日本とフィリピンの初等・中等教育における理科授業の比較研究

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(1)Title. 日本とフィリピンの初等・中等教育における理科授業の比較研究. Author(s). トゥパス, フェアナン, プニエロ; 松浦, 俊彦. Citation. 北海道教育大学紀要. 教育科学編, 62(2): 87-94. Issue Date. 2012-02. URL. http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/2847. Rights. Hokkaido University of Education.

(2) 北海道教育大学紀要（教育科学編）第62巻第2号 JournalofHokkaidoUniversityofEducation（Education）Vol．62，No．2. 平成凶年2月 February，2012. AComparativeStudyofScienceLessonsinElementaryand SecondaryEducationinJapanandthePhilippines TUPASFernanPenieroandMATSUURAToshihiko＊ AjuyNationalHighSchool，RepublicofthePhilippines. ＊LaboratoryofBiotechnology，HakodateCampus，HokkaidoUniversityofEducation. 日本とフィリピンの初等・中等教育における理科授業の比較研究トウパスフェアナンプニュロ・松浦俊彦＊. アホイ国立高等学校，フィリピン＊北海道教育大学函館枚生物工学研究室. ABSTRACT ThisstudycomparedsciencelessonsinelementaryandsecondaryeducationinJapanandthePhilip−. pines．UnlikethesystemofpublicschooIsinJapan，SChooIsinthePhilippinesorganizestudentsintoclas−. SeSaCCOrdingtoacademicability．Tostimulateinterestinscience，teaChersinbothnationsdevisevarious. methodsofinstruction．LaboratoryresourcesprovidedinJapaneseschooIsaremoresubstantialthan thoseinthePhilippines，Wheremorefocusisplacedonextracurricularscienceactivities．Inasurvey，. Japanesescienceteachersansweredthatanadvantageofthesciencetextbookstheyusedwastheircol− Orfulillustrations，Whilethelackofscientificexplanationsandtheinclusionofanswerkeysweredraw−. backs．TeachersinthePhilippinesindicatedthattheadvantageSOfthesciencetextbookstheyusedwere easeofunderstandingandtheirinclusionofsuggestionsforvariousactivities，Whilethehighnumberof errorstheycontainedandalackofillustrationsweredrawbacks．. l．Introduction SchooIclassroomsareplaceswhereindi− Vidualsarenurturedtobecomeproductiveand. COVeringarangeofsubjects．Scienceinparticu−. 1arisoneofthemostimportantsubjectsin SChooling． Comparisons of science curricula in. seen asasecond homeforstudents．Various. elementaryeducationl・2）andsecondaryeduca− tion3）betweenthePhilippinesandJapanhave. educationalactivitiesarecarriedoutinclas−. previouslybeenmade．TupasandMatsuurare−. SrOOmS，andstudentsgenerallytakelessons. portedonacomparisonofprescribedscience. responsiblemembersofsociety，andcanbe. 87.

(3) トウパスフェアナンプニュロ・桧浦俊彦. textbooksforpublicschooIs，4）andexamined. havetrimesterperschoolyearwithholidaysin. similarities and differences between science. summer，Winterandspring．6）HighschooIshave. educationcurriculaacrosstheentirespectrum. SemeSterOrtrimester，Withtheformerbecom−. ofbasic educationin the two countries．5）. ingmorecommonrecently．Japanesechildren. However，therewaspreviouslyalackoffocus. Whose6thbirthdayfa11sonorbeforeAprillen−. OnSCiencelessonsinresearch，Whichpromoted. terthefirstgradeofelementaryschoolinthat. ustopursuethisstudy．Themainpurposeof. year，andallchildrenmustenterjuniorhigh. thestudywastocomparepublicschooIscience. schoolattheageof12．6）Aftergraduatingat. lessonsinJapanandthePhilippines．Aquestion−. 15，pupilsmaychoosecontinuedstudiesatan. nairesurveyofteacherswasalsoconductedto. uppersecondaryeducationestablishmentor. Clarifytheadvantagesanddrawbacksofthesci−. Seekemployment．About97％ofstudentsenter. ence textbooks used．. uppersecondaryeducationestablishmentssuch asseniorhighschooIsandnationalcollegesof. 2．Method A numberofarticlesand websiteswereused. technology（known askoseninJapanese）．. Accordingtostatistics，in2005therewere 23，123elementaryschooIs，11，035juniorhigh. asreferencesforthisstudy，andschoolteachers. SChooIsand5，418seniorhighschooIsinJapan．. inthePhilippinesandJapanwereinvitedto. Thenumbersofstudentsatelementary，junior. COmpletethequestionnaire．ThePhilipplnepar−. highandhighschooIswere7，197，458，3，626，415. ticipantswerescienceteachersatAlejoPosadas. and3，605，242，reSpeCtively．7）The quotaof. MemorialElementarySchoolandAjuyNational. Studentsis40perclassroom，butclassesin. SchoolinthecityofAjuyinthePhilippines. manyschooIsdonotreachthiscapacitydueto. IloiloProvince．Tofurtherclarifythesituation. the decreasing birthrate．8）Itis rare for. OfJapanesescienceeducation，Weinterviewed. Studentstobedividedintoclassesaccordingto. principals，Vice−principalsandscienceteachers. academicabilityinJapanesepublicschooIs．. fromthreelinkedschooIs：HakodateElementary. InthePhilipplneS，theschoolyearstartsin. SchoolattachedtoHokkaidoUniversityof. JuneandendsinMarch，Withafive−daybreak. Education（HUE），HakodateJuniorHighSchool. in October，atWO−WeekbreakinDecember，and. attachedtoHUE，andHakodateMunicipalHigh. a summer breakin April／May．Allpublic. SchoolinthecityofHakodateinJapan’sHok−. SChooIscarryoutgradinginAugust，November，. kaidoPrefecture．Participantsinteachers’work−. JanuaryandMarch．Overall，96．77％ofFilipino. ShopheldatHUEalsocontributedtothestudy．. Childrenenterelementaryschoolattheageof7． Aftergraduatingattheageof12，66．09％im−. 3．Resultsanddiscussion 3．l．Sch001systemsandclassorg・anization. InJapan，publicschooIsusuallyhaveclasses. mediatelyenterhighschool，andgraduateat 16．9）Asof2009，therewere44，691elementary. SChooIsandlO，066secondaryschooIsonthe nation’s7，107islands．Thenumbersofstudents. fromMondaytoFridaywiththeschoolyear. atelementaryschooIsandhighschooIsacross. Startingin Apriland endingin March．. the entire archipelago were13，686，643and. ElementaryandjuniorhighschooIsgenerally. 6，763，858，reSpeCtively．10）publicschooIsinthe. 88.

(4) 日本とフィリピンの初等・中等教育における理科授業の比較研究. Philippinesusuallyhaveabout40studentsper. generallyemployarangeofteachingmethods. Classroom，butthoseinlargercitieshave600r. SuChasdiscussion，eXperimentation，discovery，. more．InJusticeCeciliaMu魚OZ−PalmaHigh. games，puZZles，StOrytelling，andquestion−and−. SchoolinQuezonCity，forexample，thereare. answersessions，anduserealobjectsandpic−. lOOstudentstoeachclassroom．11）philippine. tures．Scienceteachingmethodsusedinhigh. SChooIsusuallyorganizestudentsintoclasses. SChooIsincludethepredict−Observe−eXplain. accordingtoacademicabilityasdemonstrated. （POE）technique，thepracticalworkapproach，. byindicatorssuchasentranceexaminationre−. useofrotationallearningstations，tricksinche−. Sultsandreportcards．. mistry，demonstrations，grOupaCtivities，COnCept mapping，andunderstandingbydesign（UbD）．. 3．2．Scienceteachers InJapan，teaChersmusthaveateacher’s. ThePOEtechniqueisateachingstrategythat probesunderstandingbyrequiringstudentsto. licenseobtained bytakingprescriptcreditsata. CarryOutthreetasks．First，theymustpredict. university．Passingtheteacheremploymentex−. theoutcomeofaneventandjustifytheirpre−. aminationofaprefecturalboardofeducation. diction；then，theydescribewhattheysee；and. allowsthemtoworkatpublicschooIsasregular. fina11y，theymustreconcileanyconflictbetween. teachers．12）InthePhilipplneS，theprofessional. thepredictionandtheactualobservation．POE. regulationcommission（PRC）controIsteacher’s. is usedin association with demonstrations or. licensureexaminations．Elementaryschool. hands−OnaCtivities．Meanwhile，UbDisapopu−. teachersinbothcountriesgenerallyteachall. 1artoolforeducationalplanningfocusedon. Subjectsincludingscience，butscienceteachers. teachingforunderstanding，andprovidesa. insecondaryeducationarespecialists．Inparti−. frameworkforimprovingstudentachievements．. Cular，FilipinoscienceteachersathighschooIs teachtheirspecificfieldofexpertise（general science，biology，Chemistryorphysics）．. 3．4．Sciencelaboratoryequipment Figuresl（a）−（C）showscenesfromscience. laboratoriesinpublicschooIsinJapan．All 3．3．Lessonplansandstrategies払rsciencelessons InJapan，teaChersareobligedtoprepareles−. SChooIsinthecountryhaveasciencelaboratory Withavarietyofequipmentsuitableforthe. SOnplans，butthesearenotnecessarilychecked. Subjectstobetaught．Chemicalsarestoredina. by superiors．In the Philippines，SCience. SeparateStaffroomforsafetyreasons．Inthe. teachersarerequiredtocreateplansforallles−. Philippines，thereisalackoflaboratoryequip−. SOnS，andthesearecheckedbythesciencecoor−. mentinsomepublicschooIs．Toensureeffec−. dinatororheadteacherbefore thestartofeach. tivescienceteaching，mOStFiliplnOSCience. lesson．InsomeschooIs，teaChersfailingtomake. teachersusetheirinitiativetoimprovisescience. lessonplansincurpenalties，SOmanyutilize. equipmentfromeverydaymaterialsordis−. ready−madeplansissuedbytheDepartmentof. Cardeditems．Pupilsin public elementary. Education（DepEd）．. SChooIscanonlyviewscienceequipmentdis−. PhilipplneteaChersuseavarietyofstrategies. playedinacabinet，aSShowninFig．1（d）．High. andmotivationaltechniquestomakescience. SChooIstudentscanusescienceequipment，but. funandinteresting．Elementaryschoolteachers. noteverybodyhasachanceforhands−OneX− 89.

(5) トウパスフェアナンプニュロ・桧浦俊彦. SciencecomponentsinthePhilippinesarefix− edbecausetheDepEdstipulatesprecisestan− dardsforallpublicschooIs，andthesecom−. ponentsarestronglyrelatedtothegradingsys− tem．Scienceteachersadministerdailyquizzes andassignmentstoevaluatecomprehension amongstudents，Whomustalsosubmitfourpro− jectseachschoolyear．Inaddition，teaChers. pushstudentstoplayanactivepartinclassdis− CuSSionsandexperimentlessons，aSShownin Figs．2（C）and（d）．Philippineteachersareencour−. agedtomakeworksheets（commonlyreferred toaslaboratorymanuals），Whicharethen. FigurelScenesfromsciencelaboratoriesofpub− 1icschooIsinJapanandthePhilippines．（a） HakodateElementarySchool，（b）Hakodate JuniorHighSchool，（c）HakodateHighSchool， and（d）AlejoMemorialElementarySchool．. approvedbythesciencecoordinatorandprin− Cipalandmadeavailableforstudentstopurch− aseatpricesrangingfrom180to250pesosde− pendingonthenumberofpages．. perienceofitduringexperimentlessons． 3．5．Sciencelessons. Fig・ure2showsscenesfromsciencelessonsin. publicschooIsinJapanandthePhilippines． Japanesescienceteachersareauthorizedtode− Velopscienceteachingbasedonthecourseof Study，andconductlessonsusingblackboard presentationswithvariouscolorsofchalk． Groupdiscussionsandscienceexperimentsare alsoperformeddependingonthenatureofthe. Figure2Scenesfromsciencelessonsinpublic. lesson，aSShowninFig・s．2（a）and（b）．AtHako−. schooIsinJapanandthePhilippines．（a）Class discussionsatHakodateElementarySchool，（b）. dateJunior High Schoolattached to HUE，. ScienceexperimentsatHakodateJuniorHigh. Studentswritetheirexperimenthypothesesand. School，（c）ClassdiscussionsatAlejoMemorial ElementarySchool，（d）Scienceexperimentsat. resultsonworksheetsduringlessonstoen−. AjuyNationalHighSchool．. hancetheirunderstandingofscience，andalso use them to note their considerations and dis−. CuSSionsonexperiments．Notationsmaybe. 3．6．Grading・SyStemn）rSCiencesubject. InJapan，Studentsgenerallymovetothenext. madeintheformofsymboIs，drawingsorwrit−. gradeasscheduled，aSlongastherearenopar−. ing．The contents of this worksheet are. ticularissues．PublicschooIsadoptanabsolute. approvedbythevice−principal，andallparents. assessmentstandardbywhichstudentsareev−. payafeeof300yenforeachworksheet．. aluatedaccordingtothedegreeofachievement. 90.

(6) 日本とフィリピンの初等・中等教育における理科授業の比較研究. ofthestudytarget．Threelevels（good，aVerage. Organizations．MostjuniorhighschooIstudents. andslow）areusedforassessmentatHakodate. inJapangotoaprivatecramschool（knownas. Elementary Schoolattached to HUE，With. ajuku）aftertheregularschooldayends．. homeroomteachersevaluatingstudentsatthe. Extracurricularscience activitiesinthePhi−. end of each term based on test scores and. 1ippinesareactivelypromoted，Withstudents. day−tO−dayperformance．InHakodateJunior. enjoyingvariousinitiatives（e．g．，SCiencecamps，. IIighSchoolattachedtoIIUE，thecriteriafo1low. SCienceeducationaltours，tree／mangroveplant−. fivegrades：eXCellent（100−75％），VerygOOd. ingandbeachcleaning）organizedbyscience. （74−50％），gOOd（49−25％），aVerage（24−. Clubs．Thesciencequizbee−aquizcontesten−. 12．5％）andpoor（12．5−0％）．Theteacherin. teredbyteamsrepresentingtheirschooIs−is. Chargeofeachsubjectprovidesevaluationfor. alsoapopularevent．Althoughtheseactivities. performanceinthatarea．. are notcompulsory，SCience teachers may. 1nthePhilippines，thel）ep上土dstipulatescer−. taincriteriaforeachsubjecttoenableevalua−. award extra evaluation marks to students en−. gaglnginthem．. tionofstudents’performance．Scienceassess−. mentinpublicelementaryschooIsisbasedon thetotalscorefromperiodicexaminations. 3．8．Sciencetextb00kquestionnaireresults. SciencetextbooksusedinJapanarewritten. （25％），Summativetests（15％），eXperiments. inJapanese，andscienceteachersoftenuse. （25％），Classrecitations（20％），prOjects（10％），. theminclassforreference．Tablelshows ques−. andassignments（5％）．InpublichighschooIs，. tionnaire results fromJapanese teachers re−. thecriteriaforscienceareexperiments（35％），. garding the advantages and drawbacks of. periodicexaminations（25％），prOjects（20％），. these books．The most common answer re−. assignments（10％），andattendance／attitude. garding advantages was that colorfulillustra−. （10％）．Scienceteachersissueacademicassess−. tions are provided，While the most commonly. mentsattheendofeachschoolterm（inAu−. Cited drawback was that answer keys are. gust，November，JanuaryandMarch），andthe provided at the back of textbooks；teaChers. averageoftheseassessmentsbecomesthefinal. believe that these detract from students’. gradingfortheschoolyear．Studentsfailingto. motivation to consider their answers carefu1−. achievethe75％passmarkmustretakethe. 1y．Senior high schoolteachers believe that. Subjectthefollowingyearorattendsummer. explanations of scientific phenomenain tex−. classes．. tbooks areinsufEicient． SciencetextbooksusedinthePhilippinesare. 3．7．Extracurricularscienceactivities. WritteninEnglish，andteachersgenerallyuse. InJapan，nOtallschooIshavescienceclubs. themforguidanceandreferenceinlessondis−. thatprovideopportunitiesforstudentstoex−. CuSSionsandexperiments．Scienceeducation. periencenaturalenvironmentssuchaslakes，. ShouldbeprovidedinEnglish，butinreality. forestandbeaches．Againstthisbackground，. SOmeteaChersspeakinFilipinoorregionaldi−. parentswhoareenthusiasticabouttheirchil−. alectstoaidunderstandingofscientificconcepts. dren’s education may have them attend. becausenotallstudentsfullyunderstandEn−. hands−OnClassesprovidedbyprivateorpublic. glish．Table2showsquestionnaireresultsfrom. 91.

(7) トウパスフェアナンプニュロ・桧浦俊彦. Tablel QuestionnaireresultsfromJapaneseteachersregardingtheadvantagesanddrawbacksofthescience textbookstheyuse．（a）Advantages KindsofSchool. Ease of Arrangement CoIorful illustrations understanding of lessons. EⅡ1phasisof Usefulnessof keywords. references. ElementarySchooI Junior High School SeniorHighSchool 12. Total. 5. 5. 2. 2. （b）Drawbacks KindsofSchool. 1慧iS. None. 。IS. Excessive DifBcultyof VOlumes understanding. ElementarySchooI Junior High School SeniorHighSchool Tota1. 8. 8. 3. 2. 1. Table2 QuestionnaireresultsfromFilipinoteachersregardingtheadvan− tagesanddrawbacksofthesciencetextbookstheyuse．（a）Advantages. KindsofSchool。n＝ing慧i Illustrations ElementarySchoo1. 4. 3. 2. HighSchoo1. 4. 4. 1. 8. 7. 3. Tota1. （b）Drawbacks KindsofSchool. MisprlntS. ilis. ElementarySchoo1. 1. 1. HighSchoo1. 2. 2. 3. 3. Tota1. Filipinoteachersregardingtheadvantagesand. backs，Philippineteacherspointedouttheprob−. drawbacksofthesciencetextbookstheyuse．. 1emofalargenumberoferrorscontainedin. Themostcommonanswerregardingadvan−. textbooks andalack ofillustrations．. tages was ease ofunderstanding，and the Variousactivitiessuggestedtostimulatestudent interest werealso often cited．In terms ofdraw−. り2.

(8) 日本とフィリピンの初等・中等教育における理科授業の比較研究. MEXT’sscholarshipprogramforteachertrain−. 4．Conclusions. ing．This study was partly supported by a. Wecomparedsciencelessonsacrosstheen− tirespectrumofbasiceducationinJapanand. Grant−in−AidforYoungScientists（B）fromthe. JapanSocietyforPromotionofScience．. thePhilippines．Itwasfoundthatteachersin bothnations devisevariousinstructionmethods. Refbrences. tostimulatestudents’interestinthesubject．An. advantageofJapanesesciencetextbookswas theiruseofcolorfulillustrations，Whiledraw−. backsincludedalackofscientificexplanation andtheinclusionofanswerkeys．Advantagesof Philippinesciencetextbooksincludedtheirease Ofunderstandingandtheinclusionofsugges− tionsforvarious activities．Drawbacksincluded alargenumberoferrorsandalackofillustra−. l）Pura，Z．A．，Omiya，T．andOkumura，K．：Compara−. tive Study of the Curriculum Contentin the ElementaryScienceEducationbetweenJapanand Philippines，JournalofNarutoUniversityofEducation （1995）115−126．. 2）Pawilen，G．T．andSumida，M．：AComparative. StudyoftheElementaryScienceCurriculumofPhi− 1ippinesandJapan．JournalofFacultyofEducation， EhimeUniversity52（2005）167−180． 3）Ogura，H．andMonieno，E．G．：ComparativeStudies. tions．Laboratory equipment provisionin. OnScienceEducationforLowerandUpperSecondary. JapaneseschooIswassubstantial，WhileschooIs. Schoolbetween PhilippineandJapan，Journalof. inthePhilippinestendedtopromoteextracurri− Cular science activities more．. OkayamaUniversity105（1997）27−56． 4）Tupas，F．P．andMatsuura，T．：ComparisonofScien CeTextbooksforPublicSchooIsinJapanandthePhi− 1ippines．JournalofHokkaidoUniversityofEducation 61（2011）219−228．. Appendix. 5）Tupas，F．P．andMatsuura，T．：AComparative. Survey sheet School（. StudyofScienceEducationCurriculainJapanand thePhilippines．AbstractoftheSixteenthConference onSchooIEducation（2010）19−20． 6）ResourcesandNetworkingforParentsandEduca−. Ql．Whatisanadvantageofthescience. tors．：2007．EducationinJapan．Website（http：／／www．. textbooksyouuse？. education−in−japan．info／index．html）. 7）TheMinistryofEducation，Culture，Sports，Science andTechnology：StatisticalAbstract2006edition．（MEXT，2006）．. Q2．Whatisadrawbackofthesciencetex−. tbooksyouuse？. 8）Faustino，P．：EmptyClassroomsinJapancontrast sharplywithPHLschooIs．（GMANews．TV，2010）． Website（http：／／www．gmanetwork．com／news／story／ 205432／news／specialreports／empty−Classrooms−in−jap an−COntraSt−Sharply−With−phl−SChooIs）．. 9）Palatino，M．：TheTragedyofPhilippinesEducation．（Kabataan Partylist，2009）．Website（http：／／. Acknowledgments OursincerethanksgotoMs．SakuraHosoka− Wa，Ms．YukieSakairi，Mr．KazutoshiIseand Mr．YukiHoshifortheirtranslation work．One. of the authors（F．P．T．）was supported by. kabataanpartylist．com／blog／the−tragedy−Of− philippine−education／）．. 10）TheDepartmentofEducation：Factsheet（asof Sept23，2010）BasicEducationStatistics．（DepEd，2010）． Website（http：／／www．deped．gov．ph／factsandfigures／ default．asp）．. 11）Mydans，S．：ThePhilippinesFaceClassroomShor−. 93.

(9) トウパスフェアナンプニュロ・桧浦俊彦. tage．（TheNewYorkTimes，2010）．Website（http：／／ WWW．nytimes．com／2009／08／25／world／asia／25iht−phils． html）．. 12）InstituteforInternationalCooperation（IFIC）and JapanInternationalCooperationAgency（JICA）．：The HistoryofJapan’sEducationalDevelopment：Whatim− plicationscanbe drawnfordevelopingcountriesto−. day（IFICandJICA，Tokyo，2004）206−222．. （トウパスフェアナンプニュロフィリピン・アホイ国立高等学校教諭）（松浦俊彦函館校准教授）. り4.

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