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知識創造を伴う科学コミュニケーション活動の導入と展開: 教育と産業の

Contents

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212. a Greenhalgh C Rogers M 2010 Innovation Intellectual Property and Economic Growth Princeton University Press Griffin P Care E McGaw B 2012 Assessment and Teaching of 21st Century Skills Springer Homma M Shimada T Chounan Y 2013 The Role of Education in Societies Seeking Knowledge Creation Development of Pedagogy for Secondary School Science Enhanced by 21st Century Challenges The 6th Int Conference on Educational Research Khon Kaen Univ Mytelka L K 2000 Local Systems of Innovation in a Globalized World Economy Industry and Innovation 7 1 OECD 2012 Education at a Glance 2012 OECD Indicators OECD Publishing OECD 2013 Factbook 2013 Economic Environmental and Social Statistics OECD Publishing UNESCO 2003 Four New Projects on ICT in Education in Asia and the Pacific UNESCO Wiggins G McTighe J 2007 Understanding by Design 2nd ed Association for Supervision and Curriculum Development World Bank 2007 Building Knowledge Economies Strategies for Development The World Bank Advanced World Economic Forum 2012 The Global Competitiveness Report 2012 2013 World Economic Forum 2013 ARREA HAE INIT EKA FEWR 2010 HEAPS MEE EAO Z B 2013 AO AAS
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241. 197 198 International Conference on Educational Research ICER 6th The 6 International Conference on Educational Research 13 14 September 2013 Faculty of Education Khon Kaen University Thailand 1CER2013 The Role of Education in Societies Seeking Knowledge Creation Development of Pedagogy for Secondary School Science Enhanced by 21st Century Challenges Masanori Homma masanorihomma ymail com Toru Shimada tshimada cc hirosaki u ac jp Yukiyasu Chounan cho cc hirosaki u ac jp Abstract In this paper we introduce the following possible approaches First we examine cross discipline pedagogy among school subjects such as science technology mathematics and social studies each of which is mostly taught as a separate discipline Second creative and innovative pedagogy is being devised that leads students to effective knowledge creation and appreciation of the role of science in the social context of the 21st century Finally the above two approaches are combined together in order to elicit people s awareness of the importance of education for students who will join future workforces and must be able to exhibit high productivity The role of education and especially that of science
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303. cies WE N i Context led Challenge example The salinity of the water can be estimated with a simple galvanic cell using two different types of metal plates that exhibit a unique ionisation tendency Your group is assigned to create a correlation graph between voltage and salinity so that anyone having the pair of metals and the graph can utilise them to estimate the salinity of unknown water Irrigation is a means to artificially divert natural water to man made streams in order to assist agriculture Doing so sometimes causes a decline in the amount of water in lakes reservoirs or underground and consequently leads to an increase in salinity level In the case of natural lakes severe damage is expected not only to the ecosystem of the Design a device that can output voltage in relation to a series of known creatures living there but also to the agriculture surrounding the lakes salinity levels of water and draw the correlation graph Exhibit the most effective pair of metals that can generate maximum voltage Social and environmental context Scientific context N i WE EE step 1 Obtain understanding and consciousness over the challenges through Constructing Knowledge Web edi Ri Water resource Population migration Voltage amp Current Irrigation Tonisation tenden lt ai step 2 Investigate complexity and influence caused by the challenges to our society Za and communities Cotton industry 7
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324. 7 SMASSE ODA University Technical College National STM Centre STM Oth STM Engineering STEM SMT STM A International Conference on Innovation in Education LAF ICIE Innovative Science Mathematics and Technology Education for Enhancement of Learning for the 21st Century
325. 2013 140 40 300 g R 8 3 1 2 E 3 a 4 PR 5 Baia 7 x 6
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329. 4 4 54 8 2 IEA 2012 TIMSS 4 WH 4 625 550 475
330. ICIE Institute for Innovative Learning Mahidol University Innovative Learning Faculty of Education Khon Kaen University Faculty of Engineering Rajamangala University of Technology Southeast Asian Ministers of Education Organization Secretariat Kenan Institute Asia ub as National Taiwan University of Science and Technology 1 ASEAN 1965 2009 4 SEAMEO Affiliate Member 200 AT
331. UPL 1 1 1 9 169 gt
332. 21 2006 OECD PISA OECD 2011 TIMSS PLAAC ICT
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336. 2007 SRE 2007 RARE KRYER WISER IPCC H 4 KFIR 2008 21 HOH PRM Y FAD 4 BINZEEAS LOO TUL 27 RARER BAA aa http www jst go jp csc material s4a html Last accessed 14 01 8 1945 BANEBOGRIE RAER 2012 THAME MAOR http www meti go jp statistics tyo kougyo result 2 html Last accessed 14 01 8 2008 Ana GEN 2006 OECD AROLFYLLEL AL 2006 EAL ROLE 2011 AEH HARADA 2011 AAS TIMSS 2011 FRE RRE BD W APE SY TRUER Y R PASPORT CL PRR HAE http www shimadzu rika co jp kyoiku it pasport 100_886 html Last accessed 14 01 8 2000 IRH REA HELE http law e gov go jp htmldata H12 H12HO015 html Last accessed 14 01 8 2011 AMIRE BUF SR BORIUCAT 3 AEA EDR EGE 2007 HABER OR http www stat go jp index seido sangyo 19index htm Last accessed 14 01 8 2012a AHAHA bttp www stat go jp data kokusei 2010 index htm Last accessed 14 01 8
337. 4 maine aS Coane Eso RNR Hee Q a ELSE MOS TTRRMERE S ce 122 7 4 E E 1 2 3 4 5
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339. Number of participants Junior High School Senior High School 1st year 2nd year 3rd year 1st year 2nd year 3rd year Total Male students 14 4 27 5 7 0 37 Female students 0 3 12 15 3 1 34 14 7 39 20 10 1 91 Workshop Dates 23rd Sep 2012 3rd Nov 2012 16th Dec 2012 13th Jan 2013 2nd Feb 2013 Cross discipline pedagogy was proposed in association with major school subjects namely science technology mathematics social studies and others As society gets progressively advanced the amount of content in subjects will also expand making some of the topics overlap particularly the 21st Century Challenges including environment health social and global perspectives As indicated above providing the knowledge web among the subjects for such challenges made it possible for students to The 6 International Conference on Educational Research 13 14 September 2013 Faculty of Education Khon Kaen University Thailand 1CER2013 become more responsible players in dealing with and tackling problems around them It was confirmed during the workshops that from the media coverage showing the 21st Century Challenges students were able to perceive the context and conduct a simple systematic analysis of the contents from natural phenomena to consequences of our lives and to realise the necessary action that citizens are supposed to take This indeed led students to attempt the subsequent series of processes successfully
340. 10 PS 2170 100 Hz 35 135 C pH 0 14 0 700 kPa 10 V lt o 450 1 pH 1 1 1 1 1 2 4 1 1 EA 00 100 NE RS p o E oe 5 PS 2168 200 Hz 35 135 C O 150 000 lux 50 100 dBA 24V 1 1 2 1 3 1 4 1 85 mE S Hh Dt amp Ab ee wd A EBEHORTMKRS SBME eRe o Dil 86 5 PS 2115 1 000 Hz 10 V 1 A 1 1 2 2 3 3 1
341. 2007 World Bank 2012 1 2 KEI AARM AIE aeos ay No KEI 4 1 Sweden 9 43 9 58 9 74 8 92 9 49 2 Finland 9 33 9 65 9 66 8 77 9 22 3 Denmark 9 16 9 63 9 49 8 63 8 88 4 Netherlands 9 11 8 79 9 46 8 75 9 45 5 Norway 9 11 9 47 9 01 9 43 8 53 6 New Zealand 8 97 9 09 8 66 9 81 8 30 7 Canada 8 92 9 52 9 32 8 61 8 23 8 Germany 8 90 9 10 9 11 8 20 9 17 9 Australia 8 88 8 56 8 92 9 71 8 32 10 Switzerland 8 87 9 54 9 86 6 90 9 20 11 Ireland 8 86 9 26 9 11 8 87 8 21 12 United States 8 77 8 41 9 46 8 7 8 51 13 Taiwan China 8 77 TIT 9 38 8 87 9 06 14 United Kingdom 8 76 9 20 9 12 7 27 9 45 15 Belgium 8 71 8 79 9 06 8 57 8 42 16 Iceland 8 62 8 86 8 00 8 91 8 72 17 Austria 8 61 9 26 8 87 7 33 8 97 18 Hong Kong China 8 52 9 57 9 10 6 38 9 04 19 Estonia 8 40 8 81 7 75 8 60 8 44 20 Luxembourg 8 37 9 45 8 94 5 61 9 47 21 Spain 8 35 8 63 8 23 8 82 7 73 22 8 28 7 55 9 08 8 43 8 07 46 8 67 8 39 9 16 8 46 8 37 World Bank 2012
342. 2012b el 24 FRIERE YR HE bttp www stat go jp data e census 2012 Last accessed 14 01 8 2018a HAD 2013 2013b HOHE AEP R IUGR http wwwrstat go jp data roudou pref index htm Last accessed 14 01 8 2012 PEFRIZBIVSY RAFAL a27 a ORDO HMROFAITT SAA VALYAAL a 1 1 62 63 2011 PABA http www chusho meti go jp pamflet hakusyo h23 h23 index html Last accessed 14 01 8 WEW 2010 ARAUZ BIS PC Hi RF ADI AIAE OWT 43 35 40 2010 FRIROLRHEAW HME 239 2012 MFIP APE 2012 FUE 24 HRA EUW http www8 cao go jp kourei whitepaper w 2012 zenbun Last accessed 14 01 8 2012 HH http wwwr jaue jp index html Last accessed 14 01 8 2013 CNPSORFD 2013 10 5 2013 SRIRICBIFSN o Hf e ETER RE L
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350. 4 5 Missing 1 296 2 0 6 4 3 22 8 48 6 21 4 1 2 1 2 2 Finland 287 5 2 7 8 0 26 5 40 7 20 0 2 2 0 0 3 Netherlands 284 0 2 6 9 1 26 4 41 5 16 8 1 3 2 3 4 Australia 280 4 3 1 9 4 29 2 39 4 15 7 1 3 1 9 5 Sweden 279 2 37 9 6 29 1 41 6 14 9 1 2 0 0 6 Norway 278 4 8 0 9 3 30 2 41 6 13 1 0 6 2 2 7 Estonia 275 9 2 0 11 0 34 3 40 6 11 0 0 8 0 4 8 Belgium 275 5 2 7 11 8 29 6 38 8 11 9 0 4 5 2 9 Czech 274 0 1 5 10 3 87 5 41 4 8 3 0 4 0 6 10 Slovakia 273 8 1 9 9 7 36 2 44 4 7 3 0 2 0 3 OECD 272 7 3 3 12 2 33 3 38 2 11 1 0 7 12 II 1 a a 8 ar No 1 2 3 4 5 Missing 1 288 2 1 2 7 0 28 1 43 7 17 8 1 5 1 2 2 Finland 282 2 3 1 9 7 29 3 38 4 17 2 22 0 0 3 Belgium 280 4 3 0 10 4 27 7 36 8 15 4 1 6 5 2 4 Netherlands 280 3 3 5 9 7 28 2 39 4 15 6 1 3 2 3 5 Sweden 279 1 44 10 3 28 7 38 0 16 7 1 9 0 0 6 Norway 278 3 4 3 10 2 28 4 37 4 15 7 1 7 2 2 7 Denmark 278 3 3 4 10 8 30 7 38 0 14 9 1 7 0 4 8 Slovakia 275 8 3 5 10 3 32 2 41 1 11 8 0 8 0 3 9 Czech 275 7 1 7 11 1 34 7 40 4 10 6 0 9 0 6 10 Austria 275 0 3 4 10 9 33 1 37 2 12 5 1 1 1 8 OECD 268 7 5 0 14 0 33 0 34 4 11 4 1 1 1 2 III IT No ge 1 2 3 mes Missing 1 Sweden 13 1 30 8 35 2 8 8 1 6 5 7 4 8 0 1 2 Norway 11 4 31 8
351. As a whole it could be concluded that students were able to utilise the knowledge obtained to create new and innovative ideas that related to a practical situation in our society However improvement in achieving a higher level of student understanding and using this facilitation method in regular school settings where basically only one teacher is available for 35 40 students is set as our future work Also the measurement of student capability and competency in the fields of creativity innovation collaboration communication media literacy and scientific approach has to be conducted in a more rigorous yet flexible way We think that a conceptual measurement using a rubric assessment sheet could be one of possibilities and thus intend to conduct design and a development with teachers 6 Summary and Recommendation In this paper we introduced the learning process to provide students with self motivation among peers with a facilitator who could assist them in generating ideas and innovative solutions to tackle various challenges of the 21st century These challenges were selected and established based on careful observation of student interest in current global issues that might affect their local lifestyle and socioeconomic status including the concept of productivity and the quality of science and mathematics education A combination of the 21st Century Challenges and the facilitation method together with the sensing technologies for increasi
352. PIAAC OECD 22 2 24 16 65 HOR 166 000 2011 8 2012 2 IT OECD 2013c 3 5 OECD 70 60 3 4 1 1 5
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360. re 78 Muu 93 95 i 163 21 163 SEIA E A E a EEEE a E 27 KEI 28 AAAA FAI T a lt 29 31 i 34 6 pe 38 10 10 Lik 43 ccc eccecscesessessesecsessesuesnsseesecsesuesusseeseesesuesesseeseeusaneseeseeneaes 43 1 EOE E A E D 44 10 iii 46 10 Bae 32 Mee te ay MMU H Soca cece sates Dns as cai Dao ait eel a Dal ae aiid 53 K 3 3 10 2 ee 54 K 3 4 10
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362. 3 OECD 2006 PISA IEA 2011 TIMSS OECD 2007 IEA 2012 ICT PIAAC 3 1 PISA PISA 5 15
363. 400 550 R 3 3 10 2 No T 7 z 1 Singapore 602 Singapore 590 Singapore 594 Finland 574 2 Korea 577 Taiwan 585 Korea 561 Taiwan 568 3 558 560 561 Singapore 566 4 Taiwan 552 Slovenia 558 Taiwan 557 Slovenia 560 5 Russia 547 Finland 554 Finland 548 Korea 548 6 Finland 540 Russia 554 Russia 537 548 7 Hong Kong 539 Korea 551 Hong Kong 535 Hong Kong 539 8 England 533 Hungary 534 England 533 England 536 9 Slovenia 532 England 529 Slovenia 532 Russia 535 10 Hungary 525 Hong Kong 526 United States 530 United States 533 IEA 2012 3 55 3 4 10 2 A No i z h A 1 Singapore 588 Singapore 589 Singapore 592 2 Taiwan 569 Taiwan 570 568 3 Finland 564
364. National Assessment of Educational Progress The Nation s Report Card Science Highlights 2000 NAEP National Center for Education Statistics 2001 80 1 2 3 2000 Grade4 8 12 49 000 4 2 8 5 1 Grade8
365. students were able to conceive the challenges in our local and global society in conjunction with science and others related topics as well as the role and responsibility of science As stated in the preamble of the Japanese science curriculum through lessons students should build interest in nature and physical phenomena and conduct observation and experiment with a sense of clear purpose that can raise their ability and attitude toward scientific investigation including setting assumptions Ministry of Education 2008 Participating students responded that that they became more The 6 International Conference on Educational Research 13 14 September 2013 Faculty of Education Khon Kaen University Thailand 1CER2013 confident in conducting experiments as they could learn how to set up and implement experiments and obtain results based on scientific observation and reasoning from their own approaches Table 2 Post questionnaire conducted at the end of each workshops N 91 students No Post questionnaire items Strongly agree Cannot disagree Strongly 1 Today s activities have been interesting and enjoyable 38 54 8 0 0 2 Today s activities have been understandable 8 69 15 8 0 3 I was interested in science amp technology before the activities 15 77 8 0 0 4 Today s activities have fostered my interest further 15 62 15 8 0 J I have been able t
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370. Conference on Mathematics and for Thailand 9 Innovation in Technology SMT Innovative Education ICIE 1st Education for Learning http www il mahidol ac t Enhancement of Mahidol h icie Learning for the 21st University Century 2013 8 10 63 V BA lt 11 H http wwwrsjst jp sjst cms 2013 International Challenging Khon Kaen Facultyof 9 18 Conference on Education for Future University Education 14 Educational Change Khon Kaen Research ICER 6th University http ednet kku ac th icer Thailand 2013 2013 APEC Khon Kaen Emergency APEC Faculty of 9 13 International Preparedness Khon Kaen Education 16 H Symposium Education Flood and University Khon Kaen Typhoon University Thailand 2013 1 9 HIBER http www jsse jp jsse International Conference on Innovation in Education ICIE 1st 193 194
371. ENB U NY PHY a AE ha EMME GB OCHS One World The ethics of globalization Singer 2002 21 20021
372. Korea 561 Korea 564 4 Russia 557 561 Taiwan 551 5 Korea 554 Finland 549 Finland 547 6 Slovenia 551 Slovenia 542 Hong Kong 538 7 Hong Kong 544 Russia 539 England 537 8 541 Hungary 532 Slovenia 536 9 England 533 England 531 Russia 533 10 United States 527 Hong Kong 529 Australia 526 TEA 2012 2011 2011 PISA RIB EMO TIMMS ERUONFO RRR EBA gt BON Lom iN BB 3 3 PIAAC
373. Number of workers in the manufacturing sector millions OECD provides a comprehensive analysis a of the productivity of each member country OECD 2013 From the results one can observe that Japan pm 1970 ne a 2030 is in a position far behind other advanced member year countries despite the fact that it has the third largest Fig 1 Variation of number of workers in the manufacturing GDP output in the world after the United States and sector 10 Japan San Bureau 2013 China Productivity needs to be continuously improved in a country where population growth that boosts output cannot be expected anymore in the course of a steady and natural decline People are therefore required to generate more added value output per head so that at least the present competitiveness in terms of GDP and the living standard is going to be sustained As Fig 2 indicates at almost the same amount of public expenditure 9 000 10 000 per student highlighted in red Germany Finland and Canada have been achieving higher productivity than that of Japan assuming that there is a certain correlation between the productivity of the workforce and the education expenditure From an industrial perspective the World Economic Forum provides compelling statistics regarding the quality of science and mathematics education based on assessment by industry management The result for Japan is not encouraging 4 7 out of 7 demonstrating a mismatch between what th
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375. and participation Furthermore they seemed to be more respectful of peer ideas and understand them better due to the written form It was also possible for them to articulate their thoughts and ideas better to one another through the cards Table 1 Self assessment on competency conducted at the beginning of each workshops N 91 students No Self assessment items Yes Don t No 1 Iam able to generate and create new ideas in the school laboratory 41 12 47 2 Any small scale problem around us is interrelated to global scale problems 93 1 6 3 Iam able to explain my own ideas to other people and make them understand 30 21 49 4 I am able to communicate effectively with other people and exchange ideas 62 13 25 5 Iam able to collaborate with other people to tackle challenges 86 3 11 6 I am able to ask questions to teachers to clarify ambiguities I have 38 19 44 Ts I am able to draw and construct my own ideas from the information obtained through media 16 3 21 8 Information from the media sometimes involve privacy moral and biasness other people have 81 4 15 9 I am able to make an assumption or prediction about what sort of results I might obtain 88 4 7 10 Many types of experiments are necessary to promote the understanding of nature 88 2 9 Classification 1 2 Creativity 3 4 Communication 5 6 Collaboration 7 8 Media literac
376. do check adjust process is vital in real life and work in industries which pursue value all the time Students can be effectively trained by using the science experiment as a way of value creation Jk W s i a i T wh 5 Evaluation 24 Let s move onto evaluation We have been conducting workshops in order to verify the proposed lesson style comprising of context led learning and the value creation Distribution of students attended in the last year s workshops is shown here There were 57 male students and 34 female students in total About 16 to 20 students who came from either junior or senior high school attended in each workshop 25 Before the workshop started we asked students for taking a self assessment on their competency using very simple sentences so that even junior high school students could understand From this self assessment we knew that students were less capable of 1 knowledge and value creation 3 explanation and persuasion to others and 6 clarification through effective questioning We realised that students have not been provided with an environment where they are made engaged and encouraged to generating ideas voicing opinions and negotiating with peers All of which are to be addressed by the effective facilitation and visualisation of ideas 26 Indeed through our observation in the workshop we have confirmed that the facilitation and the visualisation made it possible for students to act
377. for Advanced Studies on International Development Fisher A Matthew 2012 Chemistry and the Challenge of Sustainability Journal of Chemical Education Greenhalgh Christine Rogers Mark 2010 Innovation Intellectual Property and Economic Growth Princeton University Press IPCC 2007 IPCC Fourth Assessment Report Climate Change The Intergovernmental Panel on Climate Change The 6 International Conference on Educational Research 13 14 September 2013 Faculty of Education Khon Kaen University Thailand 1CER2013 Ministry of Education 2008 Science Curriculum Junior High School Ministry of Education Japan Mytelka K Lynn 2000 Local Systems of Innovation in a Globalised World Economy Industry and Innovation 7 1 OECD 2005 Definition and Selection of Key Competencies Executive Summary OECD Publishing OECD 2012 Education at a Glance 2012 OECD Indicators OECD Publishing OECD 2013 Factbook 2013 Economic Environmental and Social Statistics OECD Publishing Sapianchai Pote James TJ Paul 2005 ICT in Thai Education Ideological and Structural Determinants that Support its Development Introduction and Use Bangkok University Knowledge Centre Srisawasdi Niwat Kerdcharoen Teerakiat Suits P Jerry 2008 Turning Scientific Laboratory Research into Innovative Instructional Material for Science Education Case Studies from Practical Experience Vol 15 International Journal of Learning Statis
378. group It is important that all the innovative and creative ideas generated within the group be treated in a respectful manner Furthermore competency is applied to the entire learning process and more prioritised than the accuracy of the numerical results gained in the experiment which is less important as this does not provide us with insight into the hidden capabilities of the students Broadly speaking competency is considered as The ability not only to acquire knowledge and skills but more importantly to understand the Fig 6 Facilitating discussion through complexity and interaction among the contexts of society visualisation of ideas that are combine economy industry environment and science and to utilise and to creats own experiment create knowledge to tackle challenges on top of these that might affect the way our world country and region exist We have established the following set of four key elements that comprise competency The 6 International Conference on Educational Research 13 14 September 2013 Faculty of Education Khon Kaen University Thailand 1CER2013 1 Creativeness and innovativeness Creating new ideas that can support and contribute to his her team to overcome and solve issues 2 Collaboration and communication Accepting and sharing ideas with the diversity that his her team has generated and actively engaging in discussion 3 Information and media literacy Perceiving th
379. has been a major contributor to economic growth Once this growth has stabilised or in some cases even experienced a downturn education naturally is subjected to a change in course Cross discipline approaches such as STEM science technology engineering and mathematics for instance have been attracting not only educators but also people in industry who appreciate strong links among research development and manufacturing and creative and innovative education so that investment in education will truly be beneficial to society as a whole We argue that in the context of Japanese science education the subject is taught independently And the curriculum is highly weighted toward natural science despite the fact that science is largely associated with technology mathematics and society above all with important global challenges in the 21st century consisting of climate change food security drought energy provision transboundary pollution and so forth We have set these challenges as big ideas in our proposal to let students have a sense of being responsible players tackling the challenges by utilising knowledge creation Since 2012 a number of workshops have been held to examine this method We present some results that have been thus far obtained which display a correlation between the increase in student awareness and interest and their understanding Keywords 2 st Century Challenges Cross discipline pedagogy Kno
380. output We want incorporate the productive activity into our educational system so that students will surely be beneficial to local society and economy 9 As we pointed out earlier utilisation of knowledge and creation of value in our classroom is the focal point of this study we shall come back to this later to discuss how we can approach 10 In the last decades we have seen expansion of teaching area within each subject This is true that current affairs have come into play a bigger role than ever before such as sustainable energy resources environment climate biodiversity waste management and even the information and communication technologies global relations and social situation 11 This makes the subject area larger and essentially some of the newly treated topics could have been overlapped We would say that it is now possible for individual students to endeavour and cut across different areas especially I would say science technology home economics and social studies I want to provide such students with cross discipline topics to challenge That is the 21st Century Challenges 3 Design 12 As you can see in our approach the challenges or we can say the big ideas come first and the traditional subjects become minor sections that support each challenge The advantage would be that these topics are ones that are familiar to current students who are exposed to media and information rich environment 13 I beli
381. through media and internet It is good idea to give students access to broadcast news programme documentary and even articles from newspaper and magazine that have various points of view toward the challenges National Geographic Channel provides broad range of programme that is suitable for this step 21 Step2 students are to investigate an influence caused by the challenge to their society In the case of irrigation this may result in shortage of water amount and increase in salinity level affecting aquaculture as well as agriculture therefore food provision We use a facilitator who can promote the discussion in each group where students visualise facts obtained through media in order to analyse the context behind the challenge This may be from phenomenon to consequences and to action we need to take 22 Step3 students are to create their own procedure or scenario for an experiment Traditionally they are just given a lab manual that shows step by step procedure on what they need to do But in this step we provide them with a sufficient time to create a procedure with added value that is new to them and become beneficial to their learning This may involve assumption implementation observation and reasoning skills 23 Step4 students are to implement the experiment according to their own procedure and to confirm whether it is complete and where necessary improve upon it As you might have notice that this PDCA plan
382. wW AAMS sa8ualleUD Aunua 1STZ PH OHIZ aulldlosip ssolD Jo uo1Onpoul Y OTETHAYLOG E ASoroudoa UonerurojJuI MW AF EYEE uoner3rn uonvindod gry UONEAIISUOD eorsojorg MAAR ASrouo 3 qEMNIUY eu Bb use OtaJO n BA onsind SAeATe PUB UOHUICUJ313D Js JuaunaIduur JaroOs Jno UT sasuaTeyo XaIdurOo IPL ol alqe pur PuelsTepun ol Paredard pom Oym SAIOFIIOM PaaU SarHSnPUT SENT SRI OES fl MMO LALR LAD LMA SRIMIKAEOS 1 6 TF Bare EY AEAT NE PS BAO TE SPRY amp REE Se yuapnys Jad uoneonpy aS uo arnPuadxcT A WA Hy ARY Pih Ay L0Z 0L0Z 800Z 900Z 00Z 00Z 000Z 000 0Z 0009L 000 Z1 000 8 000 T T T T T OL 0Z 000Z 4 9K 01 pareduio3 sv asv3133p 6 KONGE F007 g raos a og eS 6 Ye uedef xH oy Ss 9 2 AV Ga ey a Bony SO Cimma o g ES 1 kano re sprig ponu 09 F Te e oS a purpar e 5 ce 0 2 8 EE a uadef Al 0 WaaON We SE9 0 lt u 9 9 06 TB Thx ra TS Ti 4 236 Aubert J E 2005 Promoting Innovation in Developing Countries A Conceptual Framework World Bank Policy Research Working Paper 3554 World Bank Autor D Levy F Murnane R 2003 The Skill Content of Recent Technological Change An Emp
383. 010 OECD Global Competitiveness Report 2012 GDP 3 2 520 OECD 21 OECD 2013al
384. 06 PISA 3 8 7 2 2006 OECD 3 1 10 1 Finland 563 Finland 555 Finland 566 Finland 567 2 Hong Kong 542 New Zealand 536 Hong Kong 549 544 Canada 534 Australia 535 Chinese Taipei 545 Hong Kong 542 Chinese Taipei 532 Netherlands 533 Estonia 541 Canada 542 Estonia 531 Canada 532 Canada 531 Korea 538 531 Hong Kong 528 Czech Republic 527 New Zealand 537 New Zealand 530 Liechtenstein 522 527 Liechtenstein 535 Australia 527 522 Slovenia 523 Chinese Taipei 532 Netherlands 525 K
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387. 34 9 6 1 1 6 6 7 5 2 2 2 3 Netherlands 12 5 32 6 34 3 7 3 3 0 4 5 3 7 2 3 4 Finland 11 0 28 9 33 2 8 4 3 5 9 7 5 2 0 1 5 Denmark 13 9 32 9 32 3 6 3 2 4 6 4 5 3 0 4 6 Australia 9 2 28 9 31 8 6 2 4 0 13 7 3 5 3 7 7 Canada 14 8 30 0 29 4 7 1 4 5 6 3 5 9 1 9 8 England 15 1 33 8 29 3 5 7 4 1 4 6 5 8 1 6 9 Germany 14 4 30 5 29 2 6 8 7 9 6 1 3 7 1 5 10 Belgium 14 8 29 8 28 7 5 8 7 4 4 7 3 5 5 2 14 7 6 19 7 26 3 8 3 10 2 15 9 10 7 1 3 OECD 12 3 29 4 28 2 5 8 9 3 10 2 4 9 1 5 OECD 2013c 57 a R RigeMornmnas Smee MHINE aR EN Du aN 58 3 6 1980 OECD OECD 20183cl PIAAC
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392. EAGI MET OLD 27 hGH FRO NRE HERR AK http siva cc hirosaki u ac jp web labbus Last accessed 14 01 8 1976 ANAK HAE P E Le Hany ERI AH AER 2007 AED EMIT SD EIEII EERIE NY 2 i WEB OMEN A 57 386 2011 V1 ORRY LDH bOOS VAMILHFRAD D 7 M amp T 2011 3 2018a 27 MORA EMO EMMA ELE J A REM PORK 1 3 8 2018b 27 MH OMACHO LAPS I a2 3 SOME E PIV ROLE StA HAIZBISRADKMOM MES 63 90 2010 HIE LAOBYEO 7 DZ 2013 HFATICBIFSACKEMMNZE 1 1 2 2012 7E Vrh hAERR http www jomon ne jp mozaidan Last accessed 14 01 8 2008a ft PEATE REN 2008b PAR AGEE
393. Educational Progress OECD Organization for Economic Co operation and Development PCM Project Cycle Management 8 A EET PDA Personal Digital Assistance PDCA Plan Do Check and Adjust Act PIAAC race ees the International Assessment of Adult PISA Programme for International Student Assessment PPP Purchasing Power Parity RCEP Regional Comprehensive Economic Partnership STEM Science Technology Engineering and Mathematics STM Science Technology and Mathematics TIMSS Trends in International Mathematics and Science Study TPP Trans Pacific Strategic Economic Partnership Agreement UNDP United Nations Development Programme UNESCO United Nations Educational Scientific and Cultural Organization B 1 1 1 2 2 1 2 2 2 3 2 4 2 5 3 1 3 2 3 3 3 4 3 5 3 6 3 7 3 8 4 1 4 2 4 3 5 1 6 1 6 2 9 1 Ix 9 2 1 1 1 2 1 3 1 4 K 1 5 K 2 1 2 2 2 3 2 4 3 1 ccc cccscssssssescenssessecnecscsssn
394. HU3 O PIPUSIUT 9JeA PH1 anbrudo31 UONESITENSIA PUE UOHP THITOPJ IY PaonpoRUI 3 Ssaoord 94 UI AUY MEM ARG OLL LAER L fi ALL QALRBRAMUMGOWH 20 38Pa AOrr JO TOJdooar aarssed IY ULY JoywI svapt Xaroos sno UI ASojouysa DU JO TOJeJaTa3 IAN IY A IOV ol Dad6rnOOU3 ar3AN S1UaDn1S TA HUoneonpa IOodOS y ur ssaoord uonea anTA y Dasodord pue padoraAap aavy M AA AE GE BLE lp tA SLOMGAE Y SLED AEN Ee OEY amp Sc CY YU Me x4 LOE A ep Ae El DIE eG sjuawanalyoy Jo AueuuuunS AY G Paurelqo ynsaz y yaad quoumsadxo dno33 Up 31UT PUY sInpsd01d JY Juaura dtnT 19 arnpaoord anbron g Jo VORE SE9PT Jo UONRESTENSIA pue UONENTYDET MW OMS TMA OF WMO EOLA MEE OMAR AV OL LY LAER LLL L3H Lp L 9314 9 SS She L31 snInsar ureJdO pur alduuoo st y Te edUA WIFUOD ol 3JnDaoord y usruslduuT amp Na SAU EY OREM LOUIE TorsrAord poog ageuuzp es HUSA RT TIWA EMMA ath S PNI EPOS Sormonoo auroH imps PFa 0 nsnpur uono SoloudoaT x 6 a WH 0 RUINS Ea AL Wg ASuopus Uonesruor AOR uone8naT AsV BRE uann a9eIOA nonrSny wy MOs wA ES 3 cl i HAN fan tile q m aspa mouy MMO CTO God ra th Sours reormaroonodd 2K opv8pa1 3H9nvs R CRE uorstaosd rary MAM norsrAod poog Y 38uedo
395. Hirosaki University Repository for Academic Resources Title HHHHHHUHHHHHHHHHHHHHHHHHH 00 HHHHHHHHHHHHHHHHHHHLH UUUUUUDO Author s UU UU Citation Issue Date 2014 03 20 URL http hdl handl e net 10129 5294 Rights Text version N HIROSAKI ss UNIVERSITY ME http repository ul hirosaki u ac jp dspace se 25 UNIVERSITY TE HOMMA Masanori 12GP212 ER HOMMA Masanori 2014 3 H Master s Thesis Graduate School of Education Hirosaki University The Role of Education in Societies and Industries Seeking Knowledge Creation Development of Pedagogy with Science Communication Enhanced by 21st Century Challenges
396. IAUD UE AVN OL S LEAN Hebd HIN tee T ERA EAGT CRH FLOWERS ACONRRRH Ts PENQAOZ LAE UMA RIG DERMAL AALAAL UMA AFERY CCA ER ERE OHER St h OM i Al12adsJad pue npP fqo BAPLAA L Uedef varsr9Arun Pesos Uoneonps Jo ooyss aenpery NVNNOHD TSeAFInA VNNOH FoueseJN Aa EAST WA MWY eae Ge Mee IY sg ug 9 477702 IST Z q 220000 00 2027 277 017 Hulusoa paulwiajaqg f as YTO RALA o H Ck Flee ANH eee OAL b l 235 mY BY om UY A OC Olin td OL IES Ack DEF TRIPPY 36 BA OBER tee RB OAEA GH ESCPALUN HRE OREN C100 2A te HST BCE BITES FUE DIY OMPEOB REHASH OT RYE WY Rl Ay CM de DAMA OF LOGS FEET TL MERE C107 EAL oruuouoo 5TI0Z yooqlotJ CT0Z OHO Burysyqnd COMO SrowoPuT TOHO ZT0z VUEJO vw uoneonpg Z10Z TOHO 3urdsrqnd AJHO SOHSHJS enog pue elu9uuuoxIAd rsreArunl UBM VOYY Yosvasay TEUONEINP UO aouaaJuo UT 9 AL uonvar BPAOUY FUPI sanapogs UI UonenpH Jo alo H L CT0Z nseApmnX ULUMOYD NIOJ eperuryg HoueseJN PuuuoH Sard fsT9Arufl VOUN YAOI ruuouood pur Asadorg eMU voneAouuT 0T0Z WLW S1230Y ounsuYyD HIEHUaaro saouagjad MKZ 35UaIos JO alor IY PueglsT9pun PInoo slUspmls WY suOdsar ay WON snorAqo sem JI ToneJuatrrradxa ay 3unyels aroJ3d qaA p mouy oy SU earO Ag ACUNA ER SREY a MNAE S EN MEE eI CUS OW 2 MAE Atk SLC PIUMWOLTARC4CAL YS Tonedronred USDr1S 3O UP
397. L T WER TAK H FIY 1 2 3 4 111 HHN SROIN me O a E F DRE PUBCON TT RRMERES REN Spa Dill 112 1 2 3 4 Tw Pl 1 2 T
398. LR BE RHE 2008c PRA GTR EERT FLA 2008d PFEF IRAR FB 2008e PARE A GLREL FURL 2012 AKRO AIK l ERARE RIL IS http www mext go jp a_menu koutou kaikaku sangyou Last accessed 14 01 8 2018a al 24 EEE RAKES http www mext go jp b_menu toukei chousa01 kihon kekka k_detail 1329235 htm Last accessed 14 01 8 2018b FUE 26 FER N FU NLAN RI NORE http www mext go jp a_menu kokusai sgh 1342988 htm Last accessed 14 01 8 2011 ROHL ROLIE II 2009 EF KEE KALE EOAG 59 2 101 107 2012 ARB OMMECLATS AAUECLOPME 240 241 2001 2
399. SLX O HZI MARR Nee COR Y RAAE SS O SURES aot AEEA th UY EO DLC HHE O OZ ST9HOYa1 19 s3ururen 931AIIS UT fi Sahn HEYA Hp HldyScH SSS ro SS ma woy suepms 16 SurmoL HOT Are pT pT EO MERA BA G ST PCNA ROE ote Y PORTO SEES O GF VHD ORCL CHR AAAUH CL AMES O TLOZ suapms Arepuodas 103 sdoysysoy F M BAST lel p leh eH SUIUIVI JUIPNIS JOAO ssoUIAIIFFJO SH MO 3JnST 0 PTO UT ssuTUTeT DU sdoysysom Jo SINS V TSnOTH1 UONENTEAD JSPun Pu Pasodord useq sey SSsaoord 83uruyegaf Sumoo y ACHE TEAM AE ORAG AWA THE HRA OZ Me FiaeHeOLM Ee FAA ROLAN sjelll pue ssaoo4d Sujusea pesodoig HAORA apeoap 1Sed auh I2A0 Ajaaroodsaz uoneIndod Surysom sy Jo 0 6 PU Z Joe SO AH HOWOVY pue uede wy sepur ZS3r Jups gad uonvonpa Arepuooas uo 000 6 3rmnIPuadxo Jo lunorue wes ad Surpuads Sarunoo Jo Ayanonposd y smoys ouq pos SIT hel SUS RAK GT lol TE DL RO OLE AOA 000ZE Y LOY H AN S K SRCMYOHM AED Av SIAN amp fae GOdO Lid OK A A i OHY SALCHS Y dy 000 0 Ath Fe O Hel 2K H punoJ8Ded IeJ1Snpul pue jepos Xu SH JJOYM v SE TOTGar IY Jo AAOTS oruuoUooooroos qeUIEISNS ol SuIPLaT HRE LR LOS FEE rontlndod 3ursearOoD pue Aaioos Suse ol asuodsar v UI 0799s AHSnDuT Jo AIA OnPord 9urseaJOUT TOME MKONI EG sasuaeyo AINIUDD JST YA P316IOOSS Aouajeduros Aoy arrnboe pue UONEID INTEA pue Spomouy yONpUOD O 3 d E sJUAPN s 3JeUA JUDWTUOT
400. Salinity level ome 7 3 eraa A m Virtual Salt da cha Food Provision cho Social and environmental context Scientific context ee o WE 5 Evaluation iy step3 Create and develop a unique procedure for science experiments Student distribution ae Junior High School Senior High School Total Male students 57 step 4 Implement the procedure in order to confirm whether it is complete and obtain results E Female students 34 91 Workshop Dates 23rd Sep 2012 3rd Nov 2012 16th Dec 2032 13th Jan 2013 2nd Feb 2013 EE 0 EE 5 Self assessment on student competency o Post questionnaire on student attitude No Self assessment items No Post questionnaire items lee 1 tam able to generate and create new ideas in the school laboratory 1 Today s activities have been interesting and enjoyable 38 sax sw ox 2 Any small scale problem around us is interrelated to global scale problems s activities hi inderstandable 3 tam able to explain my own ideas to other people and make them understand all bats I oe bose 4 iam able to communicate effectively with other people and exchange ideas 3 I was interested in science amp technology before the activities 15 7 aw o S Lem able to collaborate with other people to techie ctiatlanges 4 Today s activities have fostered my interest furt
401. al 2013 Higher level of observation skill with digital sensors Right pics courtesy of PASCO Scientific Observation skill Sensing capacity Bl 5 1 pH Os COs 2008el 5 ICT 79
402. arch into Innovative Instructional Material for Science Education Case Studies from Practical Experience International Journal of Learning 15 5 201 209 Statistic Bureau 2013 Labour Force Survey Basic Tabulation Ministry of Internal Affairs Government of Japan http www stat go jp english data roudou Last accessed 14 01 8 Tan K Hedberg J Koh T Seah W 2006 Datalogging in Singapore schools supporting effective implemen tations Research in Science amp Technological Education 24 1 111 127 UNDP 2011 Human Development Report 2011 United Nations Development Programme UNESCO 2003 Four New Projects on ICT in Education in Asia and the Pacific UNESCO United Nations 2012 Education First An Initiative of the United Nations Secretary General United Nations Webber C 2003 New Technologies and Educative Leadership Journal of Educational Administration 41 2 119 123 Wiggins G McTighe J 2007 Understanding by Design 2nd ed Association for Supervision and Curriculum Development Pearson World Bank 2007 Building Knowledge Economies Advanced Strategies for Development The World Bank World Bank 2008 Global Purchasing Power Parities and Real Expenditures 2005 International Comparison Program The World Bank World Bank 2012 Knowledge Assessment Methodology 2012 The World Bank www worldbank org kam Last accessed 14 01 8 World Economic Forum 2012 The Global Competitiven
403. ater and draw the correlation graph Exhibit the most effective pair of metals that can generate maximum voltage Assignment for students eg 4 Sensing properties pH and light absorbance Knowledge web Industrialisation Fossil Fuel Exhaust gas Oxides NOx and SOx Acid rain pH Acidity and Photochemical smog and Transboundary pollution The 6 International Conference on Educational Research 13 14 September 2013 Faculty of Education Khon Kaen University Thailand 1CER2013 Statement Burning fossil fuel causes oxides such as Nitrate oxide and Sulphate oxide which are considered to be key elements causing acid rain and photochemical smog There is a set of environmental controls and regulations imposed by the government that have resulted in reduction in the amount of emission in recent years However some countries developing rapidly might be less aware of such emission and tend to be behind in environmental protection This may cause a transboundary flow of oxides and other pollutants by air to our country Your group is assigned to Fig 10 Measurement of absorbance of make a proposal for a solution endorsed by evidence that you solution treated with a chemical regent have obtained Design a procedure for measuring the acidity of rain and the concentration of Nitrate oxide in the air Note that due to the concentration of CO 400pm the usual atmosphere transforms rain to be slightly acidic pH 5 8 Study
404. dary School Science Enhanced by 21st Century Challenges In Proc The 6th International Conference on Educational Research Khon Kaen University Thailand p958 969 3 2013 21 MORA EH EERE CTE S ACRES BOHRA 1 p3 8 4 A 2014 27 MH ORBERIANE PP RAA STM BEGLOWIE x 1 1 ii RERBA Zh 2 ER BEAPROZBERA 3 if RFAAEOSORR
405. e approach This interconnects science with other discrete subject matters that have been taught separately in the past The challenges provide us with a medium where teachers of different subjects can be fostered to collaborate and achieve greater attainment especially in their Integral Studies Sougou teki Gakushu classes And the devised process does not leave learners the basic stage of solely acquiring ideas and skills but also attempts to elevate them to progressive stages from utilisation of the ideas gained for creation of new and innovative ideas The learning process begins by giving students one assignment that consists of a statement of challenge along with related topics as to produce a knowledge web and what is to be tackled within his her group Relevant media coverage and its structural analysis are also used subsequently to promote student understanding of the topics A greater amount time is spent on the knowledge creation stage where students are encouraged to produce their own procedure or scenario through discussion and collaboration with peers Students are encouraged to gain and utilise a set of competencies that includes Creativeness Innovativeness Collaboration Communication Information amp Media literacy and Scientific approaches Five examples of assignments are presented in this paper in order to provide a better portrait of the lessons carried out in a series of workshops Student self assessments post lesson indicates
406. e education needs social perspectives built into its curriculum Because vast majority of students already are already exposed to social context through this media rich world where their interest really fit into it And thus the cross discipline approach does make a sense engage students in their social matters give them a challenge they can tackle let them devise a procedure they can verify and get a feedback into their understanding Ending 35 I acknowledge and appreciate that the research programme has been supported by the organisations as written here 36 Thank you for listening to my presentation And I am happy to answer questions you may have 63 219 21 4 B B HOMMA Masanori SHIMADA Toru CHOUNAN Yukiyasu SCRA B 21 1 OECD Cit th AGE OA PEM productivity
407. e industry sector wants and the ability the present 90 graduates possess As an example R2 0 635 Singapore with 6 3 7 Finland with 6 2 80 ey 7 and Belgium with 6 2 7 are the top uxembourg 70 three out of 144 participating countries World Economic Forum 2012 We would like to endeavour to Ireland 60 witzerland Productivity GDP per hour worked determine what responsible role 30 alee F Soms education especially in the field of i0 science education and related areas can La play in contributing to the increase of 30 Ezech productivity of future workforces made i up of those more favoured not only by 4 000 8 000 12 000 16 000 20 000 industry sector but also other productive Expenditure per student Sec Institution sectors such as agriculture information Fig 2 Correlation between productivity of the workforces and public amp communication and services where expenditure per students OECD 2013 and OECD 2012 ra recreated by authors apparently science literate workers could become vital human capital 3 Design Concept Being overwhelmed by a rich amount of information through media and social networking through ICT today s students are thought to be more sensitive and even more aware of themselves as influential members of the global society We set out to design 21st Century Challenges for students to ac
408. e intention and meaning of information and data through media with critical and multiple points of view 4 Scientific approaches Drawing scenarios and implementing procedures that are based on the preliminary knowledge and assumptions From 2012 to the present thanks to a funding from the Japan Science and Technology Agency and the Mutsu Ogawara Financial Group of Industrial Development we have been conducting one day workshops both for students and teachers meant to implement this comprehensive approach and verify if there are advantages and disadvantages that might be occurring in actual classroom settings There are numerous assignments that have been devised and tested in the workshops Examples of assignment are shown below all are carefully designed and elaborated to elicit student interest Assignment for students eg 1 Sensing property temperature Knowledge web IPCC Kyoto protocol Population migration Atmospheric temperature Purity of substance Change of state Latent heat and Temperature of fusion Statement According to some research due to the increase in y atmospheric and ocean temperature ice shelf and sheets are rapidly melting down into the ocean and this is believed to be one of the causes that result in the rise in sea level It is a fundamental property and the physical nature of any substances that can melt at a certain temperature called Temperature of Fusion Your group is assigned to figur
409. e out the temperature of fusion of the substances that are provided to you as follows Ice Stearic acid Lauric acid and Palmitic acid Fig 7 Measurement of latent heat of Design the lab work for this assignment Compare graphs fusion and melting point depicting the heat of fusion that are obtained in the experiment with the theoretical graphs exhibited in textbook And explain how and why they are different Assignment for students eg 2 Sensing properties pressure humidity and temperature Knowledge web Draught Food security GM food Water provision Daily diet Cloud formation Atmospheric pressure Relative humidity and Precipitation The 6 International Conference on Educational Research 13 14 September 2013 Faculty of Education Khon Kaen University Thailand TCER2013 Statement In some regions an irregularity in climate cycle causes a sever draught and shortage in food supply to their population Furthermore agricultural failure in such countries can lead to a variation in diet patterns in our own country due to a heavy dependence on imported foods It is scientifically evident that the amount of water vapour in the atmosphere is responsible for creation of clouds and thus rain fall Your group is assigned to first research the process of cloud formation and second work out how the dry weather irrigation Fig 8 Observation of pressure and and deforestation can make the process turned into a
410. elation between productivity and expenditure on education Both data come from Factbook published by OECD and we have combined the two sets of data to see if there is a correlation We have done this because we wanted to connect education to the productive sector therefore we see that education as an input and productive sector as an output 5 It is clear that at the same amount of expenditure on education some countries are enjoying better productivity the countries like Germany Finland and Canada The productivity of Japan is even below the average line Are we able to increase this productivity by setting an environment in school where students can practice knowledge and value creation 6 Next figure is this the change in working population This is an accumulated decrease in percentage Overall Japan is experiencing a gradual decrease in working population around minus 2 level as compared to year 2000 However due to the internal migration to metropolitan cities rural areas are experiencing a huge drop in their working population especially young population I should say 7 This is just like what is happening within European Union where migration from the east to the west in search of job is noticeable 8 With this decreasing population at least in some areas of the country needs better productivity in Jk W s i a et ty a order to sustain their living standard competitiveness and their industrial
411. ess Report 2012 2013 World Economic Forum 2010 PARROTS 2018 FRRHAAHE FDS Htt ARDERII CT CPA 24 EO http www pref aomori lg jp kensei tokei shakai keizaihakusho html Last accessed 14 01 8 2012 JASCO AAN 1 1 26 27 2002 AF OMAL APT BHDORFNLEE LED 238 2012 HAITI 2 7 L aS OHA EHEOF y TEM OBIT 1 1 64 65 2012 PREF RMOVYLEY AAI 2257 L eS ORK ERE 1 1 14 15 2012 PEMA MEP BOP 2005 MERRIE AGE REAE http 7 www mofa go jp mofaj gaiko kankyo sogo kaihatsu html Last accessed 14 01 8 2012 APRN I 27D a MEET DRM BES http www jst go jp csc sciencecommunication Last accessed 14 01 8 2012 BERAE 2012 STOP THE HRI
412. eve that science experiment is one of activities where students are expected to have ownership as well as leadership in conducting the experiment successfully In addition to that this involves group discussion development of ideas decision making above all these are necessary steps for value creation in productive activity in real life We introduced facilitation in our lesson where students are expected to be an active generator of ideas but not a passive receptor of existing ideas and information 4 Practice 14 Let s move onto practice I would like to present here one example of 21st Century Challenges that is context led both socially and scientifically 15 Irrigation is a means to artificially divert natural water to man made streams in order to assist agriculture Doing so sometimes causes a decline in the amount of water in lakes reservoirs or underground and consequently leads to an increase in salinity level In the case of natural lakes severe damage is expected not only to the ecosystem of the creatures living there but also to the agriculture surrounding the lakes This is social and local context that have not been taught in science class but rather treated in social studies and home economics or agriculture I shall connect this to scientific context as follows 215 216 16 The salinity of the water can be es
413. g contemporary scientific practice and technological tools into the classroom where student inquiry skills and conceptual understanding are promoted Srisawasdi et al 2008 4 Procedure and Implementation The structural flow of the learning process we propose is shown as follows Throughout the process one facilitator is given the responsibility to assist in student engagement in each phase where they are to Phase 1 be provided with an assignment that includes local global and social context with 21st Century Challenges as stated in Fig 3 Phase 2 obtain understanding and consciousness over the challenges through media and the internet Phase 3 investigate complexity and influence caused by the challenges to our society and communities Phase 4 create and develop a scenario and a procedure for science experiments Phase 5 implement the procedure in order to confirm whether it is complete and obtain results In order to drive and activate the process smoothly we Student A Facilitator utilise a facilitation method Fig 6 set up in an environment that enhances participation and knowledge creation among Student B students They are also encouraged to generate exhibit propose and share their own ideas and build a consensus among people who have different backgrounds personalities Student D Student C and thoughts Through this method each student is expected to be a responsible player in the
414. gineering and Maths STEM http www nuffieldfoundation org stem 14 01 8 Nuffield Foundation UK OECD 2005 Definition and Selection of Key Competencies Executive Summary OECD Publishing OECD 2007 PISA 2006 Science Competencies for Tomorrow s World OECD Publishing OECD 2012 Education at a Glance 2012 OECD Indicators OECD Publishing OECD 2013a Factbook 2013 Economic Environmental and Social Statistics OECD Publishing OECD 2013b OECD Skills Outlook 2013 First Results from the Survey of Adult Skills OECD Publishing OECD 2013c Skills Outlook 2013 First Results from the Survey of Adult Skills OECD Publishing Osborne J Hennessy S 2003 Literature review in science education and the role of ICT Promise problems and future directions A Report for NESTA Future Harbourside Bristol Futurelab Rogers L Wild P 1994 The use of IT in practical science a practical study in three schools School Science Review 75 278 21 28 Sapianchai P James P T 2005 JCT in Thai Education Ideological and Structural Determinants that Support its Development Introduction and Use Bangkok University Knowledge Center Schultz T W 1981 Investing in People The Economics of Population Quality University of California Press Singer P 2002 One World the ethics of globalization Yale University Press Srisawasdi N Kerdcharoen T Suits J P 2008 Turning Scientific Laboratory Rese
415. h the five senses With that we consciously or unconsciously measure phenomena and variations of nature and thereafter execute decision making z preventing or minimising possible risks and predicting 1 future events that are likely to happen Students are S Limited observation skill i encouraged in their assigned work to make the most of their 2 ss sensing capabilities to obtain physical information from nature Technically a digital sensor is defined as a device as which detects or measures a physical property and provides important data enabling humans to read the state Humans Sensing capacity have been inventing such devices in order to complement Fig 5 Conceptual sketch on expansion of student and or diversify innate capabilities which have limitations observation skill vs sensing capability Top pic courtesy of PASCO Scientific especially over quantitative measurements and to further The 6 International Conference on Educational Research 13 14 September 2013 Faculty of Education Khon Kaen University Thailand TCER2013 living standard in terms of technological and industrial development and output We thus define the digital sensor in the educational context as a device which can foster and expand student capabilities to acquire and observe the conditions of nature that can be incorporated into a stream of problem solving This can be further endorsed by a developmental approach bringin
416. her 15 62 15 8 6 am able to ask questions to teachers to clarify ambiguities have 7 Wage aa Ws en GA Ur ged SD OL 5 have been able to think about what challenges humans have in the 21st century 46 23 31 0 8 Information from the media sometimes iwole privacy moral and biasness other propie have 6 have been able to think about how science amp tech can play a role in our society 31 38 23 aw 9 iaem able to make an assumption or prediction about what sort of results might obtain 7 i want to hove thie seme group work using cordelvisuelization In my schoo asx 69 15 ox Many types of experiments are necessary to promote the understanding of nature 8 want to use ICT tools in the other lessons in my school zex 46x is ox Classification 1 2 Creativity 3 4 Communication 5 6 Collaboration 7 8 Media literacy 9 10 Scientific approach 213 EE a EE seen Student comments Y have been able to gain knowledge not only about pure science but also about how global issues are interrelated within our society Y Making a prediction through discussion was the most enjoyable part for me in the lesson Y I was convinced and became confident through experiments conducted in a way that always inctuded scientific reasoning in the group work Y Ii have seen from the activity that human progress is made not
417. hotosynthesis 5 Findings amp Analysis Producing the value added results through experiment was set to be foremost and students were expected to not only acquire and apply the existing ideas but also create a procedure with new and innovative solutions that were generated through group work using their set of competencies We conducted a pre questionnaire that was meant to abstractly reveal the distribution of each competency on the basis of their self assessment Table 1 From the results of the pre questionnaire it was observed that The 6 International Conference on Educational Research 13 14 September 2013 Faculty of Education Khon Kaen University Thailand 1CER2013 students thought that they were capable of utilising interconnection communication and prediction 2 9 and 10 On the other hand they were less capable of employing knowledge creation persuasion and clarification through questioning 1 3 and 6 Although this was only a self assessment not taking into account the students psychological and linguistic consciousness this at least disclosed that in school they have been provided with few occasions where they could have taken ownership in generating ideas voicing opinions and negotiating with others stakeholders using logical and explicit explanation By visualising their ideas on cards in a written format it was observed and confirmed that it fostered further discussion
418. irical Exploration The Quarterly Journal of Economics 118 4 1279 1333 Barton R 1997 Does data logging change the nature of children s thinking in experimental work in science In B Somekh and N Davis eds Using Information Technology Effectively in Teaching and Learning 63 72 Deci E L Ryan R M 1985 Intrinsic motivation and self determination in human behavior New York Plenum Publishing Co FASiD 2007 Project Cycle Management for Development Assistance Tokyo Foundation for Advanced Studies on International Development Fisher M A 2012 Chemistry and the Challenge of Sustainability Journal of Chemical Education 89 2 179 180 Gipps J 2002 Data Logging and Inquiry Learning in Science In Proc WCCE2001 Australian Topics Selected Papers from the Seventh World Conference on Computers in Education ACS 31 34 Greenhalgh C Rogers M 2010 Innovation Intellectual Property and Economic Growth New Jersey Princeton University Press Griffin P Care E McGaw B 2012 Assessment and Teaching of 21st Century Skills Springer Harlen W 2010 Principles and Big Ideas of Science Education Gosport Hants Ashford Colour Press Ltd Homma M 2005 A Report on the Voluntary Service at Educational Institutions in Ghana Japan International Cooperation Agency Homma M Shimada T Chounan Y 2013 The Role of Education in Societies Seeking Knowledge Creation Development of Pedagogy for Seco
419. ively generating ideas at least not hesitating to voicing opinions in front of peers And they were able to develop their own procedure for the experiment not just a passive receptor of given information and knowledge 27 From the post questionnaire we confirmed that 77 per cent of students thought that the lesson was understandable And more than 84 per cent of students hoped they want to have the group work using the visualisation method in their school Above all about 70 of students answered that they were able to think how science and technology play a role in our society Therefore we confirm that the proposed method encouraged and promoted students learning 28 I would like to show some of the student comments that could endorse the positive outcome But because of the time left you may want to read this on hand out later after this session 6 Summary 29 Now let me summarise my presentation In the past decades of education provided students with intense acquisition of knowledge and skill for industry based society In the society like Japan especially its rural cities where population has started to rapidly decline they are unable to sustain their competitiveness due to a limitation over amount of knowledge per head in other word people have a limited capacity that knowledge and skill are fed into them 30 I would like the education go further to cover the process of utilisation creation and innovation that have used
420. kes amines ccams eoma a BBEA ll 21 2013
421. lisation in the course of global competition and aiming to increase people s productivity We live in a society where resources are scarce and the working population is dwindling and where accordingly productivity always entails argument School can play an important role in producing and stimulating a situation where students can train in important competencies to bring about higher value in the future Among many disciplines science is a subject that involves embedding experiment in the structural flow of curriculum which is in the vast majority of cases handled only by science teachers These instructors introduce scientific approaches that include assumption observation and reasoning skills At the same time science can also be a subject where students are enabled to have a great amount of ownership and hence learning actively and creating a certain amount of value in the process of making uncertainty and complexity clear enough to be accepted through tackling challenges associated with the social context is achieved We first describe a detail within a problem area referring to national and international statistics on labour capital productivity educational expenditure and the quality of science and mathematics education where a deviation from needs of productive sectors is found to be evident This leads to designing a comprehensive learning process with 21st Century Challenges using a facilitation method and introducing a cross disciplin
422. n Java gt oR ICIE 21 STM
423. nancial Group of Industrial Development Aomori Japan Association of Universities of Education Tokyo Japan 214 ICER Presentation Transcript Opening 1 Good afternoon everyone My name is Masanori Homma I m a graduate student at Hirosaki University Japan This research has been conducted under supervision of professor Chounan and Shimada at Faculty of Education And I would like to present a brief introduction to what we think our society is seeking in terms of its development and the role of education Lifelong education is a vast area of study and thus I would like to take science education as an example to this ICER presentation 1 Objective 2 The main point of this study is to try to answer questions that are what the education especially science education can play a role in societies and how we can advance the education in response to the decreasing working population and the aging society that have just begun in many of leading economies 3 We are aiming to do this through knowledge and value creation activities that are meant to increase people s productivity and key competency suggested by OECD Needless to say better productivity leads the societies to sustainable development even if they are experiencing the underpopulation of workforces 2 Background 4 First of all let s look at this figure the corr
424. ndary School Science Enhanced by 21st Century Challenges In Proc 958 969 The 6th International Conference on Educational Research Khon Kaen University Thailand IEA 2012 TIMSS 2011 International Results in Science International Association for the Evaluation of Educational IPCC 2007 IPCC Fourth Assessment Report Climate Change The Intergovernmental Panel on Climate Change Lockee B 2002 Extending the Impact of IT The Instructional Technology Program at Virginia Tech International Journal of Educational Technology 89 2 MacDonald R 2008 Supporting Science Inquiry and ICT Integration through a Secondary Science Teacher Community of Practice Annual Meeting New York City American Educational Research Association Ministry of Education 2008 Science Curriculum for Junior High School Ministry of Education Japan Mytelka L K 2000 Local Systems of Innovation in a Globalized World Economy Industry and Innovation 7 1 National Center for Education Statistics 2001 The Nation s Report Card Science Highlights 2000 Department of Education United States Newton L 1997 Graph talk some observations and reflections on students data logging School Science Review 79 287 49 54 Newton L 2000 Data logging in practical science research and reality International Journal of Science Education 22 12 1247 1259 Nuffield Foundation STEM projects 11 14 cross curricular projects in Science Technology En
425. nectivity between what they study in school and the social matters from local and global perspectives We propose a cross discipline pedagogy which enables students to comprehend the links and utilise their own ideas through stages IT and II that lead to innovative solutions as described Prous in Fig 4 J Stage From an industrial point of view innovation is the eee O oenn process by which organisations and enterprises master and J Stage II implement the design and production of goods and services Utilisation a ome that are new to them irrespective of whether they are new to 4 Stage IL their competitors their country or the world Mytelka 2000 Innovation GE From an educational point of view we redefine this as J innovation is the process by which students master the pie ae complex links among science and the related social contexts 3 a Fig 4 Progression of educational stages and implement a new design and a productive approach to h ihera an eir roles tackle the challenges they face In addition in the course of such educational innovation we provide students with ICT tools such as digital sensors and interfaces in order to enhance their core ability namely the observational skill that is essential to demonstrate creativity Sensing is a very Higher level of observation fundamental property that human beings possess as an skill with digital sensors innate capability along wit
426. ng student observation skill was proven to have had a positive effect on student participation and willingness toward learning as active generators of ideas It can be said that student weakness at expressing and asserting their own thought explicitly to others needs to be improved The Ministry of Education Japan set out a declaration listing the key qualities that school teachers must possess This included a sense of responsibility devotion understanding and culture They also included an additional quality required in society today that is the ability to take an action based on global perspective in our society that needs to accommodate and adapt to the potential change in the way we live In order to contribute to this goal a further study is required among educators on the best possible way to incorporate our proposed approaches into the science curriculum and or the Integral Study Sougou teki Gakushu in secondary education Acknowledgement This research project was supported by the Japan Science and Technology Agency in 2012 and is being supported by the Mutsu Ogawara Financial Group of Industrial Development and Japan Association of Educational University in 2013 The authors express our appreciation to Prof Shari J Berman of the International Education Centre Hirosaki University for conducting a grammatical proofreading of this paper References FASiD 2007 Project Cycle Management for Development Assistance Foundation
427. nl na Dill 3 E 1 E It Tw 2 15 3 1 2 3 4 126 http cgi4 nhk or jp eco channel jp movie play cgi movie j_ohayou_20120327 1831
428. o think about what challenges humans have in the 21st century 46 23 31 O 0 6 I have been able to think about how science amp technology can play a role in our society 31 38 23 8 0 i I want to have the same group work using visualisation in lessons in my school 15 69 15 0 0 8 I want to use ICT tools in the other lessons in my school 38 46 15 0 0 Table 3 Some student comments obtained in Post questionnaires Y Although it is rare to have water shortages in Japan from the activity I have seen the importance of the water cycle and how it is sensitive to human activities Y Ihave understood that environment issues need to be discussed broadly with neighbouring countries especially when cross border pollution is among our concerns v Ihave been able to gain knowledge not only about pure science but also about how global issues are interrelated within our society Y Experiments visual media and resources used in the activity were very interesting and something new to me which have not been used in school laboratories before Y Ihave seen from the activity that human progress is made not only by creating something new but can be done by improving the way we use our limited resources v TI was convinced and became confident through experiments conducted in a way that always included scientific reasoning in the group work Table 4 Number of participants and their classification
429. only by creating something new but can be done by improving the way we use our limited resources Ree soon Y Have developed and proposed the value creation process in the school education where students were encouraged to act like the active generator of ideas rather than the passive receptor of knowledge Y In that process introduced the facilitation and visualisation technique that were intended to enhance student participation Y By creating the knowledge web before starting the experimentation it was obvious from the response that students could understand the role of science and technology in our society Y As a whole science education needs social perspectives built into its curriculum because vast majority of students are already exposed to social context through the media rich world EEN HIROSAKI ST UNIVERSITY teton Development of Pedagogy for Secondary School Science Enhanced by 21st Century Challenges Education for knowledge and value creation g Creation Knowledge 5 Sustainable School and Skill z gt p In pa development Education for Utilisation Education for industey based knowledge based Limitation Creation of added overamount of value through knowledge productive activity Acknowledgement The implementation of the series of workshops have been financially supported by following organisations Year 2012 Science and Technology Agency Tokyo Japan Year 2013 Mutsu Ogawara Fi
430. orea 519 New Zealand 522 Australia 531 Liechtenstein 522 Slovenia 517 Netherlands 522 Estonia 531 OECD 500 OECD OECD 2007 2006 PISA 3 47 DD OECD
431. possible temperature change in cloud formation vicious cycle Design an experimental device using a 1L flask in which one can demonstrate cloud formation and measure the change in internal pressure and temperature as the cloud forms Explain how nuclei affect the formation Assignment for students eg 3 Sensing properties voltage and salinity Knowledge web Aral Sea Salt damage Agriculture Irrigation Underground water Salinity Ionisation tendency and Galvanic cell Statement Irrigation is a means to artificially divert natural water to man made streams in order to assist agriculture Doing so sometimes causes a decline in the amount of water in lakes reservoirs or underground and consequently leads to an increase in salinity level In the case of natural lakes severe damage is expected not only to the ecosystem of the creatures living there but also to the agriculture surrounding the lakes The salinity of the water can be estimated with a simple galvanic cell using two different types of metal plates that exhibit Fig 9 Writing the procedure for a unique ionisation tendency Your group is assigned to create a Perments that they have devised through N ete discussion correlation graph between voltage and salinity so that anyone having the pair of metals and the graph can utilise them to estimate the salinity of unknown water Design a device that can output voltage in relation to a series of known salinity levels of w
432. public s e Spain United States z Portugal 45 50 55 60 65 70 75 80 85 90 AE OECD gt a OECD BEND A 67 75 B 44 64 O sii eiv i D 48 59 E 61 57 A E 55 63 3 2 50 OECD
433. sic 145 39 47 National Center for Education Statistics 2001 1997 2002 IT 4 2006 67 394 1 593 A LK 33 Tan et al 2006
434. ssecnecussessessesneencsssaseaeenees 31 AIEEE FF RRO FAT A ODN occ ceccccccceseeseseseseceeseseseesesesesessesesesesneseseseseeseseaeeneseneess 32 O es 38 ene ee i Prete fa ever ne et rene fey Sie ane eC 39 ui 39 NSE kk Yk EE I 40 ccccccesesecssscesseseseceeseeeseseeseseeeeseeecseneeseseeeeaees 42 eceseseeeesecesesesesenenenecenesesesesssssseesesesenssssssesesessseseseseneness 48 css 49 i 50 G UA Ce De Pee eee 51 2 2 52 OECD Luin 58 OECD ui 59 GCR PISA 62 kt 67 1960 lt 68 tt 74
435. te management Technology Social Studies Y Draught Irrigation v Biological conservation Home Economics Y Acid rain Y Population migration Mathematics Y Photochemical smog Information technology 211 1 Objecrive Cas To create an environment where students are able to conduct knowledge and value creation and acquire key competency associated with 21st century challenges To increase productivity in a response to aging society and decreasing population Sustainable socioeconomic growth Working 2000 2004 2006 2008 00 22 population En Average 4 Aomori 6 Rural p 8 9 decrease as compared to year 2000 10 Year Aaron Prefectecal Government Recent expansion of subject discipline area Energy Environment Science Ecosystem Information and communication Environment conscions society Ceenowk GM food Technology y Climate monitoring meg Conservation Climate change Sustainable development SA Global relations Social Global polities Studies Economic situation ee Facilitation for generating and visualising ideas E Facilitator Student B Student D Student Elicit new ideas from all students Y Discuss and elaborate the ideas w Come up with a unique solution 212
436. that over three quarters of the students who participated were able to understand the lesson and their interest was further fostered by conceiving of the importance of science in our society 2 Problem Area The industry based economy of advanced countries has been struggling over the past decade due both to fierce competition with newly industrialised countries and to the aging and decreasing working population Japan is the first country the world has ever seen facing a situation where almost a quarter of the population is over 65 the so called super aging society This fact is a key to understanding why education and knowledge among the younger generation are essential to sustain a future living standard of citizens in a society with fewer numbers in the workforce in productive sectors particularly the manufacturing sector The situation in Japan is shown in Fig 1 Statistic Bureau 2013 The 6 International Conference on Educational Research 13 14 September 2013 Faculty of Education Khon Kaen University Thailand ICER2013 Productivity is the word used to express 20 how effectively one can utilise knowledge gained to if nlilliods create added value to products as well as to 15 processes in order to bring about innovative solutions to firms organisations and societies LO millions 10 en mm where people strive for wealth profit and better lives This is the very core of our human activity
437. the chemical reaction of the oxides and water using the concept of the ion Explain how higher acidity and concentration of Nitrate oxide cause a threat to our lives and the environment Assignment for students eg 5 Sensing properties CO2 light intensity humidity and temperature Knowledge web Deforestation Plant growth Respiration Photosynthesis Atmospheric temperature Humidity Light intensity and Light saturation point Statement All living creatures on the earth respire exhaling higher concentrations of CO than they inhale On the other hand plants have the additional ability to exhale O through photosynthesis while absorbing CO Balancing the amount of the released and absorbed CO creates an atmosphere where the concentration remains almost constant In the course of industrial development and exploitation of natural resources including fossil fuel the amount of CO being W released becomes excessive so that it cannot be compensated for Fig 11 Discussion and decision making for by nature s current ability to absorb Your group is assigned to experiment set up through visualisation of ideas investigate factors that affect the ability of plants to photosynthesise Design a system that can adjust the intensity of light that is used for this measurement and figure out a rate of photosynthesis and the light saturation point Explain how humidity temperature and light colour might also affect the rate of p
438. tic Bureau 2013 Labour Force Survey Basic Aggregate Ministry of Internal Affairs Japan Wiggins Grant McTighe Jay 2007 Understanding by Design 2nd ed Association for Supervision and Curriculum Development World Bank 2007 Building Knowledge Economies Advanced Strategies for Development The World Bank World Economic Forum 2012 The Global Competitiveness Report 2012 2013 World Economic Forum The Role of Education in Societies Seeking Knowledge Creation Development of Pedagogy for Secondary School Science Enhanced by 21st Century Challenges Masanori Homma Toru Shimada and Yukiyasu Chounan Faculty of Education Hirosaki University Japan 2 30 EEE S hour worked 90 80 Norway jr 0 635 Luxembourg OE tt er Ireland gt Productivity a Er United States in industry 50 Finland 5 f Switzerland Canada y OECD Av by Japan 30 Slovakia 20 4 000 8 000 12 000 16 000 20 000 s Expenditure on secondary education OECD EE oooO Productive Activity Generate and create added value from knowledge obtained Innovation feeds a profit to every society organisation and firm J Can we incorporate the value creation process into our education gt 21st Century Challenges for interconnecting disciplines oO Y Climate change Y Renewable energy y 8 Cross Discipline Y Food provision Y Deforestation Science Y Water provision Y Was
439. timated with a simple galvanic cell using two different types of metal plate that exhibit a unique ionisation tendency Your group is assigned to create a correlation graph between voltage and salinity so that anyone having the pair of metals and the graph can utilise them to estimate the salinity of unknown water I think that now the social context and the scientific context have been jointed together This provides students with their own knowledge web that interconnects all other discrete knowledge in separate subject areas 17 Clearly we can see that science is just a small part of this knowledge web but play an important part to understand the overall concept It is good for students who may not be science literate to have a big vision over what constitutes the science in relation to others It is our concern that the traditional classroom has put much concentration on dealing with pure science topics not knowing the rest of the knowledge greatly affect the science As an example the ionisation tendency may be an interesting topic for scientists or researchers but not the case for general public let alone students 18 I believe that people s interest is oriented by purpose and profit for their society That is where the science can be utilised and how it is good to sustain their living 19 Let s look at the proposed process shall we 20 Step1 students are to obtain understanding and consciousness over the challenge
440. tively engage themselves in the learning process They are expected to take a great deal of control over what and The 6 International Conference on Educational Research 13 14 September 2013 Faculty of Education Khon Kaen University Thailand how they will tackle associated with the challenges 21st Century Challenges resented P v Climate change Learning science independently as a single V Food provision i ee a Cross disciplines discipline cannot be an efficient and effective way for V Water provision 4 modern students to become fully competitive in Draught Irrigation 1 Science dealing with challenges involving dialogues among A Technology Y Photochemical smog stakeholders with different backgrounds endorsed by Mathematics Y Renewable energy their own social context This may be partly because Dan Social studies in real life doing science is boldly interrelated with v Waste management Home economics many other fields of studies such as technology Y Biological conservation i A a Y Population growth environment energies agriculture politics humanity Science literate and v Information technology ti kf laws and social studies all of which are essential TAN OV ALLY e WOLE OFC parameters for our societies 21st Century Fig 3 21st Century Challenges covered by Challenges serve to provide students with a big idea 3 subiectsiol eross discipline and a clear indication of strong con
441. to be left to industries Education can play a role to provide students with an environment where they can practice value creation with productive manner I think this should contribute to increase the productivity of the societies that are stuck in economic downturn with run down industries 31 Here are the outcome and achievement of this study First we have developed and proposed the 217 218 value creation process in the school education where students are encouraged to act like active generator of ideas rather than the passive receptor of knowledge from textbook or lab manuals 32 Second in that process we introduced facilitation and visualisation technique that were intended to enhance student participation And according to the response from the students and observation through workshops we confirm that the technique could solve the problem with current classroom that is teacher centred and that needs to be turned to student centred 33 Third creating the knowledge web before starting the experimentation it was obvious from the response that they could understand the role of science and technology in our society in connection with other subject matters This provided students with a clue as to deal with 21st century challenges they were tackling 34 Last perhaps this is rather recommendation but I would like to say that scienc
442. w eata Netheplands Hong Kon BZ 8 8 rT Canada 1 O a suse alia Mal Hi 45 gt Hungary gt United King Jom tooo ote een Austria 530 540 550 560 570 PISA 2006 3 8 GCR PISA World Economic Forum 2012 OECD 2007 21 2 63 Ses O Sah Ds Wee 2 A 21 4i 5 Hi AeA My ICT
443. wledge creation Productivity Science communication 1 Introduction It is reasonable to state that virtually all the activities of human beings are accompanied more or less by values This becomes prominent when productive sectors are the focal point The continuous pursuance of added value and benefit not only to the sectors themselves but also to the society they belong to is vital Directly speaking or perhaps from a productive point of view school is a place where Graduate Student Department of Science Education Faculty of Education Hirosaki University Japan formerly an education officer at Shimadzu rika Corporation Japan Lecturer Department of Science Education Faculty of Education Hirosaki University Japan 3Professor Department of Science Education Faculty of Education Hirosaki University Japan The 6 International Conference on Educational Research 13 14 September 2013 Faculty of Education Khon Kaen University Thailand ICER2013 youngsters are educated in a systematic manner for them to be science literate and innovative workforce ready individuals who can contribute to the socioeconomic growth of society When this works as planned the huge sum of public investment in education could be considered truly justifiable This ideal linkage between education and the economy will appear to be more and more apparent and attractive to all the stakeholders in a country where the economy is in need of revita
444. y 9 10 Scientific approach The facilitation method was introduced as it was considered to work effectively in order to address weaknesses In the workshops one facilitator undergraduate student was assigned to each lab group where 3 5 junior high school or high school students were teamed up and provided with the assignment in the form of statement In most cases in the traditional classes students are given a lab manual that clearly shows a step by step procedure of what they are supposed to do Thus there is only a little flexibility for them to bring in their own ideas and all the groups are expected to achieve the same result The proposed learning concept we designed and implemented was confirmed to have created an atmosphere where students were not just passive receptors of such pre determined information but active generators of ideas that could construct and create their own procedures A post questionnaire was completed by each student at the end of the workshops Table 2 and 3 This was meant to reveal student preference to the proposed process This enabled us to know whether the teaching and learning at the workshops was adequately understandable 8 Strongly agree and 69 Agree totalling 77 of students in favour and topics and assignment treated were considered to have fostered interest and learning 15 Strongly agree and 62 Agree totalling 77 of students in favour And perhaps more importantly

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