New trends in physics teaching, v.4; The ... - unesdoc - Unesco

New Trends in Physics Teaching IV
Opinions vary as to whether or not it is appropriate that science should be taught to such young
children as an isolated subject. But after lengthy discussion, the Advisory Council for Courses of
Study decided to continue science teaching as before [ 13. This decision is appropriate for a variety
of reasons, e.g. where science is taught as a part of a language lesson, it can be predicted that the
learning of science by observation would be given little attention in the present situation in
primary schools.
(2) Children learn science using authorized textbooks.
All textbooks which are used at primary and secondary schools are edited by publishers following
the guidelines in the course of study. These textbooks are inspected every three years by the
Ministry of Education. Primary and lower secondary education are compulsory, and all textbooks
which are used at these schools are given, not lent , to children.
This system is effective in maintaining a high standard of compulsory education. But, on the
other hand, it is also true that it restricts educational activities for both teachers and children. In
addition, this system has a negative effect on the development of new curricula by various study
groups. But, despite the fact that most primary school teachers are non-science majors, the
system maintains high learning standards.
(3) The content of subject matter is constructed systematically,
According to the revised course of study the objectives of elementary science are to cultivate the
abilities and attitudes of investigation, the understanding of natural phenomena and things, and
to instil a love of nature [2]. Elementary science consists of three main domains, each with a
solid structure. The emphasis on a systematic structure is a notable feature of elementary science
in Japan.
The three main domains for study are (A) living things and their environment, (B) matter and
energy, and (C) Earth and universe. It wil suffice here to review the outline of structure and
contents in domain (B).
Domain (B): Matter and Energy
(1) Characteristics of matter
Substances which dissolve in water: dissolution and change, solubility and temperature, dissolution,
concentration and conservation of quantity, acidity and alkalinity.
The air: existence of air, elasticity of enclosed air, combustion and the change of matter,
structure of a candle flame.
(2) Interaction between matter and energy
Weight and force: simple toys using weights and rubber-bands, action of weight and balancing,
wind power and windmills, equal-arm balance, principle of the lever.
Sound: sound and vibration, propagation of sound, power of sound.
Light: sunshine and shadow, magnifying glass and sunlight, lenses and propagation of light.
Heat: heat and temperature, expansion of volume by heat, conduction of heat.
Electricity and magnets: playing with magnets, battery and bulb, magnetic needles and the
action of magnet, simple electric circuits, electromagnet and its action.
Although domain (B) relates directly to the concept of energy, teachers, needless to say, do
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