(Information as of March 2016)

I. INTRODUCTION
II. BASIC FACTS.......................................................................................... 5

A. Establishment of the Center ............................................................................ 6
B. Goals and principles ....................................................................................... 7
C. Organizational structure and major activities.................................................. 9
D. Collaborations with other ofﬁces and departments within JAXA .................. 11

III. OBJECTIVES AND STRATEGIES OF CENTER ACTIVITIESA. Support for Formal Education ....................................................................... 14
B. Support for Informal Education ..................................................................... 16
C. Support for Education at Home..................................................................... 17
D. International Activities ................................................................................... 18
E. Dissemination of Information and Publications ............................................ 19

IV. PROGRAM STRUCTURE OF THE MAJOR ACTIVITIES
A. Establishing Strategic Footholds ................................................................. 20
B. Support for Formal Education ....................................................................... 22
C. Support for Informal Education ..................................................................... 23
D. International Activities ................................................................................... 26

V. RECENT ACHIEVEMENTS
A. Support for Formal Education ....................................................................... 30
B. Support for Informal Education ..................................................................... 34
C. Support for Education at Home..................................................................... 35
D. International Activities ................................................................................... 36
E. Dissemination of Information and Publications............................................. 40

VI. STRATEGIC ALLIANCES ANDESTABLISHMENT OF FOOTHOLDS ................................................ 41

VII. CONCLUDING REMARKS.................................................................... 42

TABLE OF CONTENTS

Activities in 2015 – 2016

3

As the Space Education Center,

A growing number of individuals,

formally known as the Space Educa-groups and organizations within andtion Ofﬁce, of Japan Aerospaceoutside Japan are now sharing the

Exploration Agency (JAXA) enters

Center’s goals and principles in

its eleventh year of operation follow-

carrying out space education

ing its establishment in May 2005, it

activities, resulting in the increased

continues to enhance its activities

partnerships and strategic alliances

both in terms of quantity and quality

with various entities to reach out toto ignite children’s curiosity toward

more young people. The timenature, life and the universe and to

between the year 2015 and the year

inspire them to achieve higher goals.

2016 could be marked as the period

Recognizing “space” as the uniqueof strategic expansion of spacesource of interest, imagination andeducation efforts based on theinspiration, the Center has continued

systematic support provided by theto demonstrate the effective use ofCenter to all stakeholders.

space subjects, materials and re-This report reﬂects the major

sources at schools in local commu-

developments in the activities of thenities and at home to stimulate
children’s interest in not only scienceand technology but also various
human conducts and their surrounding environment.

Space Education Center and its
achievements in up to March 2016
and indicates directions to be
pursued in the coming year.

Advanced Land Observing Satellite“DAICHI” (ALOS) captures thewonderment of the Earth from different
vantage points, allowing us to experience
the beauty of our planet.

I. INTRODUCTION

Activities in 2015 – 2016

5

A. Establishment of the Center
The Space Education Center was

The recognition of the fundamental

established on 1 May 2005 by andifference between public outreach

executive decision by the President

and education resulted in theof the Japan Aerospace Exploration

establishment of a separate group

Agency (JAXA). The Center formallydedicated to space education

opened on 19 May 2005 at JAXA

activities. Originally located within

Sagamihara Campus.

the Public Affairs Department, the

JAXA, as well as its predecessors
before its establishment in October
2003,1 had carried out educational
activities as part of the public
relations and outreach activities.
Those activities focused onincreasing public awareness,understanding the work of JAXA andhighlighting societal beneﬁts ofspace activities, with the aim to gain
1 JAXA was established by merging thefollowing three institutions: National Space
Development Agency (NASDA), Institute ofSpace and Astronautical Science (ISAS)
and National Aeronautics Laboratory(NAL).

public support for the activities of
JAXA.

space education group carried out
activities using attractive spacematerials to stimulate young
people’s interest in science andother subjects relevant to their daily
lives and ultimately to have positive
impact on their growing-up process.
This group served as thepredecessor to the Space Education
Center and, to some extent, laid thefoundation for the work of theCenter.

Opening of the Space Education Center:
Prof. Y. Matogawa, the ﬁrst director of theCenter (left), and former president of JAXA
K. Tachikawa (right)

JAXA Sagamihara campus

6

JAXA Space Education Center

II. BASIC FACTS

B. Goals and principles
Space subjects, resources andthe concepts and principles they willmaterials inherently have a unique

eventually learn.

power to attract young people’s
attention, to encourage them to takeon challenges and aims for higher
goals. While the Space Education
Center considers it important to
attract young people to pursue
career options in space-relatedareas, so as to expand the pool of
future space scientists andengineers, the key mission of theCenter is to effectively use spacematerials to have a positive impact
on the minds of young people intheir development process, helping
them to expand their potential and to
become socially responsible
individuals. This is done by carryingout activities to bring out the spirit of

The Center considers it importantthat the young people understandthe thinking process behind what
they acquire as knowledge. Taking
advantage of their simple curiosity
toward nature, life and environmentthat surrounds them, the Center
offers them with opportunities toexperience the joy of discoveringsomething new and previously
unknown to them and solving
mysteries by themselves. In thisprocess, the Center also aims toincrease young people’s
appreciation of science andtechnology and to enhance theircapacity for logical thinking.

another important message always“curiosity,” “craftsmanship” andHaving an adventurous spirit“adventurous spirit” in the young

succeeds the curiosity thesepeople. The development of thesechildren have. The Center allows

three “spirits” is the core philosophy

children to take healthy risks,of the Space Education Center.

experiment and continually makeThe three main principles that theSpace Education Center follows in
its activities are to 1) Enhance theunderstanding of the thinking
process behind knowledge, 2)
Increase the appreciation of scienceand technology and 3) Increase theawareness of the importance of“building a prosperous future”
together.

The spirit to “Never Give Up” isimprovements to ﬁnd the best resultsin their given tasks.

emphasized in the activities of theCenter, as this spirit is consideredessential for anybody who wants toachieve something signiﬁcant in thischallenging world. The history of
space exploration is full of examples
that show how important this is.
The Center provides children with
ample opportunities to develop their
spirit of craftsmanship to accompany
their curiosity and spirit ofadventurism. Many of the materials
and lectures for the children include
hands-on activities where they makecrafts and conduct experiments

Children tend to have a sense ofwhich help engineer their skills

curiosity toward things that are newneeded for various ﬁelds including

and different. The Center aims tospace activities.

utilize that innate passion insidethese children toward the mysteriesof the universe. The interest that is
kindled in the children will precede“Preciousness of life” continues tobe the most important message tobe conveyed to young people
through all activities of the Center.

II. BASIC FACTS

Activities in 2015 – 2016

7

SPACE = Unique source of interest, imagination & inspiration
Engineering skills
needed for space activities

CRAFTSMANSHIPSPACECURIOSITY

ADVENTURE

Toward mysteriesof the universe

Exploring into
nto
tto
o
space

Stimulating children’s curiosity
toward the nature, universe and life
WHILE STRESSING THE PRECIOUSNESS OF LIFESpace
Education

Human
Developmentusing SpaceThe abundance of goods andthat there had been a lengthy chain

number of people with various

services that meet various needs ofof relays of one life to another before

backgrounds can even build global

people in Japan might indicate thea certain life was born and that thesystems that could beneﬁt large

richness of the society. However,lives on the Earth today had come apopulations around the world. The

that may not necessarily be true iflong way from pieces of galaxies

Center aims to increase young

one pays close attention to theand starts, many of the young

people’s appreciation of the powerminds of people, especially thepeople started to think deeply aboutof collective efforts toward common

young ones. An alarming number ofthe origin and evolution of lives andgoals.

young people in Japan have been

gained appreciation of theobserved to have limited motivation

importance of life.

to do anything, to be pessimistic
about their own future and even totreat people’s lives lightly, including
their own lives, which subsequently
gets them involved in serious
crimes. The people involved in theestablishment of the Space
Education Center had become

appreciation of all forms of life on

curiosity, adventurous spirit andEarth by having young people learn

craftsmanship, always aiming for theabout the origin and evolution of thebest at whatever they do.

universe and life and showing how
long we have been searching for
Earth-like planets without success.

young people and wanted to doalso guides young people tosomething about it.

understand how important and how

inspire and motivate young people,
to start gaining self-conﬁdence andaiming for higher goals in their lives.
It was observed that after learning

JAXA Space Education Center

the Center carries out its activities tohelp young people become full of

Through its activities, the Center

found to offer an excellent tool toWith the above goals and principles,

The Center aims to increase their

deeply concerned about thoseSpace subjects and materials were8

Preciousnessof LifeTaking 13.7 billion
years, from pieces ofgalaxies and stars to
the formation of ourlives on the Earthrewarding it is to be part of thesociety to build a better future
together. No individual
can carry out space
activities by themselves,
but together, a large

II. BASIC FACTS

C. Organizational structure and major activities
The Space Education Centerii) Informal education support, toconsists of a group of experts who

assist local communities inadministratively belong to otherorganizing educational events forofﬁces and departments but haveyoung people on non-school days tobeen appointed as technicallearn about space-related subjects

advisers to assist in the planningand to participate in hands-on

and execution of the Center’s

activities;

activities. As of March 2016, theiii) Home education support, toSpace Education Center consists ofassist parents in enhancing

21 staff members, including 6

communication and interaction withregular staff and 15 invited or

their children at home through joint

contracted staff.

hands-on activities using spacerelated materials and resources;

The Center carries out the following
four major activities:iv) International activities, to promotei) Formal education support, toand support space education

assist teachers and schools in

activities outside Japan throughcarrying out classroom activities

collaborations with other countries

using space materials;

and international organizations.

Space Education OfficeFormal Education Support
Support to teachers/schools
in classroom teaching

Assist in developing
teaching plans, teaching& learning materials,
etc. in classrooms

21 staff members
under the Director

Informal Education Support
Support to communities inorganizing events foryoung people

Develop uniqueprograms for various
levels for primary &secondary school
students

Experts

Home Education Support

Japan Aerospace Exploration Agency(JAXA)

Dep’ts &Offices
Field
Centers

Space Education
CenterSupport to parents andorganize events forparticipation by parents andtheir children

Develop educationmaterials for parents
and children to conduct
simple experiments at
home

Collaboration

Other entities

International Activities
Collaboration with entities
outside Japan

Collaborations within theframeworks of ISEB andAPRSAF and with
UNESCO and other UN
entities, ISU, etc.

Space agencies and international organizations with space activities as well as research
institutes within and outside the country to acquire knowledge in various fields

II. BASIC FACTS

Activities in 2015 – 2016

9

Major Activities

Formal education support

Home education support

Informal education support

International activities: Space Education Seminar in Cambodia

10

JAXA Space Education Center

II. BASIC FACTS

D. Collaborations with other ofﬁces and departments within JAXA
Other ofﬁces and departments ofJapan to participate in the annual

in its efforts to better integrate space

JAXA also carry out activities thatSpace Exploration Educators

subjects and materials into thehave educational elements. The

Conference (SEEC), held at Space

existing curricula for formal

Space Education Center

Center Houston, in Houston, Texas

education and to produce education

collaborates with those ofﬁces andof the United States of America. The

materials that better meet the needs

departments.

Conference offers opportunities forof schools and teachers. Signiﬁcantteachers to learn about andprogress has been made in this area

exchange information andparticularly in the past years.

For example, the Center works incooperation with the planning andoutreach group of the Public Affairs
Department. This Department is
responsible for sending JAXA staff
as lecturers to give talks on a rangeof space-related topics on various
occasions upon request.

experiences on using spacematerials to teach across thecurricula, not only for science, butalso for language, arts,
mathematics, history and othersubjects. JAXA has also provided
the Japanese teachers with the

The Space Education Center also

opportunity to perform a lecture at aworks in cooperation with the Space

local school in Houston since

Environment Utilization Center,

SEEC2011.

which carries out education-related
activities in association with Space
Shuttle ﬂights and the use of theInternational Space Station (ISS).
The Space Education Center has
recently announced theopportunities for schools toparticipate in the “Seeds in Space”
project. This project allows theparticipating schools to compare thegrowing process of those seeds thathave been ﬂown on the International

space science and technology, life
science and Earth science, but alsowith others that are engaged infor distribution to the public. The
Space Education Center works incollaboration with the Satellite
Applications and Promotion Centerto carry out educational activities
that use images taken by JAXA
satellites.

or Japanese lotus corniculatus, andengaged in education. Close“Asagao”, or morning glories.

collaborations with teachers andprimary and secondary schools inspace activities by being involved intaken by JAXA-operated satellites

entities outside JAXA that arefor teachers of kindergartens,

entities that have direct links withinformation materials with images

ﬂowering plant named “Miyakogusa”,

continues to provide opportunities

collaborations not only with thosearts and philosophy.

for collaborations with various

JAXA, the Space Education Center

activities. The Center seeks for

Promotion Center produces usefulthe Earth by using seeds of the

Utilization Mission Directory of

to expand space education

studies on humanities, civilization,

The Space Education Center seekswith the Human Space Systems andapproach in pursuing collaborations

The Satellite Applications andSpace Station with normal seeds on

Resulting from the collaborations

The Center takes a comprehensive

schools are considered mostessential. The Center has continued
to explore opportunities forcollaborations with associations ofteachers, boards of education as
well as publishers of textbooks andBasic graph of the “Seeds in Space” projectcompanies of educational materials,

II. BASIC FACTS

Activities in 2015 – 201611

Education support system

CLASSROOMS OF PRIMARY AND SECONDARY SCHOOLS
Boards of
Education

Relevant
educational
entities

EScience museums
ESelf-governing
bodiesProvision of opportunities
for educational activities

Development ofprograms

Provision of opportunities
for educational activities

ARTS ANDPHILOSOPHIESSPACE SCIENCE
Origin of the universe
Galaxy, solar system, stars

Arts and space
Thought and space+ National Institutes of Natural
Sciences (including observatories)+ High Energy Accelerator ResearchEPublishers of
textbooks
ECompanies of
educational
materials

Knowledgesharing

Organization+ National Institute for Materials

SPACE
EDUCATION
CENTER

Knowledgesharing+ National Institute for the Humanities+ National Museum+ National Research Institute forCultural Properties+ National Museum of Art

ScienceSPACE
DEVELOPMENT

Knowledgesharing

Evolution of cosmology
Mythologies, constellations

Humanity and space
Launch vehicles, satellites,
astronauts+ National Institute of Information andCommunications Technology+ National Institute of Advanced
Industrial Science and Technology+ Relevant commercial companies

LIFE SCIENCESpace and life
Mysteries of life

EARTH ANDENVIRONMENT+ National Institute for the Humanities+ National Institute of Natural

Earth environment and ecosystem
Life and images from satellites

Sciences (including observatories)+ National Science Museum+ National Museum+ JT Bio history Research Hall+ RIKEN (Institute of Science andChemistry)+ National Science Museum

SYSTEM OF COLLABORATIONWITH RESEARCH INSTITUTESJAXA Space Education Center

CIVILIZATION
AND RACES

II. BASIC FACTS+ National Institute for Environmental
Studies+ Japan Agency for Marine-Earth
Science and Technology+ New Energy and Industrial
Technology Development
Organization+ National Institute for the Humanities

Astronaut A. Hoshide performs an experiment submitted by a
Pakistani student for the Try Zero G educational experiment

Teaching about the microgravity through drop experiment,
demonstrated by a Japanese teacher at John F. Ward Elementary
School on the occasion of SEECSEEC session with teaching demonstrations by Japanese teachers
supported by the Space Education Center

Supporting senior high school class in learning about the local
environment in collaboration with Satellite Applications and Promotion
CenterII. BASIC FACTS

Activities in 2015 – 201613

A. Support for Formal Education
Space activities encompass the

In light of the recently revised

accumulation of human knowledge

curriculum guidelines issued by theand provide a common thread that

Ministry of Education, Culture,links many different aspects ofSports, Science and Technology

human activities. Many materials(MEXT) in March 2008 for all levels

that resulted from space activities

from kindergarten to senior highcatch the attention of young people

school, the Center has been

and appeal to their curiosity. The

strengthening its efforts to help

challenge is to ﬁnd the best way toteachers to adjust the teaching

make those materials available

contents and focus as well as

under the most conducive learning

methods to follow the revised

environment for young people.

guidelines by using relevant space

Through its formal educationmaterials.

support, the Space Education

With the idea to foster “the strength

Center aims to expand and enhance

to live”, the revised guidelines aim to

the use of attractive space materials

help the students develop

by schools and teachers to assist

independent minds to identify

the students in learning various

issues, analyze, think, judge andsubjects according to the curriculum

take appropriate actions while caring

guidelines. The Center considers it

about and collaborating with others.

essential to work closely with school

In terms of substantive content, theteachers as they are in a better

revised guidelines have expanded

position to understand young

the subjects relating to science andpeople’s needs and feelings throughmathematics. It presents antheir daily interactions.

excellent opportunity to introduce its

There are several strategies pursued
by the Center to achieve that goal.

space education materials for awider use by school teachers for theCenter.

Space food produced by students of Obama Fisheries High School, Obama, Fukui

14

JAXA Space Education Center

III. OBJECTIVES AND STRATEGIES OF CENTER ACTIVITIESThe revised guidelines were

Textbook companies have begun toinstituted to coincide with the

produce new textbooks and theirprinciples of the Center, which has

supplementary learning materials

developed a number of teachingthat follow the revised guidelines.

materials, methods and programs

This presents a good opportunity forthrough its support to teachers andthe Center to introduce spaceschools in the past years particularly

subjects and materials into

for science classes.

classroom teaching in a systematic

While some parts relating tomathematics and science havealready been implemented atschools from April 2009, the revised
curriculum guidelines were
implemented in entirety for theelementary schools from 2011 andfor the junior high schools in 2012.

manner. The Center has been
actively offering its support to
textbook companies and thosecompanies producing
supplementary learning materials touse, for example, images taken by
JAXA satellites and spacecraft orphotographs of space activities of
JAXA.

Supporting the class for environmental education,
Kudan Junior High School, Chiyoda, Tokyo

Supporting the Japanese language class Junior High School
attached to Nagasaki University

Teachers training course

Collaborating with the Faculty of Education, Nagasaki University
to train future teachers

III. OBJECTIVES AND STRATEGIES OF CENTER ACTIVITIES

Activities in 2015 – 201615

B. Support for informal Education
Supporting informal education

beginning of the planning, thecontinues to be another pillar of theCenter has made efforts to increase

activities of the Space Education

the sense of ownership andCenter. Using unique programs andresponsibilities among the local

materials that it has developed, thecommunities organizing thoseCenter supports educational

events.

activities carried out by other entities
rather than schools outside theformal curricula, normally during
non-school days.

interested industries to organize
space education activities. Ways
and means to establish partnerships

support, the Center aims tohave varied depending on the

maximize the synergies of spaceinterest of the industries and theeducation efforts undertaken by

circumstances of the activities

various entities, including local

concerned.

governmental and non-proﬁt entities.
The Center aims to achieve thisobjective while ensuring that its
goals and principles continue to befollowed by those entities involved inspace education activities aroundthe country and building upon what
has been achieved by its “Cosmic
College”.

The Center’s efforts have shiftedfrom the planning, organization andmanagement of events to theenhancement of its support system
for space education instructors andleaders, who play key roles in spaceeducation events organized aroundthe country. In addition to sharing
the priciples of Space Education, theCenter has begun to provide

Based on its belief that thematerial support to those instructors

responsibilities of fostering local

and leaders who are active inchildren lie with the local

carrying out space education

communities, the Center

activities.

encouraged more local communities
to take the lead in organizing spaceeducation events for local children
while the Center itself plays only asupportive and advisory role. This is
to allow for the massive expansionof space education activities toreach out to all parts of Japan
without increasing the level ofresource requirements of the Center.
By ensuring that the local
communities are involved from the

JAXA Space Education Centerto establish partnerships withThrough its informal education

governments and relevant non-

16

The Center has increased its efforts

III. OBJECTIVES AND STRATEGIES OF CENTER ACTIVITIESC. Support for Education at HomeAs natural evolution of its support for

called “schooling”, where theinformal education throughparticipating parents and children

collaborations with local

learn together about various space-communities, the Space Education

related subjects and conduct basic

Center has increased its efforts toexperiments. They are given

bring space home. Its support for

homework assignments to be done

home education is provided mainly

between sessions using the learning

through its collaborations withmaterials distributed during the

Kodomo-Uchu-Mirai Association“schooling.” While similar to the(KU-MA)² in organizing “Space

programme of regular schools, thisSchools for Families”, forprogramme is unique in providing

participation by parents and children

opportunities for the parents andtogether.

their children to share time together

The “Space Schools for Families”
programme consists of several
gatherings throughout the year,

at home to discuss space-related
topics and to conduct experiments
as homework. Through “Space
Schools for Families”, the Center
aims to enhance parent-child2 “Kodomo”, “Uchu”, “Mirai” mean
“Children”, “Space”, “Future” in Japanese
language.

relationships and help create a
conducive learning environment at
home.

III. OBJECTIVES AND STRATEGIES OF CENTER ACTIVITIES

Activities in 2015 – 201617

D. International Activities
The Space Education Centeris pursued mainly through thecontinues to expand collaborations

framework for cooperation provided

with entities of other countries andby the International Space Educationinternational organizations to

Board (ISEB).

promote space education. In thiseffort, the Center uses as much as
possible the existing frameworks forcooperation in space activities andendeavors to create synergies ofefforts made through different
frameworks.
Through its international activities,
the Center places emphasis onenhancing beneﬁts for primary andsecondary school teachers andchildren through space education,
particularly in Asia and the Paciﬁc.
The space education initiatives
taken within the framework of the

Waiting for the countdown – APRSAF-22 Water Rocket Event in Bali, Indonesia, 2015

Asia-Paciﬁc Regional Space Agency
Forum (APRSAF) for primary andsecondary school teachers andstudents, therefore, are given highpriority.
While recognizing beneﬁts ofintroducing programs and materials
developed by other space agencies
with established education programs
for use by Japanese teachers andschools, the Center also makes
efforts to share its space education
principles and approaches as well
Teachers conducting microgravity experiment using drop tower – APRSAF Space Education
Seminar in the Philippines, 2016as materials particularly with
developing countries that are
increasingly interested in andcapable of carrying out space
activities.
Cooperation with space-faring
nations in space education activities

Students ask questions to the Heads ofAgencies – ISEB Student Program, IAC 2015,
Jerusalem, Israel

18

JAXA Space Education Center

III. OBJECTIVES AND STRATEGIES OF CENTER ACTIVITIESAPRSAF Space Education Working Groupannual meeting in Indonesia, 2015

E. Dissemination of Information and Publications
The Space Education Center uses

following objectives: i) to serve as thea conducive environment for school

Internet-based services andfocal point to disseminate informationteachers, leaders and instructors of

publications as its main tools toon space education activities and to

space education activities as well as

disseminate information.

provide a forum for exchanging ideas

any individuals interested in space

and information among educators; ii)

education to communicate andto provide education materials,

interact with each other and to

images and pictures that can be easily

exchange ideas and education

downloaded for use by educators inmaterials; ii) to actively pursue otherclassroom teaching; iii) to makemeans of disseminating information

available in the most efﬁcient manner

rather than on-line services; iii) to use

the teaching and learning materials

movie clips to report on the activities

developed through the Center’s

so as to make the users of the

support to schools as well as reports

website feel as if they were at theon the classroom activities supported

venues of those activities; iv) toby the Center. The website continues

reorganize the Space Information

to be upgraded, and it now contains

Center to make it more user-friendly

movie ﬁles and video clips.

and to make the content easier to

As for the Internet-based services, theCenter shares information on its
activities, including announcements
for upcoming events, campaigns, andreports on past activities anddistributes updated online educationmaterials and programs. Informationand explanatory notes on various
space-related topics are also available
through the Space Information Center,an on-line information service that canbe accessed through the Center’s
website.

understand by the general public.
In the past years, the Center focused

The website of the Center (http://www.

on the following strategies: i) to create

edu.jaxa.jp/en) aims to achieve theWebsite of the Space Education Center: http://edu.jaxa.jp/enIII. OBJECTIVES AND STRATEGIES OF CENTER ACTIVITIES

Activities in 2015 – 201619

A. Establishing Strategic Footholds
As part of the executive directions

education in the local community, a

set by the management of JAXA, thestrategic foothold should endorse

Space Education Center has been

the goals and principles of thetasked since the ﬁscal year 2008 toCenter and should actively pursue

establish strategic footholds in all

the development of space educationnine regional blocs of Japan, i.e.

materials and teaching methods to

Hokkaido, Tohoku, Kanto, Hokuriku

be introduced to schools within theand Shinetsu, Tokai, Kinki, Chugoku,

block under its responsibility. The

Shikoku, Kyushu and Okinawa, byCenter was also tasked to ensure

March 2012. This is to ensure thatthe steady increase in the number of

the kind of classroom support

schools that newly introduce

provided by the Center continues toaerospace subjects into their

be expanded and further enhanced

classroom teaching by using thein an effective manner to beneﬁtmaterials or teaching methods

each of the primary and secondary

developed by the strategic footholdschools without requiring direct andin their bloc.

intense support by the Center itself.
While it does not need to be a

As of March 2016, the Center has
concluded agreements with 34

school, and it could well be aentities to serve as its strategicscience museum or a board offootholds in all nine blocs.

Strategic Footholds (Partnerrship) of the Space Education Center

Hokkaido

Agreement with Shimane University

TohokuHokuriku &Shin-etsu

Kinki
Kanto

Chugoku

Tokai
Shikoku
Signed agreement

Kyushu &Okinawa

20

JAXA Space Education Center

IV. PROGRAM STRUCTURE OF THE MAJOR ACTIVITIESList of strategic footholds (as of March 2016)
Bloc

Area

Date of
Signature

EntityTohokuAkita

Akita University

21-Mar-08

Chugoku

ShimaneShimane University

27-Oct-08

Hokkaido

KushiroNPO Kodomo Yugakukan Shimin Stage*

2-Dec-08

Hokuriku/Shinetsu

Shimosuwa-Town

Shimosuwa-Town - Board of Education

2-Dec-08

Kanto

Sagamihara-City

Sagamihara-City

4-Dec-08

Kanto

Tokyo

Waseda University

29-May-09

TohokuAomori-City

Aomori-City Junior High Schools Working Group on Science

1-Aug-09

Hokuriku/Shinetsu

Komatsu-City

Komatsu-City - Board of Education

1-Dec-09

Kyusyu/Okinawa

Kagoshima-City

Kagoshima-City- Board of Education

10-Jan-10

Kyusyu/Okinawa

Fukuoka

Kyusyu University

8-Mar-10

Kanto

Tokyo

Tokyo-Gakugei University

10-Mar-10

Kanto

Kokubunji-City

Kokubunji-City - Board of Education

1-Apr-10

Tokai

Shizuoka

Shizuoka Science Museum - RU·KU·RU

12-Jun-10

Chugoku

Kurashiki-City

Kurashiki-City- Board of Education

1-Jul-10

Chugoku

Kure-City

Kure-City Yamato Museum

18-Aug-10

Kinki

Wakayama

Wakayama-Prefecture Board of Education

15-Nov-10

Kinki

Osaka

Osaka-Prefectural Education Center

20-Dec-10

Tokai

Ogaki-City

Ogaki-City Board of Education

24-Mar-11

Kanto

Tokyo

Keio University

24-Mar-11

Shikoku

Anan-City

Anan-City Board of Education

25-Jan-12

Kanto

Kanagawa

Japan Agency for Marine-Earth Science and Technology

4-Feb-12

Tokai

Nagoya-City

Nagoya-City Science Museum

18-Jul-12

Tokai

Yokkaichi-City

Yokkaichi-City

24-Oct-12

Kinki

Kobe-City

Kobe-City – Board of Education

10-Mar-13

ChugokuOkayamaOkayama-Prefectural Board of Education

12-Apr-13

Hokuriku/Shinetsu

Kanazawa-City

Kanazawa-City

29-Jun-13

Hokuriku/Shinetsu

Fukui-City

Fukui-City

5-Oct-13

Kyusyu/Okinawa

Kagoshima

Kagoshima-Prefectural Board of Education

14-Nov-13

Kanto

Saitama

Japan Science and Technology Agency

19-Feb-15

Kanto

Hachioji-CityHachioji-City Board of Education

23-Mar-15

TohokuKakuda-City

Kakuda-City

12-Dec-15

Kinki

Kyoto-City

Kyoto-City Board of Education

15-Dec-15

TohokuFukushima

Fukushima-Prefecture Board of Education

25-Mar-16

Kanto

Yokohama-City

Yokohama-City Board of Education

29-Mar-16* Kodomo = Children, Yugakukan = Study House, Shimin = Civic/Citizen

IV. PROGRAM STRUCTURE OF THE MAJOR ACTIVITIES

Activities in 2015 – 201621

B. Support for Formal Education
The support for formal education

promoting collaborations with

with boards of education in the local

provides customized support to therelevant entities in the local

communities to jointly provide

teachers who have contacted thecommunity.

training opportunities for teachers toCenter with a request for support.
After the initial contact, the Center’s
staff hold numerous consultations
with those teachers to articulate theirneeds and interests, identify goals
and develop plans for activities for

Through this entire process of
support (see the chart for “School
Support: Process” below), theCenter ensures that initiatives comefrom the teacher, and not the Center.

learn about space education and toacquire skills to bring space intoclassrooms. This has been done inorder to ensure that the efforts madeby those teachers and schools thathave received support from thetheir classes. Once the plan has

The Center’s support is not limited toCenter to expand space education

been developed with the teacher,science classes. It covers a wide

activities would not be isolated andthe Center identiﬁes appropriate

range of disciplinary ﬁelds taught atthat their efforts would be supported

experts of JAXA from a range ofschool, including social science,by the supervisory bodies

space science and technology ﬁelds

Japanese language and the arts.

overseeing the school management

as well as experienced educators

The Center’s support covers various

and activities.

and pedagogy experts and calls

types of classroom activities

upon them to provide knowledge

depending on the needs of andand expertise to develop teaching

objectives pursued by the teachers.

and learning materials. When the

Such activities cover normal classes

teacher carries out classroom

according to the curricula guidelines,

activities according to the plan, theintegrated learning classes as wellCenter sends its staff andas extracurricular activities. Since

appropriate experts to provide

the expansion of its support toon-site support to the teacher. Upon

include kindergartens from 2007, therequest by the teacher, the Center

Center has been supporting an

assists the teacher in evaluating theincreasing number of kindergartens,

results of the activities. Depending

elementary schools, junior high andon the interest and request by thesenior high schools, as well asteacher or the school, the Center

faculties of education of universities.

also assists in establishingpartnerships with other schools or

Such training opportunities are also
provided to potential candidates forteachers who are studying in thefaculties of education at universities.
The Center pursues collaborations
with faculties of education as it isconsidered more desirable that theschool teachers already know about
the beneﬁts of space education andhave basic skills to conductclassroom activities using spacematerials before they become toobusy to meet regular teachingrequirements and to deal with

The Center has strengthened its

administrative work required at theirefforts to establish collaborations

schools.

SCHOOL SUPPORT: PROCESSTEACHERS IN THE DRIVING SEAT. JAXA to assist the teachers

SCHOOLPRIMARYAND
SECONDARYSCHOOLS

PLANNING
S Subjects
S Time allocation
S Extracurricular activities●Inquiry/Request for support★Help develop class plan
●Request for support for execution of class plan

❶ Help teachers develop plans

IMPLEMENTATIONClass: 1st Half

★Provide experts and education materials;
help develop plans

Mid-term report★Provide support in evaluation

Class: 2nd Half●★Joint evaluation of the program content

PRESENTATIONFINAL PRODUCTS

22

JAXA
Space
Collaborating
Education
Research
Entities
CenterJAXA Space Education Center●★Provide support in program development andevaluation according to the request

IV. PROGRAM STRUCTURE OF THE MAJOR ACTIVITIES❷ Experienced former teachers or
scientists and engineers provide
advice on the plans andimplementation❸ Provide appropriate support, e.g.
sending experts, providing educationmaterials and arranging for JAXA
facility visits, according to requests.

C. Support for Informal Educationi. For young people:
from kindergarten tohigh-school students

COSMIC COLLEGE:KIDS COURSE
The “Kids Course” is for children

Most of the activities for young

younger than the second-year inpeople that the Center supports

elementary school and their parents

continue to be carried out as part ofto participate. The programme uses

“Cosmic College”, which aims toprinciples founded in space as itachieve the following objectives: i) toaims to increase interest of theincrease interest of young people inparticipating children in and theirscience and technology; ii) to help

familiarity of the surrounding nature.

establish voluntary groups of young

Through hands-on activities

people that are fond of science andinvolving observations, experiments

technology; iii) to motivate young

and handicraft work, the programme

people to raise questions, think andis designed to cultivate young

ﬁnd solutions by themselves; iv) tochildren’s scientiﬁc thinking and toencourage collaborations withbuild the basis for logical thinking

others; v) to lead young people toprocess.

appreciate the importance of life.
The Cosmic College offers threecourses, covering from kindergarten

Kids Courses

to high school students. In addition
to the Cosmic College courses, theCenter also supports a few otherrecurrent space education events

COSMIC COLLEGE:FUNDAMENTALCOURSE

and special events for young people.

The “Fundamental Course” is for theschool students between the third-

In supporting the organization ofInformal Education activities, theCenter has continued to work
closely with the Young Astronaut
Club (YAC)-Japan, an incorporated
foundation originally established in
1986, to carry out educational
activities addressing space andscience.

year in elementary school and thethird-year in junior high school. The
programme aims to localize
students’ perspective of space while
enhancing their interest in
surrounding natural objects andphenomena. Through hands-on
activities involving scientiﬁcobservations, experiments andhandicraft work designed for the
study of nature, the programme aims
to enhance students’ scientiﬁc andlogical thinking capabilities.

Fundamental Courses

IV. PROGRAM STRUCTURE OF THE MAJOR ACTIVITIES

Activities in 2015 – 2016

23

SPACE SCHOOL
The “Space School” is primarily forup with answers themselves. The

high school students (a part ofstudents present their ﬁndings fromprogram is for junior high school

the mission on the ﬁnal day. This

students). The program takes place

program’s purpose is to provide anover multiple days and participants

opportunity for the students tostay in JAXA’s ﬁeld centers andexplore their path in life.

research institutes while spending

The Center encourages thethe nights in the dormitories withparticipants to share their

their peers. The participants areexperiences in their local

divided into several groups andcommunities. These impassioned

given a space related mission to

speeches powerfully communicate

discuss within their team. They also

the excitement and wonderment tohave the opportunity to observe ﬁrst

the audience.

hand, the space development teamat the state-of-the-art facilities.
Through hands-on activities
involving scientiﬁc observations,experiments and making prototypes,
the program leads the students topose scientiﬁc questions and comeSpace School

24

JAXA Space Education Center

IV. PROGRAM STRUCTURE OF THE MAJOR ACTIVITIESOTHER RECURRENTACTIVITIESAt Sagamihara Campus, the Space
Education Center organizes a ﬁveday training program for high school
students, during their summer
vacation period, to learn how todesign scientiﬁc missions throughteamwork and to experience themission evaluation, requiring them topresent their missions and respondto questions from the audience,
including leading space scientists
and engineers of JAXA. This
program is known as “Space
Mission High School”, or “Kimission”,
which is a combination of “Kimi”,
meaning “you” in Japanese, and“mission”.

ii. For educators andinstructors of spaceeducation
The Center has been offering Space
Education Leaders Seminars for
instructors of space education
activities. The support system for
the Space Education Leaders (SEL)
who have participated the Seminars
has also been enhanced to facilitate

Group discussions and presentations during “Kimission”

communication among them and toprovide material support for theirspace education activities.

SPACE EDUCATIONLEADERS SUPPORT SYSTEM
As part of its support to the SpaceSPACE EDUCATIONLEADERS SEMINAR

Education Leaders(SEL), the SpaceThe Space Education Leaders (SEL)system for its education materials

Seminar is for any individualand equipment for use during theirinterested in carrying out space

space education activities. After theeducation activities with or withoutcompletion of the activities, theexperience in informal education

users are requested to provide

activities. The program aims to

feedback to the space educationtransfer to the participants basic

center on the ﬁnancial support orinformation and the principles ofrented materials and equipment they

Space Education.

utilized.

Education Center has a rental

Space Education Leaders Seminar

IV. PROGRAM STRUCTURE OF THE MAJOR ACTIVITIES

Activities in 2015 – 201625

D. International Activities
i. Focusing on children in
Asia: Asia-Paciﬁc Regional
Space Agency ForumSPACE EDUCATION WORKINGGROUPThe Space Education Center has

public awareness of the societal

supported educational activities of

beneﬁts and importance of space

Asia-Paciﬁc Regional Space Agency

activities.

Forum (APRSAF) since 2005 andIn addition to organizing space

has served as the Secretariat ofeducation events for primary and

APRSAF Space Education andsecondary school teachers andAwareness Working Group since

students, the Working Group has

2006. The working group has since

strengthened efforts toward: i)been renamed to the Space

making more teaching and learning

Education Working Group as of Julymaterials available in local

2014. Members from 15 countries

languages; ii) aligning its spaceand 2 international organizations

3

education efforts with global

attended the Working Group eventseducational initiatives taken by theand meetings in 2014. The Working

entities of the United Nations system

Group has become increasingly

and other international

active in the past few years with theorganizations; and iii) contributing to

aim of: i) effectively using spaceenhancing inter-regional cooperationmaterials to enhance education forby making it possible for countries ofyoung people; ii) providing

other regions to beneﬁt from its

education and training opportunities

space education initiatives.

for young people in space scienceand technology; iii) contributing toenhancing mutual understanding
among countries in the region
through exchange opportunities foryoung people; and iv) increasing

3 Australia, Bangladesh, Indonesia, Japan,
Malaysia, Mongolia, Nepal, New Zealand,
Pakistan, Philippines, Republic of Korea,
Romania, Singapore, Thailand, Vietnam,
Space Generation Advisory Council(SGAC), and Asia-Paciﬁc Space Cooperation Organization (APSCO)Space Education Working Group members attending the APRSAF-22, held in Indonesia, Bali, December 2015

26

JAXA Space Education Center

IV. PROGRAM STRUCTURE OF THE MAJOR ACTIVITIESWATER ROCKET EVENT
Starting from 2005, the Working
Group has organized the Water
Rocket Event each year,
immediately following the APRSAF
session. This annual regional Eventhas provided opportunities for young
people between 12 and 16 years old
not only to learn about basics ofrocket science and space activities
in general, but also to learn aboutother countries and their cultures, tobuild lasting friendships beyond
national borders based on thecommon interest in space.

Students making water rockets – APRSAF-22 Water Rocket
Event, held in Bali, Indonesia, 2015

Cultural exchange is also an important aspect – APRSAF-22
Water Rocket Event

Launch of water rockets – APRSAF-22 Water Rocket Event

Teacher Program provides the opportunity to share the efforts
towards space education with the colleagues from across the
Asia Paciﬁc Region – APRSAF-22 Water Rocket Event

IV. PROGRAM STRUCTURE OF THE MAJOR ACTIVITIES

Activities in 2015 – 201627

POSTER CONTEST
The Working Group has organized a
Poster Contest under a selected
theme each year since 2006 during
the APRSAF session, for children

CAREERS IN SPACE

between 8 and 11 years of age.
From among those posters
submitted by the participating
countries, the participants of the
APRSAF session vote to select thebest poster, for APRSAF Best Poster
Award, and the second and third
best posters for APRSAF Special
Poster Awards. A special award isgiven to posters selected by theagencies that serve as the Co-

Calendar for 2016, with posters submitted to APRSAF-22 Poster Contest

Chairs at the APRSAF sessions.

SPACE EDUCATION SEMINARSThe Working Group convened spaceeducation forums and seminars in
Vietnam and Indonesia in 2006, Sri
Lanka in 2009, Bangladesh in 2011,
Nepal in 2012, Cambodia in 2013,
New Zealand in 2014 andPhilippines in 2015 as a response to
the need for providing opportunities
for students and teachers of primaryand secondary schools particularly
in developing countries. The aim isto enhance their understanding ofspace science and technology andtheir applications and to participate
in hands-on space education
activities.

28

JAXA Space Education Center

Teachers conducting vacuum experiments at the Space Education Seminar in the Philippines,
2016

IV. PROGRAM STRUCTURE OF THE MAJOR ACTIVITIES

ii. Collaboration withadvanced space-faring
nations: International
Space Education Boardofﬁcer each from the ISEB member

The Space Education Center

education programs.

agencies. The membership is open
to any public organization carryingout space activities and pursuing

represents JAXA in the International
Space Education Board (ISEB) anda) Activities

collaborates with other ISEB

Since 2011, the following projects

members to promote space

were carried out within the

education. Established in Octoberframework of ISEB: i) international

2005 by the Canadian Space

student programs at the International

Agency (CSA), the European Space

Astronautical Congresses (IAC’s); ii)

Agency (ESA), the National

international participation in NASA

Aeronautics and Space

Academy; iii) CanSat activities. The

Administration of the United States

use of the International Space(NASA) and JAXA as its Founding

Station for educational purposes is

Members, ISEB now includes

also recognized as an importantCentre National d’Etudes Spatiales

initiative that needs to be(CNES), the French space agency,

undertaken.

Establishing ISEB in October 2005

International Student Zone, IAC2015,
Jerusalem, Israel

as Member from October 2006, theVictorian Space Science Education

The Space Education Center

Centre (VSSEC) of Australia ascontinued to support the activities of

Associate Member from October

ISEB by participating in the2010, Korea Aerospace Researchorganization of IAC Student

Institute (KARI) as Member from

Programs, and sending JapaneseJune 2012, the South African

students for those Programs andNational Space Agency (SANSA) as

supporting the participation ofMember from October 2012 andJapanese graduate students in

Agencia Espacial Mexicana (AEM)

NASA Academies, held at Goddard

from September 2013. The

Space Flight Center in summer

objectives of ISEB are: i) to increase

2008, 2010 and 2011, and Ames

science, technology, engineering

Research in summer 2009, 2012and mathematics literacy

and 2013.

achievement in connection withspace; and ii) to support the future

The term of the chairmanship is one

workforce needs of space programs.

year, and it rotates among the

While ISEB meets once a year withFounding members shown below.

the participation of heads of

ISEB Chairmanship

JAXA students’ presentation at International
Student Zone, IAC2015

ISEB students conducting outreach activities
for local students (Miura-Ori) at International
Student Zone, IAC2015

education of its member agencies

Agencyduring the annual IAC, the activities

ESA

of ISEB are being carried out andNASA*

2006 - 2007, 2010 - 2011, 2013 - 2014, 2015 - 2016

coordinated by its Representative

CSA

2007 - 2008, 2011 - 2012

Working Group, consisting of one

JAXA

2008 - 2009, 2012 - 2013

Chairmanship Years
2005 - 2006, 2009 - 2010, 2014 - 2015

*Currently serving as ISEB Chair

IV. PROGRAM STRUCTURE OF THE MAJOR ACTIVITIES

Activities in 2015 – 201629

A. Support for Formal Education
independently. Throughi. Introducing spaceeducation at schools
across the country

administered transfers from one
school to another, some of thoseteachers who had been supported

Providing customized support toby the Center in the past haveteachers and schools consumes alarge amount of staff time and effort.

continued their classroom activities
with the use of space materials at

A classroom activity plan normallyconsists of more than one class, andthe period required to implement theplan could last for one full academic
year, requiring at least several visits

their new schools on their own.
Thus, more schools than the above
statistics indicate have started or are
carrying out classroom activities
using space materials.

by the Center’s staff and experts.
The Center has, nonetheless,

Another major development is

continued this labor-intensive

increased opportunities for teachers

approach to support school

to train in space education througheducation with a team of ﬁve staff

collaboration with, for example,

members.

boards of education or faculties of
education. The Center commenced

It should be noted that in previous

its support for faculties of education

years, some schools that havewith the organization of a spacereceived support from the Center
have continued classroom activities

education training session in 2007.

with the use of space materials

Numbers of schools supported by the Center and the students who have beneﬁted from the program
FY 2005

FY 2012FY 2013

FY 2014

FY 2015

Schools

Students

Schools

Students

Schools

Students

Schools

Students

Schools

Students

Kindergarten

0

2

10

338

3

146

5

264

3

207

Elementary Schools

1

14

58

6,970

95

12,947

69

7,180

74

6,669

Junior High Schools

5

14

26

3,870

36

6,287

25

4,663

24

5,714

High Schools

14

20

18

1,385

28

3,185

18

1,273

17

1,450

TOTAL

20

50

112

12,563

162

22,565

117

13,380118

14,040

NOTE: The Japanese ﬁscal year is from April 1 to March 31.

Number of teacher training sessions and participants
FY 2005
Sessions

30

FY 2012FY 2013

FY 2014

FY 2015

Students/
Students/
Students/
Students/
Students/
Sessions
Sessions
Sessions
Sessions
Teachers
Teachers
Teachers
Teachers
Teachers

For candidates forteachers

Nil

3

2

260

3

239

1

200

4

350

For teachers

1

39

31

1,126

29

1,897

28

1,020

35

1,929

TOTAL

1

42

33

1,386

32

2,136

29

1,220

39

2,279

JAXA Space Education Center

V. RECENT ACHIEVEMENTS

ii. Comparing space foodwith everyday food:
Making big discoveries indaily life in Uda city’s
Murou-Higashi Elementary
Schoolsharing their opinions with their

In December 2015, the students ofshowed the students the packages

Uda city’s Murou-Higashi

of both curries, so that they could

Elementary School in Nararead the ingredients. They inspected

Prefecture, which is the one of thethe packages closely, and reported

oldest cities in Japan, received atheir analyses to the teachers.

lesson in dietary education“Space Curry includes red wine andregarding space food. In space,sautéed onions.” “Normal currymany changes happen to the humanincludes high-fructose corn syrup,

body. For example, astronauts may

but space curry doesn’t.” The

be at risk of brittle bone disease,teachers were very surprised bywhich is caused by a drain of

their keen analyses.

group members. “Space curry is
spicier than the usual one!” “There
are lots of mushrooms in spacecurry,” and “I prefer the usual curryto space curry.” Finally, the facilitator

calcium from the body and thedecline of muscle strength in

The facilitator asked, “Has anybody

microgravity conditions. It is difﬁcult

ever eaten curry so seriously

for astronauts to stay healthy while

before?” Usually, we care about thethey are in space. Through learning

taste of food, but we do not careabout the environmental differences

about its ingredients and the effects

between Earth and space, theof the ingredients on the humaneffects of being in space on thebody.

human body, and the lifestyle of

One of the purposes of this lesson

astronauts living at the International

was for the students to understandSpace Station (ISS), which orbitsthat daily life also contains big

the earth 400km above its surface,discoveries. Big discoveries are not

the students were able tolimited to food; for example, ﬂowers

acknowledge how importantalong a path or the lights in a room

exercise and food are for humanthat we can turn on and off, also

health.

offer many mysteries andAs an activity, the students

discoveries when carefullycompared normal curry with “spaceconsidered.

curry,” which is eaten at the ISS. At

Throughout the activity, the students

the beginning of the activity, theof Murou-Higashi Elementary

students ate both curries slowly and

School seemed to be interested in

carefully using their ﬁve senses.

enjoying the new discoveries.

Students compared normal curry with“space curry,” which is eaten at the ISS

Everyone’s face was very serious
when they were eating. After, they
continued eating the curries while

V. RECENT ACHIEVEMENTS

Activities in 2015 – 201631

iii. Grade six students become
the teachers: Shimosuwa
town’s Shimosuwa-Kita
Elementary School

used at the school sports festivals; a

In March 2016, the grade sixSome groups made a cross-section

students of Shimosuwa town’s

model of the sun after researching

Shimosuwa-Kita Elementary School

the structure of the sun. A grade six

in Nagano Prefecture taught a

student, playing the role of a

45-minute lesson to the grade four

teacher, explained “The temperature

students on space science as theof the sun’s surface reaches about

conclusion of their six years of

6,000 degrees Celsius, and thescience classes. First, the grade six

temperature of the center of it

students separated the grade four

reaches about 15,000 degrees

students into groups. The topic of

Celsius.” Although it was snowing

the lesson was the moon, the sunand very cold outside, the classroom

and the planets. The grade six

was ﬁlled with an air of excitement.

students had already learned about

The grade six students did a

the topic of the moon and the sun infantastic job teaching the younger

science class. The lesson wasstudents and it is obvious that they

separated into several interesting

will be very successful in junior highactivities such as: focusing on theschool as well.

marble; a basketball; and abaseball). The grade four students
seemed to really enjoy the activities.

phases of the moon using
newspaper balls covered in yellow
and black tape, and a comparison of
the sizes of the planets using ballsof different sizes (an “Odama,”
which is a large rubber ball often

Lesson of the phases of the moon

32

JAXA Space Education Center

Lesson of the comparison of the sizes of the planets

V. RECENT ACHIEVEMENTS

Cross-section model of the sun

iv. Creating an ideal society:
Shimane prefecture’s
Matsue-Higashi HighSchooltheir own urine after ﬁltering it. With

treatment, and concluded with steps

the essence of space viewpoint,that they could take in their own lives

students could broaden their ideas

for better health.

for each topic.

In their groups, the students“What is the ideal society?” ThereIn 2015, the students selected a

researched their own themes andare an inﬁnite number of answers tovariety of topics (the environment,

searched for solutions in the aim of

this question. The grade one

love, work, health, poverty, foodcreating the ideal society. We are

students of Shimane Prefecture’s

shortages, etc.). One of the groups

certain that the students succeeded

Matsue-Higashi High School

focused on the fact that there arein exploring broad themes andexplored the theme of the ideal

many students who cannot go toexperienced authentic learning

society in groups during term one. In

school around the world, so they

regardless of whether clear answers

the spring, each group decided on

decided on the theme of “Making aor solutions were found.

their own subject and proceeded tomobile school.” They wrote down themake a poster, researching global

advantages and disadvantages of aproblems and methodologies formobile school and engaged increating the ideal society, engaging

discussion. Finally, they reached ain discussion throughout thesolution. Another group advocatedprocess. The completed posters

that if more people around the world

were presented to the class andfell in love, the world would be morethen displayed in the school. For

peaceful, and described the best

helping them proceed their subjects,

means of connecting people by age

JAXA Space Education Center gave

group in their presentation. Anothera lecture about water recyclinggroup selected diseases as theirsystem in the International Space

theme and researched its causes.

Station in the middle term. One

They suggested daily habits that can

example of the water recycling

prevent diseases, and presented

system is that the astronauts drink

medicines in development for its

Students presenting their own ideal society

V. RECENT ACHIEVEMENTS

Activities in 2015 – 201633

B. Support for Informal Education
Reﬂecting the success of the

managing its numerous learning andCenter’s strategy to transfer theteaching materials, packaging some

central responsibilities as thematerials for ready-use andorganizers to the local communities,

immediate rental for selected

the number of space education

activities and monitoring theevents organized around the country

frequency of use. The packaged

has remained stable despite thematerials include those activities toreduction of ﬁnancial and manualmake and launch water rockets,

resources.

syringe rockets, umbrella-bagrockets and hot-air balloons,

As the number of space education

conducting micro-gravity

events continues to increase, theexperiments and experiments withdemand for use of the teachingatmospheric pressure andmaterials developed by the Center
also increased. In the past year, theCenter reorganized its system ofcomparing models of the Moon andthe Earth, to name a few examples.

Number of events and participants of Cosmic College courses
FY 2012FY 2013

FY 2014

EventsParticipants

EventsParticipants

EventsParticipants

EventsParticipants

Kids Course

80

5,594

107

7,767

86

5,342

137

6,525

Fundamental
Course166

12,956

153

11,396

194

13,256

191

11,659Space Camp

7

203

8

144

7

104

12

222

253

18,653268

19,307287

18,702340

18,406TOTAL

NOTE: Japanese Fiscal year starts from April 1 to the following March 31

Space Education Leader Seminar Participants

34

FY 2015

FY 2012FY 2013

FY2014FY2015

1005

972

645

583

JAXA Space Education Center

V. RECENT ACHIEVEMENTS

C. Support for Education at Home
The series of “Space Schools fornumber of parents who appreciatedthemes: i) ﬂight and ﬂoating; ii) light;

Families” in collaboration with KU-

the opportunities to do something toiii) soil and sand; iv) water; v) air

MA (Kodomo Uchu-Mirai

think, to conduct simple experiments(atmosphere); vi) heat, temperature

Association) began as a separate

and to discuss with their children at

and combustion; vii) electricity andand distinctive program since Aprilschooling sessions and at home.

magnetism; viii) force and motion;2009. During the last ﬁscal year, 53

Through the program offered by theix) breeding of animals andcourses were organized totalling

Space Schools for Families, somecultivation of ﬂower and plants;

4,595 participants.

parents discovered and treasuredx) ﬁeld observations; xi) sound; andwhat their children really enjoyxii) Sun and its companions. As of

doing.

March 2016, 104 sets of family

The success of this program is
reﬂected not only in terms of thequantity of the courses and

For the Space Schools for Families,

participants, but also in the feedback

series of teaching guides on typicalfrom the parents who participated inhands-on activities continue to be

the schools. The Center has

produced, covering various scientiﬁcreceived positive comments from a

topics under the following 12

worksheets have been developedand 37 of them are also available in
English. These worksheets can be
downloaded from the Center’s
website. (http://edu.jaxa.jp/en/
publications/)

Number of Space Schools for Families courses

CourseParticipants

FY 2012FY 2013

FY 2014

FY 2015

42

49

51

53

4,438

4,768

4,987

4,595

V. RECENT ACHIEVEMENTS

Activities in 2015 – 201635

D. International Activities
i. ISEB Student Program
During IAC2015 in Jerusalem, Israel,
ISEB student program sponsored
students from each agency
organized academic presentation
sessions and participated in lectures
presented by specialists, Q&A
Sessions with respective Heads ofAgencies, outreach activities at theInternational Student Zone (ISZ)
inside the IAC Exhibition area andwere able to network with other

Q&A session with the Heads of Agencies, IAC2015, Jerusalem, Israel

students and professionals to help
them diversify their contacts both
personally and academically.

ISEB students conducting outreach activities for local students (distances between planets) at
International Student Zone, IAC2015

JAXA students’ presentation at International Student Zone, IAC201536

JAXA Space Education Center

V. RECENT ACHIEVEMENTS

ii. APRSAF Water Rocket
Event
In 2015, the eleventh APRSAF Water
Rocket Event was held in Bali,
Indonesia on 28 and 29 November
2015, in conjunction withAPRSAF-22. 58 students and 24
educators and 40 observers from 13
countries participated in the event.
The twelfth APRSAF Water Rocket
Event is planned to be held in
Philippines on 12 and 13 November
2016, immediately preceding
APRSAF-23.

Participants from across Asia Paciﬁc region – APRSAF-22 Water Rocket Event in Bali,
Indonesia, 2015

Launch of water rockets at Niti Mandala Field – APRSAF-22 Water Rocket EventJapan team and JAXA staff – Students and teachers from Kosadagaoka Junior High School(Wakayama Prefecture) and Karatsu-Higashi High School (Saga Prefecture) – APRSAF-22
Water Rocket Event

V. RECENT ACHIEVEMENTS

Activities in 2015 – 201637

iii. APRSAF Poster Contest
In 2015, the APRSAF Poster Contest
was held at APRSAF-22. The
Working Group had produced acalendar for January – December
2016 using the posters submitted for
the APRSAF-22 Poster Contest,
held with the theme “Careers inSpace”. 32 posters were submitted
from 11 countries and the winners of
the Awards were announced during
APRSAF-22. The next Poster
Contest will hold the theme of “MyBest Poster Award: Koetkan Koonlapatkunanon, Thailand – APRSAF-22
Poster Contest

Dream Planet”.

Special Poster Award: Shanjia Oiu &Yu Zhuo, China – APRSAF-22 Poster
ContestSpecial Poster Award: Clio Zhen
Ni Lau, Malaysia – APRSAF-22
Poster Contest

iv. APRSAF Space Education
seminarTeachers making “robot hands” using paper
cups and kite strings – APRSAF Space
Education Seminar in the Philippines, 2016

The Space Education Center held alearning about robot arms on thetwo-day seminar entitled “Exploring

ISS and crafting a robot hand,Space Science in the Classroom”

vacuum experiments, experiencing

with National Space Development

time delay simulation using rovers

Program (NSDP) and Scienceand processing and analyzing

Education Institute Department ofsatellite images. On the second day,Science and Technology (SEI-

the teachers were given theDOST) in Pampanga, Philippines inopportunity to teach each other what

February 2016.

they had learned during the seminar,

The Seminar was attended by 25teachers from Philippine Science
High School (PSHS). JAXA
representatives gave lectures anddemonstrated hands on activities,
Participants and staff of the APRSAF Space
Education Seminar in the Philippines, 201638

JAXA Space Education Center

including microgravity experiments,

V. RECENT ACHIEVEMENTS

taking turns to be a teacher andstudents. It proved to be very
effective for teachers to learn how to
implement the contents of theseminar to their teaching curriculum.

1-3 graders building and ﬂying “umbrella bag rockets” – Special classes for students
at Japanese supplementary school in Bali, Indonesia, 2015

v. Special classes for
APRSAF host country
The Space Education Center

experiments for 7-9 graders. One ofconducted special classes for thethe teachers from the school

Japanese supplementary school incommented that “The students had

Bali, Indonesia in December 2015. It

the precious experience and we all

was the ﬁrst attempt to reach local

feel closer to space than before.”teachers and students in the
APRSAF host country with the goal

4-6 graders making solar mobilesof igniting the students’ curiosity byusing the wonder of space. JAXA
representatives held three classes
for elementary and secondary
students, which included hands on
activities: the umbrella bag rockets
for 1-3 graders, the solar mobile
crafting for 4-6 graders and vacuum
7-9 graders conducting vacuum experimentusing marshmallows

V. RECENT ACHIEVEMENTS

Activities in 2015 – 201639

E.Dissemination of Information and Publications
The Space Education Center

gives a speciﬁc image of shape indevelops many materials tooral only and participants build thecorrespond with its various activities.

shape using various shaped small

Examples of such materials include:

paper pieces.

Activity manuals that will help
participants become more consciousof their connection to space,
Instruction manuals to help local
teachers and leaders educate
students and their community about
space, Materials on how to introduce
the subject of space in theclassroom in a manner which will
stimulate students’ interest and“Space School for Families”
materials that will give parents andtheir children opportunities to learn
about space together and perform
experiments using household items.

As alternative means to Internetbased services, the Center has
continued to issue paper-based
publications on a regular basis. The
Center has continued to distributethe quarterly journal, “Sora no
Tobira” (“Door to Space” inJapanese). The purpose of thejournal is to deliver the most recent

Space Education Activities. JAXASpace Education Center started tosend the quarterly journal to schools
and public libraries which havepartnership with JAXA Space

There are over 400 materials that

Education Center for spreading

have been archived into an online

opportunity to read the journal for

database. With the improved layoutchildren.

of the webpage and updated searchengine, materials have become
more accessible to users.

Train your communication skill!

Space News and to report on recent

Space Education TV is abroadcasting program distributed by
the internet in the JAXA-TV. The TV

In 2015, new educational material

program, one of the materials of

named as “Train yourspace education, broadcasts reports

communication skill!” was launchedof public open day and hands-on

for training a communication skill

education program. In 2015, The TV

which is one of the most important

program broadcasted about public

skills of astronauts. This educational

open day, Space schools and “Onematerial includes know-how of

Day Space Journalist” which school

space education built by Youngstudents cover the launch of rockets

Astronauts Club (YAC). In thisin Tsukuba Space Center

training, Astronaut Akihiko Hoshide

Tanegashima Space Center.

Quarterly magazine, “Sora no Tobira”(“Door to Space”)

Space Education TV Channel

40

JAXA Space Education Center

V. RECENT ACHIEVEMENTS

The Center further strengthened its

To provide a systematic framework

collaborations with industries andof support by leading researchers

national research institutes whileand experts from various disciplinary

continuing its collaborations with theareas who are committed to space

non-governmental, non-proﬁt organi-education efforts, the Center iszations engaged in space education

establishing the Space Education

activities by reafﬁrming its conviction

Advisory Board. The Advisory Board

that the collaborations with all stake-would provide advice on the overall

holders would be the key to successexecutive directions to be pursued

in further expanding space educa-by the Center as well as its majortion activities at various levels ofpolicies concerning the implemen-school education and many different

tation of its programs, support forplaces and occasions.

space education leaders and devel-

As a result of its increased efforts

opment of educational materials.

to collaborate with interested industries, one of the courses of theCosmic College was co-organizedwith Discovery Channel. In the caseof the Discovery Channel, whichbroadcasted advertisements of theCosmic College courses.

Signiﬁcant progress has been madein the collaborations with publishingcompanies producing textbooks
and supplementary learning ma-

Collaborations with Discovery Channel

terials. In response to numerous
requests from such companies, theCenter has provided images anddata resulting from space activities
and projects of JAXA for use in the
textbooks and supplementary learning materials for not only science but
also other classes, including thosefor Japanese and English languages, geography, agriculture andhomemaking.

VI. STRATEGIC ALLIANCES AND ESTABLISHMENT OF FOOTHOLDS

Activities in 2015 – 201641

2015 was another successful year

The second key accomplishment

for JAXA. Three major initiatives

was the “Earth swing-by” ofwere launched and successfully

Hayabusa 2. JAXA developed

completed over the past 12 months.

Hayabusa 2 as the second

The ﬁrst accomplishment was thecapture of Kounotori 5. In July,
Japanese astronaut Kimiya Yui went
to the ISS as a participant of
Expeditions 44 and 45. While he
was aboard the ISS, JAXA launchedthe H-II Transfer Vehicle Kounotori
5, which is an unmanned resupply
spacecraft for the ISS. (Kounotori
means stork in Japanese.) Whileaboard the ISS, Astronaut Yui was
responsible for the important role ofmanipulating the robotic arm in orderto capture the Kounotori 5. While Yui
was doing this work in space,
Japanese astronaut Koichi Wakata
assisted the docking as lead
CAPCOM (capsule communicator)
on the ground. This was the ﬁrst
time that two Japanese astronauts,
one in space and one on Earth,

generation of the asteroid probe
Hayabusa. The ﬁrst Hayabusa
mission was successful intransporting particles from theasteroid Itokawa back to Earth. This
was the ﬁrst time this had ever been
done. Hayabusa 2 was launched in
December of 2014 and, in December
2015, Hayabusa 2 completed its
Earth swing-by. It is currently enroute to the asteroid 1999JU3, which
was named “Ryugu” by theInternational Astronomical Union.
Ryugu is the name of a Japanese
castle that transcends time inJapanese folklore. Hayabusa 2 will
touch down on Ryugu in 2018 andreturn to Earth with samples in 2020.
There is much excitement aroundthis mission, as it will allow us tolearn more about the universe.

teamed up to accomplish themission.

H-II Transfer Vehicle 5 (KOUNOTORI 5)

42

JAXA Space Education Center

VII. CONCLUDING REMARKS

Asteroid Explorer “Hayabusa2”

Finally, our third key accomplishment

JAXA Space Education Center hasChildren’s fascination with space iswas the successful injection of the

been an important part of JAXA for

ignited by these different

Venus Climate Orbiter “Akatsuki”

over ten years. During this time, theexperiences and therefore, theinto the Venus orbit. Akatsuki wasCenter has been expanding its

Center believes that it is vital toinitially launched in May 2010 withspace education programs in bothshare this information by partnering

the goal of circling Venus inquality and quantity. It continues towith other space organizations from

December 2010. However, the mainenhance its activities in the effort toaround the world.

engine failed and the mission was in

ignite children’s curiosity of nature,

serious jeopardy. JAXA

life, and the universe, while inspiring

subsequently did an extensive

them to achieve higher goals. It

investigation into the cause of theshould also be noted that space

failure, while studying feasibility

activities are not just limited toplans for a second attempt. On

STEM education, but continue toDecember 7, 2015 JAXA

play a critical role in a variety ofsuccessfully injected Akatsuki into

other ﬁelds including cultural arts,

the Venus orbit. The orbiter is

sports, and home economics.

currently ﬂying in the elliptical orbit

JAXA’s Space Education Center
slogan, “Space will ignite children’s
hearts” captures the commitment toour on-going contribution ofproviding wholesome growth fortoday’s youth: a growth that fosters
self-conﬁdence, self-awareness, andthe desire to cherish family, friends,
the earth, and outer space.

at the apoapsis altitude ofapproximately 440,000km andperiapsis altitude of approximately
400 KM from Venus. Akatsuki is
expected to elucidate the mysteriesof Venus, Earth’s twin sister.

Venus Climate Orbiter “Akatsuki”

VII. CONCLUDING REMARKS

Activities in 2015 – 201643

Report of JAXA Space Education Center
On Its Activities in 2015 – 2016
Space Education Center
Japan Aerospace Exploration Agency (JAXA)
3-1-1 Yoshinodai, Chuo-ku, Sagamihara, Kanagawa, 252-5210, Japan
Tel: +81-50-3362-7590 Fax: +81-42-759-8612
http://edu.jaxa.jp
Photo/Illustration Courtesy
ISS and KIBO © NASA/JAXA, SRMS and OBSS © NASA/JAXA,
Asteroid Explorer “Hayabusa2” © Akihiro Ikeshita