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

7. Measuring the amount of solar energy absorbed by the ground.
8. Observing periodic changes of sunspots.
Japan
9. Observing behaviour of micro-organisms in order to investigate the effects of light and
ultraviolet rays.
10. Making a solar waterheater, or a solar furnace.
11. Burning and dry distillation of wood.
12. Measuring heat of combustion.
In the above examples, readers may be interested in the estimation of the surface temperature
of the Sun. The principle and method may be outlined as follows [14]. The experimental
procedure is carried out using a home-made optical pyrometer, its parts being a standard electric
lamp, an object lens, an eyepiece, pieces of filters which dim out light and protect eyes, and a
lamp house. The relationship between the brightness and temperature of the filament of the lamp
is determined beforehand. The surface temperature of the Sun can be estimated by comparing the
brightness of the filament with the dimmed out brightness of the Sun. The result (5.8 X 103K)
was fairly good.
CONCLUSION
Some important features of elementary science education in Japan were discussed in the first
section. Although the content, extent and method are open to discussion, there is no doubt
that elementary science plays a fairly substantial part. The spiral structure of the science curriculum
has been revealed by the review and analysis of the teaching system for energy. The weakness
of a spiral approach lies in the duplication of subject matter and it is clear that the teaching
system for energy must be re-considered.
The teaching of energy at the upper secondary level also requires re-consideration. To develop
an energy-centred curriculum for dynamics and the use of the term ‘thermal energy’ in the teaching
of ‘heat and energy’ are particularly important problems for study. It is worth emphasizing
that learning about the relationship between energy and human beings has been emphasized
throughout the science curriculum.
In introducing this paper, the author wrote ‘. . . . many people all over the world are interested
in the sort of science education going on in Japan.’ But, regrettably, it appears that science
education in Japan is still very busy discovering how best to make learners understand or absorb
important scientific knowledge. The effectiveness of science education in Japan depends very
much on diligence of learners as well as on a high level of technology which itself depends on the
industry of Japanese people. One important objective of science education in Japan today is to
establish an education system which stresses humanity and creativity. Severe and wide reconsideration
of current practice is required to this end.
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