A Study on Innovation, Development, and Implementation of Science Curriculum-Case Study of USA, UK, and Singapore-.

通过这项研究，我想在美国、英国和新加坡的科学教育体系中找到解决日本科学教育问题的开始。本研究的目的是对这些目前正在进行科学教育改革的国家进行详细的调查，与教育官员和教师交谈，分析学校对科学教育的实际支持工作，并检查科学教师的教育系统，以便我们能够向日本教育问题委员会提供有价值的信息。国家科学教育标准（NSES）于1995年底在美国形成，经过多年的审议和改革，每个州都在进行科学课程改革，以达到标准中规定的标准。在英国，制定了国家课程，他们以比美国更快的速度进行科学和技术教育。新加坡的结果使他们在TIMSS中排名世界第一，他们对科学教育表现出非常有利的态度。新加坡人民不断开发新的教育项目。根据实地考察、收集的材料和我们进行的调查结果，本报告概述了这三个国家影响科学课程的改革、发展和实施方案的一些具体例子。在最后一年，我们邀请了来自美国和新加坡的科学教育研究领域的专家，举办了一个关于科学教育的国际研讨会。将编写单独的材料来报告这些活动的结果。

With this research, I wanted to find the beginning of efforts to solve Japan's science education problems in the science education systems found in the United States, the United Kingdom and Singapore. The objective of this research is to conduct detailed investigations in these countries, which are at present undertaking reforms of their science education, talking to education officials and teachers, analyzing the actual support work for science education in schools and examining education systems for science teachers, so that we can present valuable information to the Education Issues Committee in Japan.The National Science Education Standards (NSES) were formed in the United States at the end of 1995 after many years of deliberations and reforms got underway in each state to reform the science curriculum to achieve the standards laid out in the Standards. In the United Kingdom the national curriculum was formulated and they proceeded with the scientific and technological education provided in it, at a somewhat faster pace than in the US.The results for Singapore place them in the highest position in the world for TIMSS, and they have displayed an extremely favorable attitude towards scientific education. The people in Singapore continue to develop new educational programs. Based on investigating visits on site, materials collected and the results of the surveys we conducted, this report provides an outline and some specific examples of the reforms, developments and implementation of programs affecting the scientific curriculums in those three countries. In the final year, we invited experts in the field of research into science education from the United States and Singapore and held an international seminar on science education. Separate materials will be prepared to report on the results of those activities.