| |
| | Japanese Science Education |
 | | Japanese elementary education has been described as "whole person education," with strong emphasis on children's social and ethical development and their capacity to function without teacher administered rewards or sanctions (Cummings, 1980; Lewis, 1995; Sato, 1991). |
 | | Despite the fact that most Japanese elementary teachers are responsible for all subjects, they typically introduce themselves as specialists in a particular subject matter (such as science) which they pursue as the main focus of their own professional development and their leadership within the school. |
 | | Japanese teachers, more often than their American counterparts, encourage students to express their agreement or disagreement with other students during science lessons (Tsuchida, 1993; Tsuchida and Lewis, 1996), and use a slow-paced, "sticky-probe" approach that uncovers inconsistencies and avoids early consensus (Hess and Azuma, 1991). |
| nerds.unl.edu /pages/preser/sec/articles/japansci.html (7679 words) |
|