A comparative study of Japan and Germany with regard to the nature of relation between the scientific knowledge of adults and the contents of study at school

这项研究是日本和德国共同进行的。在三年的研究期间进行了两次比较调查。调查数据由计算机处理并进行统计分析。结果在最终报告中提出，但也在日本和德国的会议上公布。两次调查的内容如下：第一次调查：研究对象为高中一年级学生。第一项调查的目的是比较日本和德国在“科学”概念的认知和情感方面的差异。我们使用了五组测试，包括自由联想测试、自由定义测试、极性轮廓测试、多项选择测试和直接态度测试。第二项调查：同样针对高一学生，目的是比较日本和德国人对科学的态度，采用多项选择题测试。通过对调查数据的分析，以下几点变得清晰起来。与“科学”相关的词汇在日本有很多属于“化学”领域的词汇，而在德国有很多属于“生物学”领域的词汇。极性剖面测试的结果表明，“科学”和“科学技术”在德语中是有区别的，而在日语中是不能分开的。与德国人的回答相比，日本人的判断更加模棱两可，这体现在回答率、直接态度测验的平均值、多项选择测验和极性轮廓测验的得分上。认为应该增加理科课程的授课时间并使之变得更有趣的比例在德国较高。因此，德国学生对科学的态度更加肯定和积极。在德国，对科学的积极态度高于日本，消极态度低于日本。这表明德国人对科学的态度比日本人优越。从一些调查结果中可以看出，我们不能否认两国男女之间和学校之间存在差异。但是，需要进行更多的调查以确定所涉及的因素。少

This research was carried out as a joint research between Japan and Germany. Two comparative surveyswere carried out during the three-year period of the research. Survey data were processed by computer and subjected to statistical analysis. The results are presented in the final report, but were also publicized in conferences in both Japan and Germany. The content of the two surveys are as follows.First survey : The research population consisted of first-year high school students. The aim of the first survey was a comparison between Japan and Germany on the cognitive and affective aspects of the concept of ‘science'. We used a battery of five tests, comprising a free association test, free definition test, polarity profile test, multiple choice test, and direct attitude test.Second survey : This was also administered to first-year high school students, with the aim of comparing Japanese and German attitudes to science, using a multiple choice test.The following points became clear from … More the analysis of the survey data.1.The words associated with"science" included many words belonging to the ‘chemistry' field in Japan, while in Germany many words related to the field of ‘biology'.2.The results of the polarity profile test indicated that "science" and "science and technology" are differentiated in meaning in Germany, while they cannot be separated in Japan.3.Compared with the German responses, the judgment seen in the Japanese responses was more ambiguous, as seen in the the reply rate, mean value of the direct attitude test, the multiple choice test and the score of the polarity profile test.4.The proportion of subjects that felt that the lesson time for science subjects should be increased and should be made more interesting was higher in Germany. German pupils are thus more affirmative and positive about science.5.In Germany, positive attitudes toward science were higher, and negative attitudes lower than in Japan. This shows that German attitudes to science are superior to Japan.6.We cannot deny the existence of differences between boys and girls and among schools in the two countries, as seen in a number of survey results. However, additional surveys are needed to identify the factors involved. Less