tosave money and the earth~

Energy Labo

Want to think about energy
problems by learning how tosave money and energy
in daily life.

Let’s talk about the futurewith beer in one hand!
Want to know about the newcircumstances of energy at thesite and convey what can bedone for a sustainable society
to other people.

Become able to makedecisions to solve problems
using scientific knowledge
and attitudes in the personaland social context.

Become able to express
appropriately one’s own
questions and ideas andconvey it to people.

~Saving energy helps tosave money and the earth~Creating an exhibition at NMNS

Become able to collect andchoose various information
to apply to problems.

Want to deepen general
understanding of rice-- the staple
food for Japanese, including culture,
history and industries related torice, and convey what has beenlearned to other people.

Become able to provide one’s
own scientific knowledge
and ability in accordance withthe social context.

Let’s talk about the futurewith beer in one hand!

“Energy”

Grand design
Grand design is vital to provide programs with close collaboration with school education,social education, home education and communities.
Cultivation of human resources
People who can manage programs, devise and develop
curricula and teach children and adults inlearning programs are required.

Associatedscientific societies

Collaboration with various bodies to establish and share“Energy”

Energy Labo

For establishing, sharing and implementing this framework...

Collaboration

Lecture on the history of scienceand technology for university students

Creating an exhibition at NMNS

III. Future prospects of a continuous educational
program framework to foster science literacy

The story of the sun

Want to learn comprehensively
about energy, which is vital for
our living, and convey what has
been learned to other people.

Want to know how the energyof the sun is used in our daily
life.

Become able to express
appropriately one’s own
questions and ideas andconvey it to people.

Become able to able toscientifically explain aboutfamiliar natural phenomena
and mechanisms oftechnology.

The Advisory Council set the major theme of “living and ourselves” and sub-themes
under the major theme, which include water, food, and energy, considering the
problems we are facing (water, food, energy, the earth and the humanosphere).

this framework.
Sharing information using information

Organizations assisting
lifelong learning(Science museums,
public halls, libraries)

Fosteringscience literacy

Manufacturers’ associations
Industrial associations

School education(Boards of education,
education centers)

The media

communications technologies (ICT).
Establishing and sharing this framework for individuals.
Evaluation
Assessment of the effectiveness of this framework should be made.

Contribution to the promotion of lifelong learning by establishing, sharing and implementing a continuous educational program framework to foster science literacy.

A continuous educational program framework to foster science literacy at science museums <Four goals and five generations>

Generation and life stage

Preschooler 〜 Lower Elementary
SchoolHigher Elementary School 〜High School

JuniorHigh school / Higher Education

Families	Middle and old ages

Prime	

School education (basic learning based on curricula corresponding to the development stage, etc.)

Learning environment
Learning at science museums (learning through experience using plenty of objects learning extensive subjects such as environment and medical treatment outside of school, etc.)
Four goals (*1)

Practical aspects of goals (*1)

Degree ofemphasis of
aspect (*2)

Degree of Goal required by this generation and Degree of Goal required by this generation and Degree ofGoal required by this generation and emphasisofemphasis ofemphasis of
aspect (*2)
aspect (*2)
aspect (*2)
life stage
life stage
life stage

・Have an interest and curiosity in familiar eventsand topics related to science.

・Desire to observe and investigate questions.
Awe andappreciation○Feel wonder of phenomena
through experiences that familiarize
with science and technology.

・Have an interest in people involved in the fields ofscience or technology.
・Desire to act to maintain sustainable society.

○Feel curiosity and interest as wellas the relationship between scienceand the daily life throughexperiences that familiarize with
science and technology.
○Have a willingness to observe andinvestigate questions.

○Have an interest and curiosity inscience, have a willingness toinvestigate questions, andunderstand the value of science,
through experiences that familiarize
with science and technology.
○Have an interest in people
involved in the fields of science or
technology.

(*3)	

・Able to scientifically explain about familiar natural
phenomena and mechanisms of technology.
・Understand the nature of science and technology.

Knowledge andunderstanding ・Understand that human life has been changed bytechnology.

○Understand familiar natural
phenomena and mechanisms oftechnology through experience andrealize one's own capability ofunderstanding.

○Acquire scientific knowledge that
directly relates to the daily life
through experiences that familiarize
with science and technology.

○Broaden understanding of
knowledge and roles of science andtechnology related to the daily life
and the society.

○Actively investigate interested
phenomena, engage in an activity
and get one's own ideas.

・Seek answers to questions using scientificmethods.

○Have curiosity and interest in thenatural world and human society
and find patterns and relationships
with interested phenomena.

・Consider various information and ideas before
reaching conclusions.

○Lead conclusions based on
scientific knowledge regardless of
uncertain information.

(*3)	

Communication
Analyze about the application of science and the implementation of technology
and make decisions, taking into consideration advantages and risks for society
and environment from a diverse points of view.

(Prime)○Continuously deepen and broaden
understanding of knowledge and theroles, of science and technology that
support living and society by obtaining
a lot of information.

○Obtain a lot of information
concerning science and technology,
and have a continuous interest andcuriosity.
○Desire to act to maintainsustainable society.

○Continuously deepen and broaden
understanding of knowledge and theroles, of science and technologythat support living and society byobtaining a lot of information.
○Acquire scientific knowledge
matching one's own interest andcuriosity, such as hobbies andculture○Lead conclusions concerning
problems in living and society
comprehensively using what has beenlearned and with scientific ideas.
(Prime)○Lead conclusions concerning
problems in living and society
comprehensively using what has
been learned and with scientificideas.
○Utilize what has been learned to
one's hobbies and culture.

(*3)	
(families)○Express what has been learned andconvey it to people considering the linkwith society.

・express appropriately one's own questions andideas and convey it to people.

Make decisions to solve problems using scientificknowledge and attitudes in the
personal and social context.

(Prime)○Continuously have an interest andcuriosity in science and technology anda willingness to investigate questions.
○Desire to act to maintain sustainable
society.
(Families)○Deepen and broaden understandingof knowledge and the concepts, of
science and technology that support
living and society while learning
together with children.

Goal required by this generation andlife stage(Families)○Lead conclusions based on scientificknowledge regardless of uncertain
information.

・Find problems to investigate in order to solve
issues.

Attitudes(Families)○Raise the awareness of value ofscience and the necessity of science
literacy while learning together withchildren.

Degree ofemphasis of
aspect (*2)(*3)	・Understand that science and technology aremutually reliant.

・Collect and choose various information to apply to
problems.

Goal required by this generationand life stage○Get one's own ideas about
interested phenomena and become
able to engage in an activity withothers.

○Express what has been learned
and convey it to people in anunderstandable way.
○Consider what has been learnedin relation to one's careerdevelopment.

・Provide one's own scientific knowledge and ability
in accordance with the social context.
*1 The table shows four goals of continuous educational program framework to foster science literacy and four practical aspects for each of the targets.
*2 Darker shading indicates greater emphasis of practical aspects as goals for each generation and life stage of people.
*3
The targets written in yellow boxes are particularly important (emphasized goals) for applicable generation and life stage of people.

○Identify problems of the local
community and make decisions to findthe better way to solve them.
○Properly and effectively pass theknowledge and the abilities on to thenext generation in accordance with thesocial context.

○Apply acquired knowledge andskills to the daily life considering thelink with society.
○Apply what has been learned to
one's career development(Prime)○Identify problems of the local
community and find the better way tosolve them.

(*3)	

(*3)