フィリピン ノ カガク リテラシー イクセイ カリキュラム ノ ジッタイ : フリコ ノ ジッセン カラ ミタ セイト ノ モンダイ カイケツ ノウリョク ノ ゲンジョウ

本稿では，フィリピンの理科教育，特に中学1 年生の問題解決能力の育成に焦点を当てた理科授業の改善を図るために，Science 分野のK to 12 Curriculum Guide (Grade 3 to Grade 10) と日本の学習指導要領を比較し，実際に両国で振り子の授業を行い，授業で見られた児童・生徒の姿をもとに問題解決能力と科学的リテラシーについて分析した。その結果，フィリピンと日本の学習内容や育成するべき問題解決能力には大きな差はないが，日本は観察・実験を通した探究的な学習を進めている一方，フィリピンでは知識獲得に重点が置かれた教師の説明中心であるという，児童・生徒の学習方法に差があることがわかった。この実践から，限定的ではあるが，学習方法の差が，児童・生徒の問題解決能力の育成と科学的リテラシーに大きな影響を与えていることが分かった。We present the result of comparison of science education between Philippines and Japan. We first compared the curriculum guideline for K-12 (up to grade 9 in Japanese case), and then analyzed an experiment about characteristics of pendulum conducted at 7th grade in Philippines and 4th grade in Japan. The records of these two classes are analyzed focusing on how students thought and reacted at different steps in the experiment. We found that both countries aims students to master similar level of scientific knowledge and scientific literacy. However, due to the lack of funds and resources (e.g., number of teachers and experimental equipment), teachers in Philippines tend to use more of lecture style classes than student oriented hands-on experiments, which Japanese teachers consider an important factor for students\u27 learning. Comparing students\u27 reaction during the experiment in two countries, we conclude that this difference in teaching method affects the outcome of scientific literacy and problem solving skills in both countries

フィリピン カマリネス スルシュウ ニオケル ボウサイ ニ カンスル セイト ノ イシキ ニツイテ

本稿の目的は，フィリピン・カマリネス・スル州の地域に応じた学校防災教育プログラムを開発するために，同地域の自然災害と，それらに対する児童の認識，防災・減災に対する児童の知識についての調査を分析することである。カマリネス・スル州において複数小学校の４年生から６年生の児童計３９９名を対象に，アンケート調査を行い，以下のことが明らかになった。（１）地域で発生する自然災害は早期警告やリスクの伝達ができる台風が１番多いこと。（２）地域で自然災害により生じる被害は建物倒壊が１番多いこと。（３）一般的な防災の知識は主にラジオ・テレビから得ているが，地域の具体的な危険箇所や防災に役立つ物についての理解ではないこと。（４）７０％の家庭が自然災害発生に備えたなんらかの手立てを講じていること（５）ごく少数ではあるが，児童が理科の学習内容と防災学習を関連付けていること。（６）理科の学習内容は，児童に地域でどのような自然災害が発生するかについての認識力を高めていること。We analyzed children\u27s awareness and their knowledge about risk prevention/reduction about local disasters to develop a risk prevention education program that suits regions of Camarines Sur, Philippines. We conducted a questionnaire survey to total of 399 pupils in grades 4 and 6 in multiple elementary schools. From this we found that: (1) Typhoon is the most popular natural disaster and early warning system works very well, (2) the most damage by natural disaster is destruction of buildings, (3) people are obtaining general risk prevention knowledge by radio and television, yet information about specific locations that are dangerous and what objects are useful in case of disaster are not clearly understood, (4) about 70% of families prepare something for natural disasters, (5) not all, but a few pupils are able to connect what they have learned in science class to risk prevention, and (6) topics in science classes enhance children\u27s awareness about what kind of disaster happens locally

Analysis of Achievement on Biology Test in Lao People\u27s Democratic Republic

We studied the 9th grade science achievements, focusing on Biology, of Lao students in Vientiane capital, Lao People\u27s Democratic Republic (Lao PDR, or Laos). Our survey-using selected questions on Biology from Trends in International Mathematics and Science Study (TIMSS) 2011-was conducted in February 2015 on a total of 388 9th grade students from 3 lower secondary schools (3 districts in Vientiane capital). We analyzed the average correctness of Lao students, and compared them with Japanese and average of all OECD countries. We found that a school with less ideal educational condition in the Outskirts Zone of the Vientiane Capital scored lower points comparing to the Urban schools. Also, it seems that science education in Laos focuses more on Reasoning skills than Knowledge or Application skills

モザンビーク ニオケル サンスウ キョウイク ノ ジュギョウ ブンセキ : キョウイン ヨウセイコウ ト ショウガッコウ オ ホウモン シテ

This article is a study record of Mathematics education lessons observed in the teacher training colleges（Instituto de Formação de Professores： IFP） and primary schools of Mozambique. Even though group works（workshop type lesson） were introduced in Mathematics lessons of the IFPs, it didn\u27t work appropriately for the students to remember the definition and meaning intended by the curriculum or lesson plan due to a lack of blackboard management（how to write on blackboard）, worksheet and guidance on note taking. As well as the IFPs, this issue was crucial in the primary schools. Moreover, management of lesson time was also pointed out by authors as one of the most indispensable problems. In both types of educational institutions, it is urgent to improve teachers\u27 knowledge and higher-ordered-thinking skill of Mathematics before enhancing their teaching skills and methods

Early improvement of nailfold videocapillaroscopy abnormalities in dermatomyositis patients with anti‐NXP‐2 antibody

Abstract This study aimed to evaluate long‐term changes in nailfold videocapillaroscopy (NVC) findings in dermatomyositis patients with antinuclear matrix protein 2 (NXP‐2) antibody (Ab). All four patients with anti‐NXP‐2 Ab presented irregularly enlarged and reduced capillaries and hemorrhages at the initial assessment. After disease stabilization, irregularly enlarged capillaries and hemorrhages disappeared within the mean observation period of 6 months. These early improvements were not observed in patients with anti‐TIF1 Ab. The results of this study show that long‐term changes in NVC findings should be assessed using myositis‐specific Ab information

Substitution at the C-3 Position of Catechins Has an Influence on the Binding Affinities against Serum Albumin

It is known that catechins interact with the tryptophan (Trp) residue at the drug-binding site of serum albumin. In this study, we used catechin derivatives to investigate which position of the catechin structure strongly influences the binding affinity against bovine serum albumin (BSA) and human serum albumin (HSA). A docking simulation showed that (−)-epigallocatechin gallate (EGCg) interacted with both Trp residues of BSA (one at drug-binding site I and the other on the molecular surface), mainly by π–π stacking. Fluorescence analysis showed that EGCg and substituted EGCg caused a red shift of the peak wavelength of Trp similarly to warfarin (a drug-binding site I-specific compound), while 3-O-acyl-catechins caused a blue shift. To evaluate the binding affinities, the quenching constants were determined by the Stern–Volmer equation. A gallate ester at the C-3 position increased the quenching constants of the catechins. Against BSA, acyl substitution increased the quenching constant proportionally to the carbon chain lengths of the acyl group, whereas methyl substitution decreased the quenching constant. Against HSA, neither acyl nor methyl substitution affected the quenching constant. In conclusion, substitution at the C-3 position of catechins has an important influence on the binding affinity against serum albumin