|
|
Volume 5 |
|
High School Science Curriculum |
The Japanese system of science education has been designed after the American model. Its overall organization is a 6-3-3 structure (elementary school, junior high school, high school), paralleling the U.S. model. Japanese students are tracked with 70 percent in a college-university curricula, and the other 30 percent in one of six vocational courses.
The Japanese system is highly centralized, being controlled by a national Ministry of Education, Science and Culture (Mombusho). This body regulates textbooks, accreditation, teachers' salaries and curriculum.
A very strong teachers union (Nikkyoso) counterbalances the bureaucratic Mombusho by influencing class activities and supplementary curriculum. According to Troost, the Nikkyoso has been a spokesagent for "progressive values, whole person education, science for understanding, the creative use of science, and the impact of science on the world."
In the Japanese system students are not tracked during the compulsory years (1-9), but rather follow the same curriculum. Equal mastery of content within classes is expected for all students during these years. The curriculum in grades 10-12 provides some flexibility in that students can elect courses of study.
The Japanese primary science curriculum, according to Troost begins in grades one and two with the study of plants, animals, objects and phenomena of everyday life. The primary science curriculum focuses on the process of science. Professor Shigekazu Takemura, former head of the Mombusho's science curriculum describes the focus of primary science with phrases such as "science play" and "do-it-yourself fun." The primary science in grades three through six follows a spiral curriculum in which topics are reintroduced as students progress through the year. Textbooks are based on the national curriculum guide. The primary level textbooks are written and designed to encourage observation and inquiry; they are colorful, light weight, and students might receive three or four during a single year.
The junior high science curriculum is organized into two content areas, physics and chemistry, and biology and Earth science (see the chart below). The Japanese junior high curriculum covers a wide range of topics, and in fact Troost reports that in international comparisons of curriculum, the Japanese science curriculum was ranked first in providing students with the opportunity to learn a range of science content.
Grade
7 • Substance and
reaction •
Forces Grade
8 • Substance and
atom • Electric
current Grade
9 • Substance and
ion • Motion and
energy Grade
7 • Kinds of
living things and their lives • Earth and
universe Grade
8 • Physical
mechanisms of life • Weather
changes Grade
9 • Relationship
among living things • Changes in
Earth's crust • Human beings
and nature
Students can elect science courses from the general science offerings as shown below.
Basic (Integrated) Science
According to Troost most students take three or four courses in science during their high school career, choosing from integrated science, biology, chemistry, physics and Earth science.