Promotion of Secondary School Science Education Driven by Inquiry-Based Activity

This article reports fundamental researches organized for developing a novel teaching/learning system in secondary school science. A curriculum constructed by an effective integration of content-based and context-based curriculum arrangements is proposed for generating teaching/learning opportunities through various inquiry-based activities on the basis of previously acquired science knowledge and concepts. The science subjects, including physics, chemistry, biology and earth science, have different logics and methodologies of science, but those are completed by mutual interdependences. Therefore, various storylines that cover different leraning contents in science subjects can be developed. The inquiry-based activities along different storylines provide students with opportunities to correlate previous learnings in different science subjects and to experience various cognitive and scientific skills. Based on such findings of our basic researches, the merits of the science education system proposed in this study is discussed briefly.本研究は，科学研究費補助金基盤研究(A)(一般)(25242015)による

Active Learning Models in Science Classes

研究の第１年次に当たる本年は，理科におけるアクティブラーニング型授業の構造化に向けて，内化と外化の往還を取り入れた授業デザインとその実践に取り組み，具体的実践の蓄積を行った。小学校，中学校，高等学校それぞれで実践を行ったところ，１）学習内容の定着が図られる，２）発展的な内容や未習内容を生徒が主体的に理解することが可能である，３）協働的な学びの場面を加えることで理解の深化が図られる，４）どのような課題に取り組ませるのかといった課題の設定がカギである，５）アクティブラーニングであるか否かを判断するための要素を明らかにする必要がある，などの一定の成果と課題が明らかになった。The purpose of this study is to create active learning models in science classes. As the first-year research, the authors designed the classes which would include a round trip between externalization and internalization, and put them into practice. The designed models were adopted in elementary, junior high and senior high school classes. What have become clear are as the following; 1) Students’ acquisition of the learning contents can be promoted, 2) Students can understand advanced contents proactively, 3) Students’ learning can be deepened by adding collaborative activities, 4) The success or failure to active learning may depend on the quality of the tasks which students work on, 5) It is necessary to clarify the factors to determine active learning

The Role of Science Education in the Construction of a Knowledge-Based Society

知識基盤社会における理科の役割は，科学的に探究する活動を通して得られた結果（情報）を活用し，それらの情報から導き出した自らの考えを表現する能力を高めることである。これまでに明らかになったことは，授業者が実験結果に対して関連付けることができる事項を明確にし，分析・解釈する視点を与えることが重要であるということである。今年度は，小学校，中学校，高等学校の理科で，パフォーマンス課題を取り入れた探究活動を行い，多くの授業者が共有できる方向性を考えた。実践の結果，以下のことが明らかになった。１）小集団での話し合いの質を高めるためには，話し合いの目的と方法を明示することが重要であること。２）そのために授業者の関わり方を引き続き検討する必要があること。３）パフォーマンス課題の設計には授業者がよりメタ認知を働かせることが必要であること。今後は，このような実践経験を広く共有すべきであると考えている。Science education should help students to utilize results and information through activities, to investigate scientifically, and to develop their abilities to express ideas they have derived from those results. We have learned that it is important for instructors to clarify which results from experiments relate to each other and to give students some clear perspectives for analyzing and interpreting them. This academic year, we investigated performance tasks at elementary, junior high, and senior high school levels. Through our research we have learned that to improve the quality of discussion in small groups, it is important to make the purpose and method clear. We also showed that instructors should monitor how they engage with students in the course of discussion and that they need to function meta-cognitive abilities more to design performance tasks

Endoscopic Closure for Full-Thickness Gastrointestinal Defects: Available Applications and Emerging Innovations

Full-thickness gastrointestinal defects such as perforation, anastomotic leak, and fistula are severe conditions caused by various types of pathologies. They are more likely to require intensive care and a long hospital stay and have high rates of morbidity and mortality. After intentional full-thickness opening of hollow organs for natural orifice transluminal endoscopic surgery, safe and secure closure is urgently required. The currently available advanced endoscopic closing techniques have a major role in the treatment of full-thickness gastrointestinal defects. Appropriate usage of these techniques requires taking into account their advantages and limitations during practical application. We reviewed the available endoscopic modalities, including endoscopic clips, stents, vacuum-assisted closure, gap filling, and suturing devices, discussed their advantages and limitations when treating full-thickness gastrointestinal defects, and explored emerging innovations, including a novel endoluminal surgical platform for versatile suturing and a cell-laden scaffold for effective gap filling. Although these emerging technologies still require further pre-clinical and clinical trials to assess their feasibility and efficacy, the available modalities may be replaced and refined by these new techniques in the near future

A Case of the Science Class with Higher Interest and Concern through the Handmade Microscope

In the present study, the handmade microscope was actually used for the basic tool of the observations of aquatic microorganisms in the science classes of a junior high school. The microscopes were built by the students themselves. Students had observed aquatic microorganisms interestingly. Results of questionnaire suggested that the student's interest and concern were raised through making microscopes by their own hands

A learning orientation for first-year students adopting research activities

An inquiry-based learning program was designed and applied practically to an introductory seminar for the first-year students in our pre-service science teacher training course. From the scheduled filed observations at Asa-zoo, students found several topics for their laboratory inquiries. Through information collection and discussions, seven research subjects were determined by students themselves. The respective subjects were researched by small groups less than 6 members, where variety of inquiry processes were turned out depending on the subjects. The results of the inquiries were presented in class, followed by discussions. The individual students were requested to submit a report on the laboratory inquiry as the final task of the learning program. In the present paper, the practice of the learning program is reported and evaluated from the viewpoints of orientation for the first-year students and pre-service science teacher training