Development of Lifelong Learning System to Foster Science Literacy

STEM 2014
@UBC, CANADA
Communication between the Public and Museums
- Development of Lifelong Learning System to Foster Science Literacy -
13, July, 2014
Yoshikazu Ogawa
National Museum of Nature and Science
Sharing 3 Cs
• Contents
• Communication
• Context
Topics
1.
2.
3.
4.
5.
Self introduction
Japanese trend of science education
Background of the project
Outline of the project
Effect expected from this project
1. Self Introduction
• Head of Education
• Discovery room
• U-M partnership
• Science Communicators
Training programs
• National Museum of
Nature and Science,
Tokyo
= KAHAKU
KAHAKU
(National Museum of Nature and Science, Tokyo)
ＫＡＨＡＫＵ
Kagaku
Gijutsukan
Miraikan
Map data ©2014 Google, ZENRIN
KAHAKU
(National Museum of Nature and Science, Tokyo)
Collection and Communication at KAHAKU
Mid-term Goals (within 5 years)
●To Investigate Natural History,
and Science and Technology
Systems
●To Conserve and Preserve
Specimens that Are Our
Common Assets in Order to
Build the National Collection
●To Design Effective Exhibition
and Facilitate Audience
Learning that Contributes to
the Public Science Literacy
Curators
DEEPENING
Research
Activities
Communicators
COLLECTING
Collection
Activities
Information
Communication
Technology
DISSEMINATING
Exhibition
Educational Support
Educational Operations at KAHAKU
Japan Gallery
Science Café by Science Communicators
Theater 36O
Science Discovery Classes
Structures of Communication Strategy
at KAHAKU
•
Promoting Life-Long Learning (Sharing the Knowledge and
Returning It to the Society)
* Returning research outcomes：exhibition and learning
support projects
* Growing human resources who returns the knowledge to
the society：Science Communicators Practical Training
Program
• Fostering Public Science Literacy
2. Japanese Trend of Science
Education
Trends of Science Communication and Course of Study in Japan
60s, 70s
80s
90s
2000s
2010s
Nurturing the
Dream of S&T
Dissemination
for Promoting
S&T
Helping Public
Understanding
of Science.
PUS→
Science
Communication
Public Engagement
In S&T Policy
1995
Law of S &T
Law &
Policy
Scientific
Events
1960～
S&T Weeks
1985
Science Expo in
Tsukuba
Basic Plan of S & T
Phase 1 1996～2000
Phase 2
2001～2005
Science Education
of Understanding
and Interest
1999
WCS(ICSU)
1992～
Youngster’s Science Festival
1970
Expo in Osaka
Course
of
Study
Phase 3
2006～2010
Phase 4
2011～
Promoting of Science
Communication
Innovation for
Problem Solving
2005～
Training of Science Communicators
Tokyo Uni, Waseda Uni, NMNS etc
2006～
Science Agora
2009～
Science Festival in Local Area
1958-60
Revision
1968-70
Revision
1977-78
Revision
1989
Revision
1998-99
Revision
2008-09
Revision
Systematic
learning
Modernization
of Contents,
Inquiry
Learning
Education
with Latitude
Life Environment Studies
“Zest for Life”
“The Period for Integrated
Studies”
Careful selection of
Contents
“Zest for Life”
Thinking,
Judgment, and
Communication Skills
(Ogawa, 2012)
Q. Do you think that there are enough chances to deepen your understandings and interests
of science and technology?
2010. Jan.
(N=1916)
2007. Dec.
(N=1667)
2004. Feb.
(N=2084)
agree
agree a little
Neither Agree
nor Disagree
unknown
disagree a little
disagree
Cited from: White Paper on Science and Technology 2011 (Ministry of Education, Culture, Sports,
Science and Technology)
http://www.mext.go.jp/b_menu/hakusho/html/hpaa201101/detail/1308357.htm
International Surveys on Academic Ability
TIMSS - school age Changes of the average score (JAPAN)
567 pt
(3rd/26ctry)
(not tested)
Science
553 pt
(2nd/26ctry)
(not tested)
Math
581 pt
(3rd/41ctry)
Science
J.H. 2nd.
1999
Math
Elem. 4th.
1995
554 pt
(3rd/41ctry)
NS
NS
NS
597 pt
(5th/38ctry)
550 pt
(4th/38ctry)
S.
Red.
S.
Red.
NS
2003
2007
2011
565 pt
(3th/25ctry)
568 pt
(4th/36ctry)
585 pt
(5th/50ctry)
NS
543 pt
(3th/25ctry)
548 pt
(4th/36ctry)
NS
570 pt
(5th/46ctry)
552 pt
(6th/46ctry)
NS
NS
570 pt
(5th/49ctry)
554 pt
(3th/49ctry)
S.
INC
S.
INC
NS
NS
559 pt
(4th/50ctry)
570 pt
(5th/42ctry)
558 pt
(4th/42ctry)
Cited from: Trends in International Mathematics and Science Study (TIMSS) 2011
(Ministry of Education, Culture, Sports, Science and Technology)
http://www.mext.go.jp/component/a_menu/education/detail/__icsFiles/afieldfile/2012/12/13/12307
82_01.pdf
13
Question to high school freshmen: Do you think you will have a carrier in the Science and
Technology related field when you are thirty years old?
600
ニュージーランド
フィンランド
エストニア
The average score of Scientific Literacy
イギリス
ホンコン
550
リヒテンシュタイン
台湾
ドイツ
科
学
500
的
リ
テ
ラ450
シ
ー
の
平400
均
点
韓国
チェコ
日本
JAPAN
スロベニア
オランダ
アイルランド
スイス
ポーランド
オーストリアスウェーデンベルギー
ハンガリー
OECD平均
OECD
クロアチア
average
マカオ
④
③
①
②
ロシア
ノル
ルクセン
ブルク
フランス
スペイン
ギリシア
イスラエル
①ラトビア
②スロバキア
③リトアニア
④デンマーク
カナダ
オーストラリア
セルビア
モンテネグロ
アメリカ
アイスランド
ポルトガル
イタリア
チリ
ブルガリア
トルコ
ルーマニア
ヨルダン
ウルグアイ
タイ
メキシコ
ブラジル
インドネシア
アルゼンチン
アゼルバイジャン
コロンビア
チェニジア
350
キルギスタン
OECD
average
OECD平均
300
0
5
10
15
The % of
20
25
30
35
イエスと答えた割合
the students
who answered YES
40
45
Cited from: PISA 2006 Results (OECD)
http://www.oecd.org/fr/education/scolaire/programmeinternationalpourlesuividesacquisdeselevespisa/pisa2006results.htm
50
Two Issues to Make Life More Meaningful
in the 21st Century
1. How Should Science Exist in the Current Society?
Science is developing progressively.
People need to be aware it clearer
→Communications between Science and Society
(Science Communication)
2. Issues of Science Education
Scientific knowledge is not effectively utilized at the adult stage
→Fostering Science Literacy for public including adults
3. Background of the Project
Understand
Deepens Expertise about Contents
Communicate
Enhancing Communication Skills
Activate
Utilizes the Communicators
in Various Social Settings
Engage
Enhancing Coordination Skills
Basic Concepts for Science Communicator Training Programs
Story 1 : Science Communication
• 2004-2006 Science Communication Research
project(Grand in aid)
• 2005- University-Museum Partnership
program(Business model)
• 2006- Science Communicator Training Program
• 2008- Agreement with University of Tsukuba
(recognition of credit）
• 2011- SCA(Science Communication Association)
Science Communication in the Advanced Society
Scientific
Community
Public
Govern
-ment
Education
Industry
Media
Ogawa, Y., and Kamei, O. Abilities and Skills expected for Possible Science Communicators:
To aim at Creating Intelligence Connected to each other. Abstract for Japan Society for
Educational Technology ，06-4，pp．61-6 (2006)
Story 2: Science Literacy
2006- The Science and Technology Basic Plan Phase 3
2007-2010 Science Literacy Research project(Grand in
aid)
2010- Development of an Educational Program
Framework for Science Museums to Foster Public
Science Literacy
What is “Science Literacy”?
a cluster of comprehensive abilities in science:
that …
1. people possess appropriate knowledge and
ways of thinking regarding science and
technology
2. people deal with changes in natural world
and human society
3. people make reasonable decisions and take
actions
National Museum of Nature and Science, Tokyo. (The Advisory Council on Fostering Science Literacy202010)
Goals of Fostering Science Literacy
Feel
(Awe and appreciation toward nature)
A scientifically literate person facilitates curiosity and interest toward science and
natural phenomena through hands-on activities.
Know
(Understanding)
A scientifically literate person possesses broad knowledge and concepts in science
through programs.
Think
(Attitudes)
A scientifically literate person comprehends scientific phenomena and current social
issues such as environmental problems, learns them by self, interpret and make judgments
on them through identifying and analyzing questions, investigating the solution, and
applying scientific knowledge for the daily life.
Act
(Communication)
A scientifically literate person expresses appropriately what he/she learned to the
other people. He/she makes decisions using scientific knowledge and attitudes in the
social context. He/she conveys knowledge and skills to the next generation. He/she
participates in developing a sustainable society by interacting with the social sectors.
Generations
Goals
Feel
Awe and
Appreciation
toward Nature
Know
Pre-schooler ~
Lower Elementary
School
Higher Elementary
School ~ Junior
High School
Attitudes
Act
Communication
Families, Prime
Middle and Old
Ages
Feel curiosity and interest
as well as the relationship
between science and the
daily life through scientific
activities.
Be aware of usefulness of
science and necessity of
science literacy in
engaging in scientific
Feel curiosity and interest activities with the children.
Feel interest by engaging
in and usefulness of
science through scientific in museum exhibits and
activity.
resources.
Demonstrate curiosity
and interest that is based
on abundant information
relating to science.
Feel interest when having
a fun experience and
interacting with museum
exhibits and resources.
Acquire scientific
knowledge that directly
relates to the daily life.
Acquire scientific
knowledge together with
Broaden understanding of the children when
scientific concepts that
engaging in learning.
relates to the daily life and Deepen understanding of
the society.
scientific knowledge that
relates to the daily life and
the society.
Deepen understanding of
scientific knowledge that
relates to the daily life and
the society.
Acquire scientific
knowledge that would be
useful to one’s hobbies
and the culture.
Have curiosity and
interest in natural world
Engage in an activity by
and the human society
incorporating phenomena
and find patterns and
of one’s interest.
relationships between
them.
Select reliable information
and make judgments
Select reliable information
based on scientific
and make judgments
knowledge.
based on scientific
Make judgments to solve
knowledge and take
daily and societal issues
actions according to the
by utilizing what is learned
judgments
as synthetic ability of
science.
Make judgments to solve
daily and societal issues
by utilizing what is learned
as synthetic ability of
science.
Utilize what is learned to
one’s hobbies.
Express what is learned
and convey it to people in
Engage in an activity
the way easy to
utilizing phenomena of
understand. Consider
one’s interest in
what is learned in relation
collaboration with people.
to one’s career
development.
Apply knowledge and
skills acquired to the daily
life in the interaction with
the society. Apply what is
learned to one’s career
development.
Feel beauty and wonder
of phenomena through
scientific activities.
Feel attainment of being
able to understand and
do.
Understanding
Think
High School
/ High Education
Identify issues of the local
community and find the
Express what is learned
better solutions for them.
and convey it to people.
Pass on the knowledge
Identify issues of the local
and the abilities
community and find the
appropriately to the next
better solutions for them.
generation based on the
social context.
Number of Museums in JAPAN
(including museum-like facilities)
Botanical
Garden
Zoo and
botanical
garden
Aquarium
Zoo
General
Museum
Open-air
Museum
Science
Museum
Art Museum
History Museum
This graph was created
based on the results of
“Social Education Survey
2011” conducted by MEXT.
23
Number of Educational Programs held at Science
Centers and Science Museums (N=962)
Generations
Goals
Pre-schooler ~
Higher Elementary
Lower Elementary
School ~ Junior
School
High School
High School
/ High Education
Families, Prime
Middle and Old
Ages
Feel
65%
75%
51%
48%
41%
Know
61%
72%
50%
52%
40%
Think
3%
9%
8%
10%
2%
Act
2%
7%
7%
4%
1%
Cited from: Yoshikazu OGAWA, (2011), working papers of "Action research about the systematizing and
structuring of educational programs held at science related museums which contribute to the fostering of
science literacy for the construction of knowledge circulating society"
4. Outline of the Project
Science Literacy Passport β
(PCALi Project)
What is “Science Literacy Passport β”?
• It is an interactive online database system to
build museum utilization model for lifelong
learning.
• Target Users:
1) the general citizens of all ages
2) museum curators
26
Framework and Database
Information of Educational Programs
and Meta data
Framework to Foster
Science Literacy
Generations
Goals
Pre-schooler ~
Higher Elementary
Lower Elementary
School ~ Junior
School
High School
High School
/ High Education
Families, Prime
Middle and Old
Ages
Feel
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
Know
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
Think
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
Act
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
Cited from: Yoshikazu Ogawa, Development of an Educational Program Framework
for Science Museum to Foster Public Science Literacy (PCST 2010)
27
What is “Science Literacy Passport β”?
• The data of museum educational programs
are shared between all users.
• Based on the feedbacks from participants, the
programs can be improved.
28
Science Literacy Passport β system
History
Museum
General
Museum
Art
Museum
Peace
Museum
Collecting and analyzing the
information
Zoos
Aquariums
Database
Museum
Users
National Museum of
Nature and Science
Browsing the
learning history
Distribution of recommended data
Science
Museums
Natural History
Museums
Science
Centers
29
How is “Science Literacy Passport β” used?
• PCALi
(Passport of Communication and Action for Literacy)
Front
side
Back
side
30
Search
(1) Find events on the
on the web
http://literacy-pass.jp/
Experience
(2) Experience events at
museums!!
(3) Get your card’s bar
code scanned!!
Pi !!
Communication
(5) Recommend
museum events to your
friends!!
(4) Check your participation
records on your PCALi
account!!
User ID:
Password:
How to Use PCALi.
Step (1)~(5)
31
32
Feel
Know
Think
Act
Program Example (1)
 Institution:
Science Platform in Fukushima
 Theme: Radiation
 Object:
1)To understand what radiation is
through observation and
experiment outside of school.
2) To learn how to protect ourselves
from radiation.
 Place:
In Fukushima
@ Space Park, Mushitec,
community centers etc
Radiation dosimeter
Map making
33
Program Example (1)
< Discussion between users and curators >
participant
A participant:
“I didn’t know that children are having
this sort of education at school.”
A curator:
“We hope to prevent fading the
memory of the radiation issue”
curator
participant
A participant:
I have been to many briefings done by
scientists and was always fed up with
them. They don’t tell us what we
actually want to know.
participant
Frame work to foster Science Literacy
Radiation
Higher
Pre-schooler
Elementary
~
Science Literacy's
School
Lower
~
Goal / Life-stage Elementary
Junior High
School
School
High School
/ High
Education
Families,
Prime
Middle and
Old Ages
Think
◎
◎
◎
◎
◎
◎
Act
〇
〇
Feel
Know
35
Yoshikazu OGAWA (PCST2010)
Program Example (2)
 Institution & place:
Taman Pintar Science Park
(Jogjakarta, INDONESIA)
 Theme:
Batik Making
 Object:
Introducing the Batik making
process to the younger
generation
Batik : wax-resist textile
36
Frame work to foster Science Literacy
Batik
Higher
Pre-schooler
Elementary
~
Science Literacy's
School
Lower
~
Goal / Life-stage Elementary
Junior High
School
School
Feel
Know
Think
Act
High School
/ High
Education
Families,
Prime
Middle and
Old Ages
◎
◎
◎
◎
37
Yoshikazu OGAWA (PCST2010)
5. Effect expected from this project
museum user
Contents of the database
(i.e. Educational
Programs etc)
Museum
Curators
Personal Passport (Learning Record)
Art
Pre ~ L.E.
H.E.~J.H.
H.Sch./H.
Edu.
Partici
-pation
Program
Comment
Exhibi
-tion
History
General
Comment
aquarium
Families,
Prime
Survey
Mid &
Old
Provide
Program
Improve
-ment
Science
Zoo
Suggestion of Museum Utilization Models and Sharing Them
392013)
Yoshikazu Ogawa (JMMA
Social Impact of this system:
①
Yoshikazu Ogawa
(JMMA 2013)
Science Literacy Passport β System
Growth of museum user
Educational Programs
museum
user
・Transformation of Society
・Problem Solving
・Creation of Values
Museum
Curators
Social
Issues
Growth of Museum Curators
③
②
New Challenges and New Museum Utilization Models
Creation of
Shared Value in
40
Society
Partner Institutions
Hokkaido Area
 Asahiyama Zoo
 Asahikawa city museum
 Asahikawa Science Center
Kansai Area
 Lake Biwa Museum
 Shiga Peace Museum
Kyushu Area
 MARINE WORLD Uminonakamichi
 The Kyushu University
Museum
 Museum of Kyushu
Sangyo University
 CLC Works
Jogjakarta （Indonesia)
 Taman Pintar Science Park
Tohoku Area
 Fukushima University
Science Platform in
Fukushima
 Koriyama City Fureai
Science Center
 Mushitec-fukushima
Kanto Area
 Natural History Museum
and Institute, Chiba
 Ibaraki Nature Museum
 Kanagawa Prefectural
Museum of Natural History
 Science Museum
 Chiba City Museum of
Science
 Tokyo Metropolitan Art
Museum
 National Museum of Nature
and Science, Tokyo
As of June 2014.
41
New institutions are added at all times.
Science Literacy Passport β Project
PreHigher
schooler
Elementary
High
Science
Middle
~
School
School
Families,
and Old
Literacy's Goal / Lower
~
/ High
Prime
Ages
Pre-Junior High
Higher
Life-stage
Elementary
Education
schoolerSchool
Elementary
High
Science School
Middle
~
School
School
Families,
and Old
Literacy's Goal / Lower
/ High
Prime
Pre- ~
Higher
・・・・・
・・・・・
・・・・・
・・・・・ Ages
Feel
Life-stage ・・・・・
Elementary
Junior
High
Education
schooler
Elementary
High
Science
Middle
School
School School
~
School
Families,
and Old
Literacy's Goal / Lower
~
/ High
Prime
Ages
Life-stage
Elementary
Junior
High
Education
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・ Pre- ・・・・・Higher ・・・・・
・・・・・
Know
Feel
School schooler
SchoolElementary
High
Science
~
School
School
Families, Middle and
Literacy's Goal
/ Lower
・・・・・
・・・・・
・・・・・ / High
・・・・・ Prime
~
Feel
・・・・・・・・・・・・・・・・・・・・
・・・・・・・・・・・・・・・ Old Ages
Think
・・・・・・・・・・・・・・・
Know ・・・・・Life-stage
Elementary Junior
Education
Pre- High Higher
School schooler
School Elementary
High
Science
~
School
School
・・・・・ Goal
・・・・・
・・・・・・・・・・
・・・・・・・・・・ Families, Middle and
/ ・・・・・
・・・・・・・・・・Literacy's
・・・・・
・・・・・
・・・・・
ActThink Know
・・・・・・・・・・
・・・・・/ High
Lower
Prime
・・・・・・・・・・~・・・・・
・・・・・
・・・・・ Old Ages
Feel Life-stage
Elementary JuniorPreHigh Education
Higher
School
School
schooler Elementary
High
Science
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
Think
~
School
School
Families,
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
Act
Literacy's・・・・・
Goal / Lower
・・・・・
・・・・・
・・・・・
・・・・・
Know
~
/ High
Prime
Life-stage
・・・・・
・・・・・
・・・・・ High ・・・・・
Elementary
Junior
Education ・・・・・
Feel
・・・・・
・・・・・
・・・・・ School
・・・・・ School
・・・・・
Act
History Museum
General Museum
Zoo
Art Museum
Think
Act
・・・・・
Know
・・・・・
・・・・・
Feel
・・・・・
・・・・・
Aquarium
Middle and
Old Ages
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
Think
Know
・・・・・
・・・・・
・・・・・
・・・・・
Act
Think
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
・・・・・
Act
Science
Museum
STEM in Science Literacy Framework
Science, Technology, Engineering and Math
PreHigher
schooler
Elementary
High
Science
~
School
School
Families,
Literacy's Goal / Lower
~
/ High
Prime
Life-stage
Elementary Junior High Education
PreHigher
School
School
schooler
Elementary
High
Science
~
School
School
Goal / Lower
・・・・・
・・・・・
FeelLiteracy's・・・・・
~
/・・・・・
High
Life-stage
Elementary Junior High Education
School
School
PreHigher
・・・・・
・・・・・
・・・・・
・・・・・
Know
schooler
Elementary
・・・・・
・・・・・
・・・・・
Feel Science
~
School
Literacy's Goal / Lower
Pre~
schooler
Life-stage
Science
Elementary
Junior
High
・・・・・
・・・・・
・・・・・
・・・・・
Think
~
・・・・・
・・・・・
・・・・・
School
Know
Literacy's
Goal / School
Lower
Life-stage
Elementary
・・・・・
・・・・・
・・・・・
・・・・・
Act
School
・・・・・
・・・・・
Feel
Think
Act
・・・・・
Know
・・・・・
・・・・・
Feel
・・・・・
Know
Think
Act
・・・・・
Think
・・・・・
Act
・・・・・
Middle
and Old
Ages
Families,
・・・・・
Prime
Math
Middle and
Old Ages
Engineering
・・・・・
High
・・・・・
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Families, Middle and
/Higher
High
Prime
Old Ages
Elementary
High
Education
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School
Families,
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Prime
Junior High Education
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Technology
Middle and
Old Ages
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Science
Sharing 3 Cs
• Contents
• Communication
• Context
Thank you.
Contact information: [email protected]
This work is supported by JSPS KAKENHI Grant Number 24220013. Grant-in-Aid for
Scientific Research (S)
Title: A Basic Study on Development of an Interactive Life-long Learning System between
Public and Museums in a Knowledge-Circulating Society
Research representative: Dr. Yoshikazu Ogawa, National Museum of Nature and Science

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