International Joint Research on Culture, Language and Gender Sensitive Science Teacher Education Program

这项研究的最终目标是通过整合最近发展起来的三个研究运动的成果--科技教育中的文化研究、语言研究和性别研究--来获得21世纪科技教育的全球标准模式。为了解决这个问题，我们采取的方法是将我们的思考和讨论集中在一个非常具体的问题上，那就是21世纪的科技教师教育应该是怎样的？闭门非正式会议(2000年在广岛举行，2001年在神户举行)与来自世界各地的大多数成员(以及一些扩大成员)举行。并编制了广岛研究议程和神户研究议程，反映了与会者的想法和讨论。这两个议程都表明了我们未来对科学技术教育的研究方式。2002年，每个成员的研究活动一直在议程框架下进行，大多数日本成员以及三个国际成员在2002年在澳大利亚汤斯维尔举行的ASERA2002会议上介绍了各自的研究成果。国内成员也曾在国际和国内学术会议和研讨会上发表论文。这类论文准备提交给学术期刊(不仅是国内的，也是国际的)。本研究的主要研究活动，因为我们意识到这个主题本身具有比我们之前预期的更广泛和更深入的视角，所以一直在与一些基本问题作斗争。我们认识到，在提出面向21世纪的科学技术教师教育计划的具体系统愿景之前，有必要继续进行这种基础性研究。

The ultimate goal of the study is to obtain a global standard model of science and technology education for the 21^<st> century, by integrating findings of three recently developing research movements; culture studies, language studies, and gender studies in science and technology education. In order to tackle with this, the methodology we adopted is to concentrate our thinking and discussion on a very specific question, that is, how science and technology teacher education programs should be in the 21^<st> century? The closed informal meetings (Hiroshima in 2000, and Kobe in 2001) were held with most of the members (and some extended members as well) from all over the world. And compiled were Hiroshima research agenda and Kobe research agenda, which reflect the ideas and discussion among the participants. Both agendas suggest the way our future research on science and technology education. Research activities of each member have been performing under the framework of the agendas In 2002, most Japanese members as well as three international members made presentations of their respective research findings at the ASERA2002 meeting held in Townsville, Australia. And also domestic members have presented their papers at international and national academic conferences and seminars. Such papers are prepared for submission to academic journals (not only domestic but also international ones).Major research activities of the present study, since we realized this theme has its broader and deeper perspective in itself than we expected before, have been struggles with some fundamental issues alone. We recognize the need to continue this kind of fundamental study before proposing a certain concrete systemic vision of science and technology teacher education programs for the 21^<st> century.