1. Approaches to Technological Education Faculty of Science and Engineering, Shimane University Tadashi OHTANI No.1 Industrial Arts Curricula in Japan in Junior High School Science and

2. Background Historical Topics and School Education in Japan No.2 Historical TopicSchool Education 1945: World War II 1950’s:Technological innovation resulted in the upgrading rationalization and modernization of methods of mass production in industry. 1957:Science and technology education were attempted by improving and expanding the mathematics, science and industrial arts curricula. 1958: A course in industrial arts and homemaking was introduced at the junior high school level. Science curriculum: This is concerned with fundamental principles of science and engineering.

3. Purpose of study No.3 The role of scientific and technical education was investigated after the establishment of the industrial arts and homemaking course. Focusing on the teaching of electricity and mechanics in both science and technical education, and examines the relationship between the two curricula. 1st Point: 2nd Point:

4. Method for Investigation No.4 ・ Science course of study Content ： Electricity and dynamics ・ Industrial and homemaking course of study Content ： Electricity and machine ・ Suzuki Industrial and homemaking course library Content ： Open data of Curriculum Council in Japanese Ministry of Education

5. Revision of Course of Study No.5 ScienceIndustrial arts and homemaking 1945: World War II 1951: Revision for life component unit learning 1958: Revision for Systematic learning. 1958: Introduction of a course in industrial arts and homemaking. 1969: Revision for the modernization of the science curriculum in greater selectivity 1969: Structuralization of the content based on the theory of technology. 1977: Revision 1989: Revision 1998: Revision for the serious consideration of observation and experiment with purpose sense. 1998: Reorganization under "technology and making-things" and "information technology and computers".

6. Postwar science education Content of the unit (2 school year Ⅴ ) : How is the electricity used in home and society ? ProblemMethod of learning Learning activity 1.How is the electricity utilized in the home? (2) What kind of mechanism do electric heater and iron become? ObservationThe structure of each part is observed by the decomposition of electric heater and iron. Experiment and explanation of the teacher Some quantity of water is boiled by the electric heater, and the relationship between heat quantity and used electric energy is examined. The teacher explains summarizing this relationship. Research and discussion In comparing the electric heat with gas, charcoal and other fuel, the loss is studied and is discussed. Table Unit example concerning electricity in the tentative plan of the 1951 science course. No.6 *Science education to “life component Unit” was demonstrated in postwar

7. From life component to systematic science *Problem of the life component unit learning No.7 *Movement of systematic curriculum (1)One of the reasons is not to improve the education condition to teach the life component. (2) One of the reason is the effect on the remarkable lowering of the basic scholarship. Because of above problem, the movement to the direction of developing a more logical and systematic science curriculum, and to improve the level of scholarship of pupils.

8. Feature of revised science curriculum Table Content related to the electricity in the 1958 science course of study No.8 *Examples of everyday life component were harmoniously included in the systematic teaching of theoretical science. Content ( 3 school year of 1 field (5) ): The radio wave can be received and summary of the atomic structure are guided. Item ExplanationExample B. Radio wave and radio (B) Radio a. It is known that the alternating current in corresponding to radio wave flows when the antenna receives radio wave. b. By the alternating current that flows in the coil, it is known that the voltage is generated in double end of the coil. Possibility of the musical selection through the condenser is included in circuit of the combination of condenser and coil, but it does not touch the mean of the tuning. As the voltage drop is generated when the current flows for the resistance, it is noticed that the voltage generates in the double end when alternating current flows in this coil, and that the radio can be received by the taking out voltage. By connecting the detector and micro ammeter with the double end of antenna coil, it is examined that the current flows.

9. Organization of Industrial arts and homemaking course No.9 ScienceIndustrial arts and homemaking 1945: World War II 1951: Revision for life component unit learning 1951: Revision for the vocation and homemaking course 1958: Revision for Systematic learning. 1958: Organization of the industrial arts and homemaking course. * The curriculum mainly on the engineering content was established for the first time. 1969: Revision for the modernization 1969: Structuralization of the content 1977: Revision 1989: Revision 1998: Revision

10. Feature of new Industrial arts and homemaking No.10 *The applied aspect of the 1951 science course was included in the practical training side of the new course in industrial arts. Table Item example in the 1958 industrial arts and homemaking course of study. Item ( 3 school year boy direction (2) ): Electricity Basic matterExplanatory matterPractical training example B. Electric circuit element Vacuum tube, coil, condenser, resistance, power, etc. H. Production, adjustment and repair of the receiver Ac 3 spheres or 4 sphere radio, etc. Item ( 3 school year boy direction (1) ): Machine Basic matterExplanatory matter Practical training example B. The type of the motor 2 stroke and 4 stroke cycle engine, etc. Motorbike, motor scooter, oil engine, agricultural machine, etc.. C. Construction and action of the internal combustion engine Main engine part, fuel system, ignition device, air exhauster, cooling system, lubricating system, other attachment, etc.

11. Criticism to new Industrial arts and homemaking * Criticism to new Industrial arts course No.11 *Effect of modernization (1)The new approach by the modernization of education in the U.S.A was studied by the Council. The repetition of the applied content of the science course in the industrial arts and homemaking course was criticized by the mathematic education party at that time. (2) Because of the effect on the above modernization, the curriculum resulted in greater selectivity in the contents of the 1969 revision of the junior high school course.

12. Table Content related to the electricity in the 1969 science course of study No.12 *the modernization of the science curriculum resulted in greater selectivity in the contents of the 1969 revision Content ( 3 school year of 1 field (9) ): Current and magnetic field ItemExplanation Example of experiment and observation B. Electromag netic induction. (A) The magnetic field changes in coil, and the induced current flows in the coil. (B) The induced current flows in the direction where prevents the change of magnetic field, and the work must do in order to run the induced current. (C) The generator is possible to change the mechanical energy to electric energy. It is taken up that the induced current flows in the coil when the magnet takes in and out by connecting the micro ammeter with the coil. The shaft of the generator rotates, and the electric energy arises. The material on radios and radio waves was omitted !! Feature of revised science curriculum

13. Table Content in the 1969 industrial arts and homemaking course of study No.13 *The applied content reflected the scientific principles learned. Feature of revised industrial arts curriculum Region (boy direction in 3 school year B ): Electricity. ItemGuidance matter Classification of activity (2) Function and use of the electric circuit element are guided. A. The function and use of the resistor is known. B. The function and use of the coil is known. C. The function and use of the condenser is known. D. The vacuum tube and rectification of the diode, and the use are known. E. The vacuum tube and amplification of the transistor, and the use are known. F. The function and use of the battery is known. G. The function and use of the transformer is known. H. The function and use of the phonograph is known. Knowledge (3) The method of assembly of the equipment and adjustment using the amplifier circuit is guided A. The configuration and wiring method of the parts in which the performance of the production does not lower is considered. B. The mounting of parts is appropriately finished. C. The wiring based on the circuit diagram is possible at the good order. D. The adjustment of constructed equipment is possible. E. The prevention of the electrical noise is known. Understanding Practice Knowledge

14. Revision of 1969 and 1998 Course of Study No.14 ScienceIndustrial arts and homemaking 1958: Revision for Systematic learning. 1958: Introduction of a course in industrial arts and homemaking. 1969: Revision for the modernization of the science curriculum in greater selectivity 1969: Structuralization of the content based on the theory of technology. 1977: Revision 1989: Revision 1998: Revision for the serious consideration of observation and experiment with purpose sense. 1998: Reorganization under "technology and manufacturing" and "information technology and computers". *A new coordination between science and technical education was produced by filling of the gap within the industrial arts and homemaking course.

15. Table Content in the 1998 industrial arts and homemaking course of study. No.15 *Systematization of technological education has been weakened. Content: Technology and making things. ItemGuidance matter Classification of activity (4) Next matter is guided on mechanism and maintenance of the equipment used for the manufacturing. A. The fundamental mechanism of the equipment is known. B. The function and use of the coil is known. Knowledge Practice (5) Next matter is guided on design and manufacturing of the production using the conversion of the energy,. A. The conversion regime of the energy and the transmission mechanism of force are known, and the design of the production is possible by using them. B. The assembly and adjustment of the production, and the wiring and inspection of the electric circuit are possible. Knowledge Practice Feature of revised industrial arts curriculum in 1998 Topics of internal combustion engine were deleted!

16. Conclusion (4) By a disruption in the revised the industrial arts and homemaking course in 1998, the systematic relationship between the contents of scientific and technical education was weakened. (1) The introduction of examples of applications of scientific laws and principles in daily living was recommended in the postwar science curriculum. (2) The application of scientific laws and principles on technology was included in the new curriculum of the 1958 industrial arts and homemaking course. (3) The gap between science and technical education was filled by changes to the industrial arts and homemaking course, so that a new systematic relationship was established. No.16