ejissen39

THE JOURNAL OF PRACTICAL
EDUCATIN IN BIOLOGY
January
2005
No.39
Contents

(1)Foreword by Zenji SUZUKI
(2)Science in Motion Project by Ei-Ichiro OCHIAI
(3)Keeping good company with animals (sensibility and reason) by Yukishige KAWASAKI
(4)Learning in Marine Biology : Methods and Effects by Yuji HIROSE
(5)To deepen Our Understanding of the Scientific History Education in Scientific Education by Hisayuki ANDO
(5)Advance studies in Isehara near Mt Oyama in Tanzawa Moutains before Observation Studies on the Nature in Yakushima Island. Plan to Subsututive Reserches for Yellowstone Studies(U) by Hitoshi MATSUI
(6)Afterword by Saitoh Mitsuo

The Society of Practical Education in Biology
SAITOH INSTITUTE FOR BIOLOGY EDUCATION

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Foreword
Biological Education in 21st Century as Environmental Century
by
Zenji SUZUKI
Professor Emeritus of Osaka Kyoiku University
President of the Japanese Society of Environmental Education
E-mail:zesu-923@deluxe.ocn.ne.jp

Abstract

It is said that the 21st Century is "The Century of Environment". Many people think that they have to change the style of their society from the Industrial Society characterized by the mass production, the mas consumption and the mass wastes to the Sustainable Society.  Recently, the Necessity of the Education for the Sustainable Development was asserted in the United Nations. Today's education including the biological education must be influenced by the movement above mentioned.
Historically, the biological education have been influenced by the Thoughts flourished in each periods, for example, the Creation Theory of the Christianity and the Evolution Theory proposed by Charles Darwin et al.
Modern biological education reflects the modern biology, especially the molecular biology. But, in this Century, the biological education should base on not only the study of the closed system but also the study of the open system in organisms in terms of ecology.
In conclusion, we need a new field of the biological education called, "The Interactive Study Between Mankind and Nature" standing on the result of many researches about the interaction between mankind and nature.

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Science in Motion Project
by
Ei-Ichiro Ochiai
Department of Chemistry
Juniata College
E-mail:ochiai@juniata.edu
E-mail:ochiaie@hotmail.com

Abstract

Chemistry Department of Juniata College in Pennsylvania initiated a Science in Motion project in cooperation with high schools in the neighborhood in 1985, with a NSF grant of one million dollars. The main purpose was to support the high school chemistry instruction by providing the equipments and instruments that are not affordable to individual high schools and the opportunities for high school teachers to update their knowledge and skills. A van takes instruments and equipments and reagents, if appropriate, to a school and leave them there for a while and then take them to another school. It was expanded to include similar projects in biology in 1990s. Pennsylvanian government has now established ten such centers in the State to serve about half of the schools, and has authorized similar projects for junior high schools. It is very efficient in the use of resources, and has been emulated by many other states.
References:
http://www.services.juniata.edu/ScienceInMotion
http://www.advancingscience.org
http://www.philasim.org
http://www.upb.pitt.edu/sienceinmotion

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Keeping good company with animals (sensibility and reason)
by
Yukishige KAWASAKI
Institute for Advanced Studies
E-mail:kwsk2@jcom.home.ne.jp

Abstract

Working animals are kinds of great masterpieces of nature. Today, however, some public opinion insists that working animals are a result of human ego and should be replaced with machineries. But I think working animals are not just machineries, but are ambassadors of wild animals, and we have to preserve the good relationship with them not only for animals but for we ourselves. Education in childhood is essential for making unforced friendship with animals.

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Learning in Marine Biology : Methods and Effects
by
Yuji HIROSE
Ibaraki High School, Osaka, Japan
E-mail:tingaala-azul1958@iris.eonet.ne.jp

Abstract


Marine organisms exhibit significant diversity when compared with terrestrial ones. In order to learn biodiversity of the whole earth, high school student had better observe marine organisms in their own habitat. One day excursion to rocky reef of Wakayama Prefecture have been hold every summer in these 11 years. Before the excursion, students learn about marine organisms by the photographs taken at the rocky reef. On the rocky reef, students walk about freely searching for organisms which they interested in. In situ observation of marine organisms awakens, scientific curiosity and affinity to life among students. Such effects are found in elementary school children, as well as in high school students. Elementary school learning is the basis for higher education. Therefore, our assistance of elementary school education is needed.
References: Marine organisms in a rocky reef of Wakayama Prefecture, TENJINZAKI

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To deepen Our Understanding of the Scientific
History Education in Scientific Education
by
Hisayuki ANDO
The former Instructor of Utsunomiya University

Abstract

Including meaning, purpose and object, educative values of scientific history are the following.
1. We can understandhe content of modern science by learning scientific history.
2. We can comprehend the principle of modern science by learning scientific hisotry.
3. Substance building; scientific history forms the contents for learning.
4. Formal building; we can acquire scientific thinking, attitude and ability.
5. We can learn intellectual cultural inheritance and enjoy the benefits of science.
6. Scientific history becomes a means to take objects which are the background and the backbone for learning science.
7. We take a great interest in science and enliven our lessons.
8. We are able to think the future aim of science.


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Advance studies in Isehara near Mt Oyama in Tanzawa Moutains
before Observation Studies on Nature in Yakushima Island
Plan to Subsututive Reserches for Yellowstone Studies(U)
by
Hitoshi MATSUI
Kanagawa University High School
E-mail:matsuh03@kanagawa-u.ac.jp

Abstract

Plan of Yellowstone studies were obliged to change because of September 11, 2001 attacks. Nominative excursion places were Shiretoko peninsula, Yakushima island and Iriomote island . Yakushima island was selected by two reasons, safety and non-overlap of others studies. This paper reports on advance studies in Isehara near Mt Oyama in Tanzawa Moutains, Kanagawa.
Following photoes show the report on advace studies in Isehara;
1: Practice around rice fileld and forest 2: Practice pn animals' droppings
3: Explanation on deers' foot prints 4: Discover of many deers' foot prints
5: Flag to reserve deers' foot prints. 6: Enlargement of foot prints and flag.
7: Measurement of a step (Presumption of
deer's body size and male or female).
8: To make plaster figure of foot print
9: Plaster figure of foot print 10: Enter the forest
11: Practice in Nutaba where deers
plast mud around their bodies such
as ricefields and marshy places.
12: Enlargement of NUTABA


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Afterword
by
Saitoh Mitsuo
The Society of Practical Education in Biology
SAITOH INSTITUE FOR BIOLOGY EDUCATION
E-mail:RXP04450@nifty.ne.jp

To Readrs


It was very hot everyday in last summer in Tokyo, Japan by reason of global warming. Especially on early last December in this winter season, the temperature was 25.6 ℃ in Kumagaya city, Saitama prefecture so it was very hot like a summer day. (Saitoh Mitsuo)


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