The new Japanese Government Curriculum Guidelines include a framework that comprises the four core ideas of energy, particle, life, and earth. These are primarily relevant to physics, chemistry, biology, and earth sciences, respectively. The four core ideas allow the boundaries between subjects to be flexible, which may foster interdisciplinary or multidisciplinary viewpoints. An enzyme is an interdisciplinary learning item that lies between life and particle (or matter), and may be used as a marker for the evaluation of students’ interdisciplinary viewpoints. The results of the questionnaire show that Japanese lower secondary students have only a vague concept of an enzyme, and of the boundary between life and matter.
| Published in | Science Journal of Education (Volume 2, Issue 1) |
| DOI | 10.11648/j.sjedu.20140201.15 |
| Page(s) | 33-36 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Questionnaire, Interdisciplinary Learnings, Japanese Lower Secondary School, Enzyme, Life or Matter
| [1] | Ministry of Education, Culture, Sports, Science and Technology: Government Curriculum Guidelines, 2008, 2009; http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/index.htm.(accessed: July 3, 2013). |
| [2] | T. Munegumi, Interdisciplinary Science Education and "Origin of Life": An Exemplification with Teaching Aids, 2013; Science Journal of Education, 1(2): 20–27. |
| [3] | National Research Council of the National Academies. Framework for K-12 Science Education, 2012; http://www.nap.edu/catalog.php?record_id=13165# |
| [4] | National Research Council of the National Academies. Framework for K-12 Science Education, 2012; p. 83. |
| [5] | National Research Council of the National Academies. Framework for K-12 Science Education, 2012; p. 41. |
| [6] | C. M. Czerniak, Interdisciplinary Science Teaching, In Handbook of Research on Science Education, Ed. by S. K. Abell and N. G. Lederman, Routledge Taylor & Francis Group, New York, 2007, pp. 537–559. |
APA Style
Toratane Munegumi, Masato Inutsuka. (2014). Interdisciplinary Learning in Japanese Lower Secondary School: A Questionnaire Survey of Students’ Understanding of Enzymes as Life or Matter. Science Journal of Education, 2(1), 33-36. https://doi.org/10.11648/j.sjedu.20140201.15
ACS Style
Toratane Munegumi; Masato Inutsuka. Interdisciplinary Learning in Japanese Lower Secondary School: A Questionnaire Survey of Students’ Understanding of Enzymes as Life or Matter. Sci. J. Educ. 2014, 2(1), 33-36. doi: 10.11648/j.sjedu.20140201.15
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Download@article{10.11648/j.sjedu.20140201.15,
author = {Toratane Munegumi and Masato Inutsuka},
title = {Interdisciplinary Learning in Japanese Lower Secondary School: A Questionnaire Survey of Students’ Understanding of Enzymes as Life or Matter},
journal = {Science Journal of Education},
volume = {2},
number = {1},
pages = {33-36},
doi = {10.11648/j.sjedu.20140201.15},
url = {https://doi.org/10.11648/j.sjedu.20140201.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20140201.15},
abstract = {The new Japanese Government Curriculum Guidelines include a framework that comprises the four core ideas of energy, particle, life, and earth. These are primarily relevant to physics, chemistry, biology, and earth sciences, respectively. The four core ideas allow the boundaries between subjects to be flexible, which may foster interdisciplinary or multidisciplinary viewpoints. An enzyme is an interdisciplinary learning item that lies between life and particle (or matter), and may be used as a marker for the evaluation of students’ interdisciplinary viewpoints. The results of the questionnaire show that Japanese lower secondary students have only a vague concept of an enzyme, and of the boundary between life and matter.},
year = {2014}
}
TY - JOUR T1 - Interdisciplinary Learning in Japanese Lower Secondary School: A Questionnaire Survey of Students’ Understanding of Enzymes as Life or Matter AU - Toratane Munegumi AU - Masato Inutsuka Y1 - 2014/03/10 PY - 2014 N1 - https://doi.org/10.11648/j.sjedu.20140201.15 DO - 10.11648/j.sjedu.20140201.15 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 33 EP - 36 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20140201.15 AB - The new Japanese Government Curriculum Guidelines include a framework that comprises the four core ideas of energy, particle, life, and earth. These are primarily relevant to physics, chemistry, biology, and earth sciences, respectively. The four core ideas allow the boundaries between subjects to be flexible, which may foster interdisciplinary or multidisciplinary viewpoints. An enzyme is an interdisciplinary learning item that lies between life and particle (or matter), and may be used as a marker for the evaluation of students’ interdisciplinary viewpoints. The results of the questionnaire show that Japanese lower secondary students have only a vague concept of an enzyme, and of the boundary between life and matter. VL - 2 IS - 1 ER -
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