ERIC EJ905135: Energy Technology: A Cross-Curricular Approach in Japan

2004·0.23 MB·English

by  ERIC

Energy Technology: A Cross-Curricular
Approach in Japan 123
Sadato Yamazaki, Cyril King, Mika Shinde, Osamu Ohiwa, and Sohichiro Hirai T
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This article briefly describes a curriculum gy instruction involves the following creative, n
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study that had two main purposes. The first pur- problem-solving processes: identifying techno- l o
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pose was to develop and reflect upon a new logical problems to be resolved; planning, e
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energy technology curriculum at the lower sec- designing, and communicating; manufacturing; n
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ondary school level using an action research and reflecting on technology and assessing the log
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method. The second purpose was to determine impact on the environment and society. S
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the effect of collaborative activities, with the die
Ohnuma, Takahashi, Kasahara, and s
families of the pupils enrolled in the curriculum,
Yamazaki (1997) and Yamazaki et al. (2000)
as a means to help develop pupils’cross-curric-
identified, through action research, the impor-
ular competence.
tance of three inter cross-curricular themes
Yamazaki (1999a, 1999b), Yamazaki and throughout formal, nonformal, and informal
King (1998), and Yamazaki, King, and Preitz education: environmental study; foods, human
(2000) proposed conceptual frameworks for cur- health, and life skills; and mutual understanding
ricular themes and activities for technology edu- between communities as well as international
cation based on a whole curriculum concept. societies.
The authors gave serious consideration to both
The Japanese Society of Technology
accountability and collaboration between the
Education (JSTE, 1999) also proposed two
school, family, and community. In order to
frameworks for providing opportunities in tech-
emphasize the interdisciplinary relationship
nology education as a general education for all,
between each technological activity and other
from kindergarten through upper secondary
subject areas, the authors introduced four intra
school. Four technology related curricular themes
cross-curricular technology themes as a general
were identified as being closely associated with
education experience from kindergarten to
technology education: working with materials
upper secondary school: (a) developing
and processing technology; energy conversion
resources, processing materials, and making
technology; information, systems, and control
products; (b) converting, transmitting, and con-
technology; and bio-related technology.
serving forms of energy; (c) processing, trans-
mitting, and controlling information; and (d)
We propose technological processing as a
developing and conserving biological resources.
fifth curricular theme closely associated with
technology education (see Figure 1).
In addition, it was recognized that technolo-
Figure 1. Systems approach of technological problem solving in action
Table 1. Curriculum and Modules
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e Table 2. The Results of ANOVA Analysis in Each Comparison Between Pre
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T and Post Self- Assessments
Action Research research. Teachers of the Naoetsu and
The Niigata and Ibaraki Prefectural Chiyokawa Public Lower Secondary Schools
Technology and Homemaking Teacher Research also collaborated in this study from 1996 to
Associations, which are members of the All 1999. Naoetsu Lower Secondary School is locat-
Japan Technology and Homemaking Teacher ed on the west coast of Honshu, the Sea of Japan
Research Association, cooperated in this action side of the island. Chiyokawa Lower Secondary
School is located in Ibaraki prefecture next to We proposed that the production and use of
Tokyo’s metropolitan district. Participants were these portfolios would help pupils develop com-
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Grade 8 and 9 pupils who were enrolled in a petence in both technological creative processes
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compulsory course in technology and home- and collaborative study. h
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making. The analysis of data was based on two Jo
Quantitative Approach u
Grade 8 classes in Naoetsu Lower Secondary rn
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School. This article reports on the quantitative and l o
qualitative studies undertaken in Term 1. In f T
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Curriculum and Modules order to investigate the effect of collaborative ch
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The curriculum and modules used within study with the pupils’families in the develop- lo
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this study are shown in Table 1. Since the ment of the curriculum, a three (A x B x C) fac- y S
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schools in this study were not authorized by the torial design research was carried out as part of u
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Ministry of Education Science, Sports and the main research from October to November s
Culture of the Government of Japan as curricu- 1998 (see Table 2).
lar experimental schools, the statutory course of
Factor A compared a self-study group and a
study for lower secondary schools issued in
collaborative study group with the pupils’families.
1989 (Ministry of Education Science, Sports
Factor B compared higher, middle, and lower lev-
and Culture, 1989) was adhered to in this study.
els of pupil achievement in technology education.
Accordingly, we developed a school-based cur-
Factor C compared pre and post self-assessments.
riculum for use in the two schools.
Pupils were pre and post self-assessed by means
As part of the study, we developed curricu- of a 6-point scale in each term.
lum content links between the lower secondary
Qualitative Approach
school compulsory subject areas of technology
Pupils’descriptions and comments in their
and homemaking, and science. The technology
portfolios of study, and interviews with some
and homemaking subject area requires pupils to
pupils, were used as assessment devices.
study woodworking and home living at Grade 7,
Participants were also observed in order to col-
and electricity, food, and another three topics at
lect ethnographic data in real classroom situa-
Grades 8 to 9.
tions. Pupils also had the opportunity to give
Another key aspect of the study was the their written evaluations within two weeks of
production of portfolios of study by the pupils. finishing Term 1.
Figure 2. The average of self-assessment as compared with self-study and
collaborative groups
Table 3. Number of Pupils Who Commented in the Delayed Assessment on
Electricity Study and How They Practiced in Real Life
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Table 4. Data of Comparison Between Pre and Post Self-Assessment in Case of
Pupil W (Female)
The Curriculum Approach’s Effects Portfolios, Cases, and Interviews
Statistical Results Item 1 in Table 3 shows a significance
Because it is impossible to control experi- between self and collaborative study with the
mental circumstances in a general, real class- family. In the class where pupils undertook the
room study, it is important to interpret and collaborative study with their families, nine
apply the data on pupils’pre assessment. The pupils described electric power saving. It is
technology teacher Ohiwa, one of the authors, clear that the pupils also performed as a contact
recognized that there were not large differences person and link between the class and family.
in his pupils’achievement, capability, and
Case Studies
motivation. However, the authors, including
A comparison between pre and post self-
the teacher, considered that there were some
assessments in the case of Pupil W (female) is
different ethnographical contexts between each
shown in Table 4. She gained the highest scores
class. Identifying the sociocultural context of
in Item 11 in the post self-assessment though
the classroom is important in undertaking
lowest in the pre self-assessment. In addition,
action research.
she produced a very good portfolio entitled “Are
The results of the ANOVA analysis between My Home’s Plug Receptacles Really Safe?” As
part of her portfolio, she made an instruction
pre and post self-assessments is shown in Table
manual, in the form of a cartoon comic strip, on
2. The data for Item 3 shows that the interaction
how to safely use and manage electricity safely.
between A (self vs. collaborative study) x C (pre
vs. post) was significant. The main effect of
Data for Pupil F (female) are shown in Table
Factor B (a degree of achievement) has signifi-
5. In her portfolio, she studied how handicapped
cant tendency. The simple effect of Factor A was
or aged people safely use electrical appliances. In
significant. The simple effect of Factor C, with a
addition, she paid attention to how to use elec-
degree of error at each level, has significant ten-
tricity, taking account of environmental preserva-
dency. Therefore, the data highlights the effect of
tion and prevention of disasters. In the interview
collaborative study involving the family.
with her, she answered that her father was very
helpful in giving her useful information.
The average of self-assessment as com-
pared with self-study and collaborative groups
Table 6 shows a third case study involving
in Item 3 is shown in Figure 2.
Pupil W (female). The topic in her portfolio
Table 5. Data of Comparison Between Pre and Post Self-Assessment in Case of
"Pupil F" (Female)
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Table 6. Data of Comparison Between Pre and Post Self Assessment in Case of c
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Pupil W (Female) o
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was how to economize in the use of electric study with their families in energy technology.
power. She investigated the methods of saving
The development of a portfolio is a very
in the use of electric power for household
efficient study method in helping pupils develop
lights, a refrigerator, televisions, a video play-
cross-curricular competence.
er, an air conditioner and its remote controller,
and a personal computer. She described the
Dr. Sadato Yamazaki is an associate professor
dangers of putting too much load on one elec-
in the Department of Learning Support, Joetsu
tric outlet. She also noted how to use instruc-
University of Education, Japan. He is a member of
tion manuals on electrical appliances and how
the Omicron Field chapter of Epsilon Pi Tau.
they should be electrically grounded. In her
Cyril King is an advisor in the South
interview, she was pleased that she undertook a
Eastern Education and Library Board, Belfast,
beneficial collaborative study with her father
United Kingdom. He is a Member-at-large of
in her homework because he was employed by
Epsilon Pi Tau.
an electricity company. The results show that
Mika Shinde is a technology teacher in the
both intra and inter cross-curricular approach-
Kanazawa Lower Secondary School, Kanazawa,
es, together with collaborative study with the
Japan.
family, are very effective in developing trans-
The late Osamu Ohiwa was a technology
disciplinary competence.
teacher in the Naoetsu Lower Secondary
What We Believe the Study Indicates School, Joetsu, Japan.
Sohichiro Hirai is currently an inspector in
It is clear that the indigenous and school-
the Ibaraki Regional Committee of Education.
based cross-curricular approaches in energy
technology developed in this study are effective.
This study has shown some evidence of the
educational benefits of pupils’collaborative
References
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