Analysis of Textbooks and Teaching Materials about Teaching Unit of Evolution in High School Biology

There are few studies to discuss the contents comprehensively and to develop teaching materials for experiments and observations for studying evolution. In this study, we investigated the contents of teaching unit of evolution in Japanese high school biology textbooks and the papers concerned with the development of teaching materials for studying evolution in Japanese, UK and USA biology educational journals. We discussed the features and trends in teaching of evolution by the point at experiments and observations. The results of this study are as follow: 1) In Japanese high school textbooks, there are some activities for observation and comparison among some living things, discussion using models, figures and pictures, and summarization of specific contents as teaching materials. 2) In 4 journals published in Japan, UK and USA, there are less than 50 researches for the development of teaching materials for studying evolution in term of these 30-40 years. 3) In UK and USA biology educational journals, there is much research for development of the activities with models and simulation softwares for computers. On the other hand, there are many reports for develop-ment of the experiments and observations with living things in Japanese biology educational journals. From these results, we considered that it is necessary for teaching evolution to collect basic data and samples, and to develop new experiments and observations with living things. And it is necessary to develop learning strategies and methods for teaching evolution

生物及び環境に関するマルチメディア実験教材の開発とその開発途上国における利用支援

研究期間:平成14-16年度 ; 研究種目:基盤研究B2 ; 課題番号:1438005

Bryophytes as Teaching Materials on the Textbook of Botany (The Latter Term of Meiji to the Beginning of Showa) and Suggestions for Development of New Teaching Material

Bryophytes have some characteristics as teaching material, but it is very difficult to use them in secondary education. Nevertheless, from the latter term of Meiji to the beginning of Showa, there are many teaching materials for natural history.Therefore, we analyzed teaching materials on the textbook of botany that was published at the period, take suggestions for newly development of teaching material. We analyzed composition of textbooks and species of Bryophytes, and compared them to a magazine of pure botanical science. As the results, we found out that as below;1) Almost of all the textbooks were composed such as "Phanerogam→Cryptogam→Morphology/Physiology". These textbooks were easy to learn botany for students.2) Many species were used as teaching material besides the typical species. These were needed for taxonomy or human life.3) The Japanese name of Marchantia polymorpha had not yet decided at the period of using these textbooks.We concluded that if we develop the teaching materials for lifecycles, we can compare each botanical group including Bryophytes and teach the system of botany life. Therefore, Students can deepen their understanding from the suggestion of natural history

Practice of Experience and Study Activities Dealing with the Living Thing of the Sea and the Beach (3)

The contents of two practices differ and practical periods also differ. The following can be considered although it may not be right to compare each practice. If a student can be provided with the matter which is the contents which cannot be carried out within school education on account of time although learned with the textbook of a living thing, and is deeply concerned with the contents of a lesson through experience activities in organizations including a university, the knowledge in connection with the contents of a textbook is connected organically, an understanding deepens and the learned contents may serve as effective intellectual property. If experience activities are utilized well, the student of any environment will give an opportunity to be positively concerned with the contents of activity, and, as a result, knowledge will become useful from new experience. It is thought that it could have confidence in the faculty course selection by having experienced the taste of the research activities, and learning will is stimulated by it for students. Although he thought that it considered "Lessen the contents and touch the contents of experience calmly in this year", since the former was a short period of time and the latter was approach of a typhoon, it cannot but reflect on the point of having stuffed the contents of practice. When saying that students will search for the contents more deeply, they shifted to the following contents, and carried out and needed. We want to perform such activity continuously and to continue to offer good experience and study activities for students

A survey on the experiences about biological experiment and observation and, domestication of living things in the secondary school

The purpose of this research was to investigate the experiences of experiment and observation, and domestication of living things in the secondary school biology. The questionnaire item were as followed: the number of experiences about experiment and observation in the secondary school biology, the number of experiences using microscope in the school, the number of experiences in field activity, the experience and the name of variety of living things for domestication and so on. The result of the analysis, the average number of experience about experiment and observation was once a month in the junior high school, and several times a year in the high school biology. The experiment and observation about "Cell" and "Metabolism" in the high school biology, and that about "Plant" in the junior high school were more experienced than the other units. The average number of the microscope use was within 5 times in any school stage. The experiences of field activity, animal keeping and plant cultivation were few chances in the secondary schools. Especially the experiences of domestication of living things were originated to the elementary schools