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http://dx.doi.org/10.14697/jkase.2007.27.6.510

Secondary School Science Education for Whom?: An Historical Case Study from Japan  

Isozaki, Tetsuo (Graduate School of Education, Hiroshima University)
Publication Information
Journal of The Korean Association For Science Education / v.27, no.6, 2007 , pp. 510-518 More about this Journal
Abstract
In many countries, secondary school science is no longer solely for those destined for careers in science, medicine or engineering and both boys and girls study biology, chemistry and physics. In Japan, secondary science has been studied by boys and girls as a compulsory subject since the establishment of the modem school system in the late 19th Century. However, although 'science for all' is becoming the norm, it appears that science is less popular with girls than it is with boys, and that lower-attaining students are not adequately catered for in Japan and elsewhere. In this paper, the author investigates gender issues in the secondary science curriculum and examines the curriculum for future scientists using a historical perspective and focusing on the case of Japan. An analysis of two historical issues, gender and the curriculum for future scientists, found that, firstly, the science curriculum needs to contain a clear statement of its aims, and, secondly, that the secondary science teacher is one of the most important factors influencing science teaching particularly for girls. ost important factors influencing science teaching especially for girls.
Keywords
gender issues; science for future scientists; scientific literacy; secondary science education;
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