Science Education Research and Practice from Japan

1. Front Matter

   Pages i-xxii

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2. Why Research the History of Science Education/Teaching (Rika) in Japan?

   • Tetsuo Isozaki

   Pages 1-23

3. The Pursuit of Understanding Science Classroom Culture in Korea and East Asia

   • Jinwoong Song

   Pages 25-44

4. Addressing the Challenges and Scaffolding of Inquiry-Based Teaching on Secondary School Students’ Efficacy in Conducting Scientific Inquiry

   • Aris C. Larroder

   Pages 45-61

5. Science and Nature: Science Teachers’ Views at the International Collaborative Project Between Japan and South Africa

   • Miku Yoshida

   Pages 63-83

6. Amateur Scientists: Unique Characteristics and Possible Factors Supporting Japanese Amateur Scientists’ Continuous Scientific Practices

   • Yuuri Kimura

   Pages 85-108

7. Lessons of a Veteran Teacher’s Ordinary Instruction in Elementary School Science: Implications to Using an Analysis of Fujio Hiramatsu’s Practice

   • Hisashi Otsuji

   Pages 109-131

8. An Alternative Interpretation of Preservice Science Teachers’ Views of Science

   • Kazumasa Takahashi

   Pages 133-153

9. Towards the Identification of ESD Competencies Required for Pre-service Science Teachers

   • Hiroki Fujii

   Pages 155-171

10. Science Education as Gifted Education: Can We Conduct Gifted Education with Non-gifted Students?

    • Manabu Sumida

    Pages 173-192

11. Back Matter

    Pages 193-199

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This book project poses a major challenge to Japanese science education researchers in order to disseminate research findings on and to work towards maintaining the strength and nature of Japanese science education. It also presents a unique opportunity to initiate change and/or develop science education research in Japan. It provides some historical reasons essential to Japanese students’ success in international science tests such as TIMSS and PISA. Also, it helps to tap the potential of younger generation of science education researchers by introducing them to methods and designs in the research practice. 

• Japanese science education
• science teacher education
• socio-cultural issues in science education
• science education for the gifted
• nature of science
• history of science education
• teaching and learning in science
• learning and instruction

• Hiroshima University, Hiroshima, Japan

  Tetsuo Isozaki

• Ehime University, Ehime, Japan

  Manabu Sumida

Tetsuo Isozaki  is professor of science education at Graduate School of Humanities and Social Sciences, Hiroshima University. He has taught general principles of science teaching, and history of science education for more than twenty years. His research interest is history of science education using comparative history, and science teacher education.  He is the former vice president of the Japanese Society of Science Teaching, and a former executive member of East-Asian Society for Science Education.

Manabu Sumida is professor of science education at Faculty of Education, Ehime University. He holds PhD in Science Education from Hiroshima University. He was a visiting researcher at University of Georgia in 1998 and visiting scholar at the University of Cambridge in 2012. His research interest is science education for gifted learners. He has been director of Kids Academy Science for ten years. He is an advisory committee member of the Super Science High Schools. He is currently director general of Japan Society of Science Education, and regional representative for Asia of the International Council of Association for Science Education.

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