Activity for improving the high school chemistry and science education in Japan utilizing experimental tasks loaded in International Chemistry Olympiad May 14, 2012 ee for Proposition to Future of National Chemistry and Science Educ ra, Nobuhiro, Prof., Kanagawa University, Ja
Activity for improving the high school chemistry and science education in Japan utilizing experimental tasks loaded in International Chemistry Olympiad. Kihara, Nobuhiro, Prof., Kanagawa University, Japan. Committee for Proposition to Future of National Chemistry and Science Education. - PowerPoint PPT Presentation
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Activity for improving the high school chemistry and
science education in Japan utilizing experimental tasks
loaded in International Chemistry Olympiad
May 14, 2012
Committee for Proposition to Future of National Chemistry and Science Education
Kihara, Nobuhiro, Prof., Kanagawa University, Japan
The Committee for Proposition to Future of National Chemistry and Science Education inaugurated to deliver world class chemical education, utilizing the examination tasks loaded in International Chemistry Olympiad (IChO) in April, 2011.
Committee for Proposition to Future of National Chemistry and Science Education Details of organization and members of the committee Objectives
Facts/social meaning of the project Problems of Japan and national capability in chemistry and chemical technology Mismatch of the required capability and the educational goal
Facts/background in science education in Japan General characteristics of Japanese domestic education system Japanese high school education system Japanese high school education of chemistry and chemical technology Present conditions in Japan Actions to solve the problems already started
Activities and plans of Committee for Proposition to Future of National Chemistry and Science Education
Committee for Proposition to Future of National Chemistry and Science Education
Details of organization and members of the committee
• Chairperson of the committee: Prof. Noyori, Ryoji, Nobel Laureate
• The 20 members of the committee are mostly university chemists with experience of operating at International Chemistry Olympiad (IChO) as organizers, mentors, supporters etc.– IChO is a world-wide contest of high school
students competing in chemical science.• When IChO42 was held in 2010 in Tokyo, many
chemists involved in this project realized the big difference between the secondary education system of Japan and IChO syllabus.
• The members of the committee commonly have consensus that the national chemical and scientific education should change for corresponding to various needs of present world.
Committee for Proposition to Future of National Chemistry and Science Education
Committee for Proposition to Future of National Chemistry and Science Education
Details of organization and members of the committee
• One of the needs is scientific education for life and modern technology.
• The principle of the senior high school in Japan has been denoted as preparative stage for university study for over half a century. So the contents of the scientific education remains that for fundamental pure science.
• However, our life has changed significantly in the past century, especially in material and energetic senses.
• In addition, almost all of 16-year old youth enter senior high-school now a day, which means the scientific education in high school corresponds to the national standard of scientific literacy.
• Under such environment, some university chemists concerned with IChO have build up the committee and started the activity aiming to improve the high school chemical and science education utilizing IChO tasks such as extension of the style of science study and sophistication of the contents of it. Kihara, 2012 Intel ISEF Educator Academy, Pittsburgh, PA, May 14,
2012
Committee for Proposition to Future of National Chemistry and Science Education
5
Problems of capability in chemistry and chemical technology in Japan
• Discrepancy of expected individual capability and actual ability in science and chemistry.
• Necessity of capability in chemistry and chemical technology is underestimated.
• Self-evaluation of Japanese capability of science including chemistry is overestimated.
• Self-evaluation of Japanese education of science including chemistry is overestimated.
To improve chemistry and chemical technology education at high school in Japan in order to contribute the requirement from the society in terms of the following perspectives:
1. Suitable contents for present technological world
2. Flexibility in quality and quantity for individual study
3. Acquirement of individual capability to decide life affairs reasonably
4. Sophistication of social leaders to decide public affairs on the basis of chemical and economical rationality
Expected individual capability and actual ability of science and chemistry are largely
disagreed in Japan
• Rather large disagreement between expectation and fact in national capability of chemical science and technology: recognition, evaluation, and education
• unsuitable recognition for capability in chemical
science and technology retards national decision against change of the world
Characteristics of national recognition for capability in chemistry and
chemical technology• Daily decisions are made without
comparison of risk and benefit of artificial and natural products on the basis of chemistry and chemical technology.
• Social decisions are made without scientific and economical bases.
• Determinations are postponed on the basis of “absolute safety”.
• Insufficient understanding of “materials and chemical substances” and “energy” prevent rapid and proper decisions in private life and in national affairs.
Position and role of high schoolscience and chemistry education
• Students starts study along divided manner for the humanities or the natural sciences in high school ages.
• Not only the students of the humanities but also those of the natural sciences do not study wide range of natural science disciplines or technologies.
• High school students are required to achieve all of scientific and technological literacy needed for life and business.
• High school is requested to give both fundamental education of science and chemistry for daily life and further university study.
Action of Committee for Proposition to Future of National Chemistry and Science Education
• The major missions of the committee are set as following two items:– The first one is to announce the contents
and levels of world-class scientific education to induce the move for changes through the supporting work for IChO participants.
• Especially to attain the support by non-scientist citizen.
• Training of representative students, co-working with high school teachers, meeting with high school/university teachers, regional education officers have been held in many cities in Japan.
red circle: training of the representative studentsblue circle: meeting with high school teachers and regional education officersgreen circle: co-working with high school teachers
Action of Committee for Proposition to Future of National Chemistry and Science Education
– The second one is co-working of the committee with high school teachers via studying of experimental tasks of IChO and transformation of them into teaching materials.
• The committee holds the seminar for high school teachers on science experimental classes employing the IChO experimental tasks.
The Lambert-Beer law is inspected by two different standpoints, concentration and light-path length. The principle can be used to estimate the transparency of lake waters.
Like the style of The International Baccalaureate (IB) education, the combined inspection in chemistry experimental class at high school shows the possible useful approach to fix the present style.
Action of Committee for Proposition to Future of National Chemistry and Science Education
• Like shadow cabinet, the committee will prepare an alternative education syllabus of chemical science and technology for the future, which is able to promote national education system changes without drastic confusion.
• The presentation gives the audience some hints for alternation trial of traditional chemistry and science education into up-to-date one.