Development of course models and evaluation models of introductory sciences

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In this research, we focus our attention on the teaching of basic sciences in research universities in Japan. The level and contents of the courses were analyzed in comparison with the counterparts in the United States and the United Kingdom. At the same time, we developed model courses to coped with the new type of students, those skills and ability were much more diverse in comparison with traditional students.First, we visited some of the advanced universities famous for unique and effective science education. In particular, introductory chemistry, Chem 1A, in the University of California Berkeley was stimulative and suggestive in reconsidering programs and contents of the courses.Second, we joined a project for improving introductory science courses in Hokkaido University that was conducted by faculty members of physics and biology. Some of our member actually organized pilot classes and created the contents. The method was influenced by the counterpart of Berkeley, but a lot of new idea and originalities were born to cope with Japanese students. This is one of the most successful parts of this project.Third, an extensive research was made on the institutionalization and training of teaching assistants (TA). We helped the TA training courses in Hokkaido University and summarized the experiences in a form of monogram ("The Role of Teaching Assistants : TA Manual, Tamagawa Univ. Press. 154 pages). The manual was utilized in many universities in the country.Forth, the method and principle of evaluation were studied in conjunction with introductory science courses in higher education. Emphasis was put on student evaluation to improve the quality of the classes.In summary, we propose to reconsider the learning strategy of introductory sciences in university, to develop new style class attractive for contemporary students, and to introduce teaching assistants with appropriate teaching skills.