1. NEW TECHNOLOGY EDUCATION CURRICULA ASSOCIATED WITH MATHEMATICS AND SCIENCE Shigehiro ASADA ， Akihiro SUNAGA ， and Norio SHIBATA Faculty of Education, Saitama University

2. The purpose to show why technology education have to be associated with mathematics and science to discuss how to develop technological literacy for students to present a new technology curriculum which we developed.

3. Technology Education in Japan The Course of study( 学習指導要領 ) Revising by MEXT every 10 yeas since 1947. The newest have been applied since April 2002. Main revisions; (1) careful selection of educational content (2) expanding elective courses (3) creating the “Period for Integrated Study” MEXT: Ministry of Education, Culture, Sports, Science and Technology (Monbukagakusho ：文部科学省 )

4. "Period for Integrated Study" The Aim ・ To enable children to learn basics and fundamentals ・ To develop "Academic Ability“ Natural gifts and faculties to find assignments, learn, and think by themselves, make decisions independently, take actions, and solve problems better.

5. 6 contents areas → 2 areas Wood-working Metals-working Technology and Making things Machinery Electricity Cultivation Information Technology Information and Computer about 20% of teaching hour/year was cut (210 →175) in junior high. the related contents between subjects or between areas were cut. Technology education in Japan

6. Is related content needed In TE? Technology Strong connection to math. and Science Everyday problems Solved through the use of several disciplines The goal of technology education is ・・・・ To teach students how to solve problems in the “real-world”

7. Why TEaMS? Mathematics is a “study of patterns and their interrelationships” Science is a “study of the natural world” Technology is then a study of the human- made world These disciplines have a symbiotic relationship

8. Why TEaMS? Study technology Better able to adjust to rapid changes Make better societal decisions Technology supports the study of mathematics and science Current brain research and cognitive science suggests multi-sensory learning is effective

9. What is the TEaMS curriculum TEaMS Curriculum 1. A three-year TE curriculum for JH school 2. Meet the requirements of the Course of Study 3. Can be a “Integrated Study” curricula 4. Promotes hands-on learning and teamwork

10. The Project Project team Professor of Science Dept. Professor of Mathematics Dept. Professor of Technology Dept. 5 technology teachers of junior high school Foundation The Japan Society for the Promotion of Science

11. １． Analyze articles and proposals ２． Analyze the course of study ３． Set the Curriculum Theme ４． Set Modules for thecurriculum ５． Design the learning cycle, ８． Adjusting Module ６． Developing Teaching Materials ７． Field Test (Elements) ９． Developing Evaluation Sheets １０． Module evaluation １１． Field Test (Module) １３． Curriculum Evaluation １２． Feedback Ⅰ ~2003 Ⅱ ①～④ 2003~2004 Ⅲ A ⑤～⑦ 2004~2005 B ⑧～⑩ 2005~ Ⅳ ⑪～⑬ 2006

12. The major theme “Sustainable Society” a important keyword in 21st century decision making based on reliable data Mathematics and science Knowledge, skill, procedure, method, concept will be most useful in Technology Education and daily life.

13. Characteristic of this curriculum A Technology Education curricula Not Integrated A coherent theme-based curriculum Develop concepts, skill, attitude for “sustainable society” Encourages student group work Promotes experientially based, hands-on training for students

14. TEaMS Modules Material Utilization (Manufacturing) Sub title –Utilization of thinned wood Attainment targets; ・ To develop basic skill for engineering design ・ Basic understanding what function of forest is ・ To know Characteristics of wood and wood-based materials ・ To develop basic skill for manufacturing

15. TEaMS Modules Material Utilization (Manufacturing) Main Activity ・ Collecting information about wood utilization through Internet ・ Designing and making things by thinned wood ・ Using wasted materials ・ Presentation the results

16. TEaMS Modules Material Utilization (Manufacturing) Relation to Mathematics Introduced Key concepts ・ Mathematical expression ・ Trigonometric functions Relation to Science Introduced main key concepts ・ Fixation of carbon dioxide ・ Photosynthesis ・ Natural environment ・ Ecosystem ・ Plant cell ・ Chemical formula

17. TEaMS Modules Wind Power Utilization (Energy conversion) Sub-title -Utilization of natural energy Attainment targets ・ Basic understanding how to generate power ・ Understanding what energy sources is ・ To know nature of natural energy ・ To develop skills for engineering design and making things

18. TEaMS Modules Wind Power Utilization (Energy conversion) Main Activity ・ Collecting information about natural energy through internet ・ Collecting data for a effective wind power generator(measures electricity) ・ Making a electromobile ・ Wind power generator Contest ・ Presentation the results

19. TEaMS Modules Wind Power Utilization (Energy conversion) Relation to Mathematics Introduced Key concepts ・ Mathematical expression ・ Algebraic equation ・ Finding pattern Relation to Science Introduced main key concepts ・ Natural Energy ・ Energy sources ・ Laws of the electricity ・ Motor and generator ・ The greenhouse effect

20. Relationship between TEaMS Curricula and the Course of Study

21. The activities in each module Five-phase instructional model 1) Collecting valuable data from research or test 2) Reading and analyzing the data 3) Using data for design process 4) Finding the feedback in process (Making Things) 5) Evaluating

22. The teacher’s roles To gather materials To keep students on task To provide safety and skill instructions To promote worksheet writing as needed To supply terms To lead class discussion To ask questions to help students make connections with broader contexts ・・・

23. Curriculum Materials For each module Teaching materials Side readers worksheet binders The materials and tools Already available in schools Can be purchased locally Reasonable cost The equipment Typically found in TE lab.

24. Problems The Course of study -great significance Teacher’s attitude Traditional vs constructivist pedagogy Grading procedures New curriculum content High stakes testing

25. Thank you for your attention. ありがとうございました。