The significance and role of ethnoscience in the development of science education

Human-centered development has been advocated and the significance of culture in international cooperation fordeveloping countries has been recognized recently. The policy of developing countries, however, has been still ori-ented into economic development and advance of science and technology. They emphasize the significance of sci-ence education to realize their policy.Science has two aspects. The one is science as knowledge that gives the only universal and objective view of theworld. It is often regarded as the universal culture. Although developing countries said that their developmentdoesn't necessary mean westernization, developing countries unconditionally believes the possibility of leaning sci-ence. The other is science as technology that is considered to be value-free and indispensable for the political andeconomical independence of developing countries. These are based on the scientism view of science..

Lesson Study Consulting for the Professional Development of Textbook Developers: A case of social studies textbook development project for the Ministry of Education, Youth and Sport in Cambodia

Who should disseminate new curriculum and textbooks from the central government to classroom in developing countries? And, how is it possible? Curriculum and textbook developers often faces the necessity of and the challenges in spreading the essentials and intention of new curriculum and textbooks and the expected educational practices to classroom. In order to design and implement consistent educational reform through three layers of the curriculum (the intended, the implemented and the attained level), it is required for them to be committed in not only the development stage with a clear picture of quality teaching and learning, but also the dissemination stage through in-service teacher training such as lesson study. This study aims at clarifying potential measures to develop the expertise for curriculum and textbook developers as a communicator of educational reform in developing countries. In the process of our project on the curriculum and textbook development of social studies education in Cambodia, we assume “the expertise of consulting lesson study” and examine it both from theory and practical cases of (i) lesson-demonstrating approach and (ii) lesson-advising approach. As a consequence, it is found that their ability for consulting lesson study could be enhanced by regarding senior (Japanese) experts as a role model. And also, the result implies that, for their continuous professional development, it is necessary for them to purposefully take part in lesson study consulting, and shift the approach from “modeling” to “coaching” by steps

How Should We Design a Professional Development Program for Textbook Developers? A Case of Social Studies Textbook Development Project for the Ministry of Education, Youth and Sport in Cambodia

The purpose of this study is to empirically clarify how we should design a professional development program for textbook developers by investigating a case of social studies textbook development training course in Japan implemented in June, 2018. We evaluated the outcomes and issues of the case as a design-based research by applying the three-layer conceptual model (“Skill”, “Theory”, and “Belief”) of the expertise for textbook developers and five design principles for the professional development program focusing on “Rationale Development”. The results show the autonomous and positive change in belief of the trainees as well as the improvement of a certain degree of cognitive understanding in theory, and practical skills of textbook design. By disclosing and systematizing the tacit knowledge of such professional development program, this study implies (i) the measures of evaluating and improving the professional development program and its design principles for practitioners in international cooperation, (i) the assurance of mutuality between trainers and trainees, and opportunity of meta-cognition on learning process and outcomes for trainees, and (iii) the potential application of Japan’s experience in textbook development for educational researchers in the field of curriculum and instruction

Reproduction of Secondary School Social Studies Lessons in Cambodia

This study used a field survey to clarify the current state and characteristics of secondary school social studies lessons in Cambodia and explore the reasons that these lessons were being reproduced. The current state of the Cambodian social studies education system was observed through five classes broadly exploring different areas and subjects in January and February 2018. Four common characteristics were observed: (1) course objectives to understand normative and factual knowledge; (2) knowledge-based content; (3) activities to ask questions about the lesson contents; and (4) evaluations to ascertain whether the students can repeat the given knowledge. However, we presume that external situations influence the teachers’ choice of lesson structure in reproducing these common lessons. In addition, issues with teachers’ internal beliefs about the meta-cognition deficiencies in the lesson constructions and themselves must be addressed. Appropriate support is necessary based on these real-world teaching situations and school teacher culture

チュウスイ ゲンパツ フクゴウガタ セン シンケイ ナイブンピツ ガン ノ イチチケンレイ

A５２-year-old man visited our hospital because of epigastralgia. The colonoscopic examination revealed an about ４cm-protruded lesion like SMT on the appendix and findings of the biopsy specimen were compatible with the disgnosis of signet ring cell carcinoma. The primary lesion was unknown by upper gastrointestinal endoscopy, CT and PET, and the tumor markers were normal revel. At laparotomy, severe peritoneal metastasis was revealed in the abdominal cavity, especially appendix. Severe stenosis of ileocecum was found, so we conducted ileocecal resection. The histopathological diagnosis was primary signet ring cell caicinoma of appendix, SE, N２, M０, P３, pStage Ⅳ. Postoperatively mFOLFOX was started, but allergic reaction was seen after１cycle. We started Panitumumab/CPT-１１and the patient attended our emergency department with shivering chill and fever on treatment day１０. The next day he became shock state and CT revealed free air. Operation might not save his life and we started supportive care. He died on the day. The cause of his death was peritonitis by cancer perforation

Lesson Study Manual for Teacher Educators International Edition

1. 授業研究への誘い －本マニュアルの構成と見方 － … 1 2. なぜ教師教育者に授業研究が必要なのか … 3 3. 授業研究の手順 … 5 　ステップ1　授業研究の組織を作る … 5 　ステップ2　事前協議会を行う … 7 　ステップ3　研究授業を実施し，観察する … 11 　ステップ4　事後協議会を行う … 15 　ステップ5　自分の授業を見直し，改善していく … 19 　ステップ6　授業研究の仲間を増やし，拡げる … 20 ４．おわりに … 22 ５．よくあるＱ＆Ａ … 23 執筆者・翻訳者一覧 … 2