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

通过本研究，我想从美国、英国和新加坡的科学教育体系中寻找解决日本科学教育问题的开端。本研究的目的是在这些国家进行详细的调查，这些国家目前正在进行科学教育改革，与教育官员和教师交谈，分析学校科学教育的实际支持工作，并检查科学教师的教育制度，这样我们就可以向日本的教育问题委员会提供有价值的信息。国家科学教育标准（NSES）经过多年的审议和改革，美国各州正在进行科学课程的改革，以达到标准中规定的标准，1995年底在美国成立了科学课程标准委员会。英国的科技教育，比美国稍快一点;新加坡的TIMSS成绩，在全世界名列前茅，对科学教育表现出极高的评价。新加坡人民继续发展新的教育项目。本报告根据实地考察访问、收集的材料和我们进行的调查结果，概述了这三个国家影响科学博物馆的改革、发展和实施方案的情况，并提供了一些具体例子。在最后一年，我们邀请了美国和新加坡的科学教育研究专家，举办了一次科学教育国际研讨会。将编写单独的材料，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.