Using Chemistry Education to Solve Societal Problems: Lessons from Theory and Practice in Japanese Context By: Atukwase Cleophus Supervisor: Prof. Yoshimasa Hoshino Graduate School of Education, Nagasaki University. Presented: 2019.02.10
Introduction • We are going to learn about the following: i. Why the study was needed, ii. Theme, iii. Purpose, iv. Method, v. Findings, vi. Conclusion, vii. Implications, and viii.The needed future research. 2019.02.10
2
Why Was the Study Needed? Global societal problems/challenges: • environmental challenges (depletion of natural resources and climate change), • declining birth-rate and aging, • growing economic inequality, • urban concentration, • shortage of labour, and • terrorism. 2019.02.10
3
Why Was the Study Needed? (Continued) Japan’s societal problems: • a declining birth rate/population, • an increasing senior population/decrease in the productiveage population, • shrinking labour force especially medical and nursing care, • increasing medical and social security costs/expenses, • energy and environmental issues, • deteriorating public infrastructure, • cumbersome bank procedures with highly cash-based transactions, and • lack of access to public transport in underpopulated rural areas. 2019.02.10
4
Is There a Solution to the Problems? • Chemistry education can enable solving such problems, and • Sustainable Development Goals (SDGs) and Japan’s Society 5.0 reinforce each other in attempting to achieve economic development and social change.
2019.02.10
5
Theme and Purpose of the Study • Theme: Chemistry Education, Culture, and Societal Problems. • Purpose of the study (two objectives): i. To determine how chemistry education enables Japanese learners to solve societal problems, and ii. To determine how chemistry education is incorporating Japanese culture in order to solve societal problems. 2019.02.10
6
Method • Literature was reviewed; • Junior High School (JHS)chemistry lessons were observed (both live and respective videos); and • High School (HSC) pre-entry past papers were analysed. • Lesson observation and content analysis as the data collection techniques. • Qualitative method. 2019.02.10
7
Findings: From Lesson Observations • The teaching and learning process i. was influenced by culture; ii. integrated usage of the traditional chalkboard with Information, communication, and Technology (ICT) resources; iii. was purely learner- and activity-centred, and • Teachers always gave immediate feedback in class; and • The process enables learners to develop ten attributes/characteristics –listed on the next slide. 2019.02.10
8
The Ten Attributes from Chemistry Education i. Communication skills, ii. Risk-taking and independent learning, iii. Problem-solving, iv. Group working skills, v. Observation skills, vi. Self-esteem and self-confidence, vii. Time consciousness, viii. Orderliness and cleanliness, ix. Listening skills, and x. Commitment to and engagement with activities. 2019.02.10
9
Findings: From HSC Pre-Entry Exams Chemistry questions • were dominated by experiments (diagrams, graphs, and calculations), • required the learners to apply theoretical and practical knowledge, and • tested learners’ problem-solving skills, and analytical and quantitative skills: very important skills in daily life and solving societal problems. 2019.02.10
10
Theoretical SECK Framework
The SECK Framework illustrates the interlinkages that exist between the elements of society: societal problems, (chemistry) education, culture, and knowledge. 2019.02.10
11
Findings from Reflection • The teaching styles in Japanese classrooms are very different from those in Ugandan classrooms. • Reasons: i. much larger class sizes, ii. congested/overloaded curriculum, iii. inadequate instructional materials, and iv. pressure to produce the best results in Uganda national examinations.
• Interventions to improve teaching of science in Uganda should i. be holistic and radical ii. transform Uganda National Examinations Board (UNEB) and National Curriculum Development Centre (NCDC): possibility of integration; can be a technical and political battle. 2019.02.10
12
Conclusion • Chemistry education enables learners to solve societal problems by enabling them to acquire i. ten attributes which are linked to some of the top ten attributes employers seek on a candidate’s resume, and ii. transferable skills. • Teaching and learning process (chemistry education) is influenced by culture. 2019.02.10
13
Implications • Integration of traditional teaching tools with ICT resources enables effective teaching and learning process, and the process is influenced by culture; and • Learner- and activity-centred learning with immediate feedback is an effective teaching and learning approach.
2019.02.10
14
Future Research • Determine whether and how “know-what” knowledge or taught content enables learners to solve societal problems.
2019.02.10
15
Recap • We have learnt about the following: theme, purpose, method, findings, conclusion, implications, and the needed future research. • Thank you for Listening
Atukwase Cleophus Email:
[email protected] Tel: +256752945807 OR +256782945807 Supervisor: Prof. Yoshimasa Hoshino Graduate School of Education, Nagasaki University. • Any Questions? 2019.02.10
16
Acknowledgement • Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) • Japanese Embassy in Uganda • Uganda’s Permanent Secretary of Ministry of Education and Sports (MoES) • Uganda’s Permanent Secretary of Education Service Commission • Administration of Makerere College School • Participating schools: i. Fuzoku JHS ii. Nagayo JHS • Prof. Yoshimasa Hoshino 2019.02.10
17
