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Hokkaido University of Education
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Title 日本とフィリピンにおける公立学校用の科学教科書の比較
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, 61(2): 219-228
Issue Date 2011-02
URL http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/2333
Rights
北海道教育大学紀要(教育科学編)第61巻 第2号 JournalofHokkaidoUniversityofEducation(Education)Vol.61,No.2
平成23年2 月 February,2011
Comparison of Science Textbooks for Public Schools
inJapanandthePhilippines
TUPASFernanPenieroandMATSUURAToshihiko*
AjuyNationalHighSchool,RepublicofthePhilippines
*LaboratoryofBiotechnology,HakodateCampus,HokkaidoUniversityofEducation
日本とフィリピンにおける公立学校用の科学教科書の比較
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
ThisstudycomparedsciencetextbooksusedinelementaryandsecondaryeducationinJapanand
thePhilippines.ItwasfoundthattextbooksinJapanarethinnerthanthoseinthePhilippines,Whichare
WritteninEnglishwithmonochromicprintingexceptfortheircovers.Japanesesciencetextbooksare
WritteninJapanese,havecolorfu1illustrations,andcoversimilartopicssuchasmatter,phenomena,ener-
gy,1ivingthingsandnaturalconsiderations.However,thesequencesofthelessonsaredifferent.Theau-
thorsalsoidentifiedanumberofconsiderationsspecifictoeachcountry,SuChaspeople,electronicsand
SeaSOnS.Japanesestudentsreceivenewtextbookseveryschoolyear,andcantakethemhome.Inthe
Philippines,theDepartmentofEducation(DepEd)endeavorstodistributesciencetextbooksfreeof
Chargetostudentsacrosstheentirearchipelago,althoughmoststudentsstillhavetoborrowthemfrom
Classmates.Philippinetextbooksarealsorecycled,andcannotbetakenhome.Japan’sMinistryofEduca-
tion,Culture,Sports,ScienceandTechnology(MEXT)verifiestheaccuracyoftextbookcontentbefore
distributingthemtoschooIs.Toensureerror-freetextbooksforbasiceducation,theDepEdhasrecently
adoptedanewtextbookevaluationsystem.
educationlawhasmadeJapaneseK-12educa-
tion.1)Thestructureofthecountry・seducation-
alsysteminvoIvessixyearsofelementary
SChool,threeyearsofjuniorhighschooland
threeyearsofseniorhighschool.Elementary
1.Introduction
ThebasiceducationsystemsinJapanand
thePhilippinesconsistofelementaryeducation
andsecondaryeducation.1・2)since1947,SChool
219
TUPAS Fernan Peniero and MATSUURA Toshihiko
andjuniorhighschoolleveleducationiscom-
pulsory.Afterfinishingcompulsoryeducation,
about97%ofstudentsenteruppersecondary
educationestablishmentssuchasseniorhigh
schooIsandcollegesoftechnologyinJapan.3)In
thePhilippines,atOtaloflOyearsisrequiredto
completebasiceducation.2)Thepresentstruc-
tureofthePhilippineeducationalsysteminvol-
VeSSixyearsofcompulsoryelementaryschool-
ingandfouryearsoffreesecondaryeducation
(highschool).Inelementaryschool,GradesIto
IVandGradesVtoVIareforprimaryandin-
termediateeducation,reSpeCtively.
Scienceisoneofthemostimportantsub-
jectsinschooling.Itisessentialforchildrento
grasptheconceptsofsciencebecauseawide
Varietyofeverydayoccurrencesarerelatedto
SCienceandtechnology.Asscienceeducation
enablesstudentstodevelopcriticalandanaly-
ticalthinking,allnationsmakeeffortstoim-
provescienceeducation.Thesciencecurricu-
1umstandardinthePhilippinesisprescribedby
theDepartmentofEducation(DepEd).2)In
Japan,theMinistryofEducation,Culture,
Sports,ScienceandTechnology(MEXT)pre-
scribes the science curriculum standard in the
CourseofStudyLtheofficialsetofguidelines
forschoolteaching.4-6)EachschoolinJapan
Organizesitsowncurriculumbasedonthe
CourseofStudy.Althoughscienceisnotpro-
Videdasanindividualsubjectinthefirstand
SeCOndgradesofelementaryschool,Studentsin
bothcountrieslearnscienceaspartofother
Subjects.InJapan,thissubjectiscalledSocioen-
VironmentalStudies,andwascreatedin1989
fromcombinationofscienceandsocialstudies.4)
InthePhilippines,StudentsinGradesIandII
learnscienceaspartofthesubjectsofEnglish
andMakabayan.Scienceeducationasamajor
SubjectstartsinGradeIIIofelementaryschool
inJapanandthePhilippines.Thisisalsothe
pointatwhichstudentsbegintousescience
textbooks.Sincethe dawnofeducation,teX-
tbookshavebeenasignificanttoolinteaching
andlearning;they are major resource for
teachersandstudents.
SalvadorandOkumuracomparedtime
a1lotmentandinstructionalmaterialsforscience
educationinJapanandthePhilippines.7)pura
etal.comparedelementaryscienceeducation,
andfoundthatapplicationinJapanandthePhi-
1ippinesfocusedonacognitiveapproachand
manipulativeskills,reSpeCtively.8)oguraand
Monienoresearchedsecondaryeducationin
JapanandthePhilippines,includingtheobjec-
tivesofscienceeducation,thebasicsofeduca-
tionsystemsandteacherqualifications.9)They
reportedalackoftextbooksforstudentsdueto
anincreaseintherateofenrollmentatPhilip-
pineschooIs.However,thesereportsplacedlit-
tleemphasisonsciencetextbooksacrosstheen-
tirespectrumofbasiceducation.Thelackof
focusonsuchtextbooksinpreviousresearch
encouragedustopursueacomparativestudyof
textbooksinJapanandthePhilippines.
Themainobjectiveofthisresearchwasto
COmparepreSCribedsciencetextbooksforpublic
SChooIsinJapanandthePhilippines.Wealso
COmparedthecontentandappearanceofscien-
CeteXtbooksacrosstheentirespectrumofbasic
education.
2.Methdology
SciencetextbooksforpublicschooIsin
Japan andthePhilippineswerecollected.Tn
Japan,WeObtainedthecooperationofthree
SChooIs,namelyHakodateElementarySchool
attachedtoHokkaidoUniversityofEducation
(HUE),HakodateJuniorHighSchoolattached
220
ComparisonofScienceTextbooksforPublicSchooIsinJapanandthePhilippines
toHUEandHakodateMunicipalHighSchoolin
Hakodate,Hokkaido,Japan.Wealsoaskedfel-
lowPhilippineteacherstoprovidematerials
fromprescribedsciencetextbooksusedinAlejo
PosadasMemorialElementarySchoolandAjuy
NationalHighSchoolinAjuy,Iloilo,thePhilip-
pines.Theyscannedthecoversandtablesof
COntentSOfthesesciencetextbooks,andsent
theimagesbyemail.Asaresult,30sciencetex-
tbooksfromthreepublishersinJapanandfour
publishersinthePhilippineswereinvesti-
gated.10-39)Thenumberofpageswascounted
foreachpublication.Wealsocomparedthema-
jortopicsofelementaryandsecondaryeduca-
tioninbothcountriesusingthetablesofcon-
tents,WhichweretranslatedintoEnglishfor
Japanesetextbookstofacilitateunderstanding.
ce textbooks examinedin this research.In
Japan,thepapersizesofsciencetextbooksare
B5forelementaryandjuniorhighschooIsand
A5forseniorhighschooIs.InthePhilipplneS,
1etter sizeis usedfor science textbooksin both
elementaryandhighschooIs.Thepapersizeof
textbooksinJapanisthereforesmallerthan
thatinthePhilipplneS.Thethicknessofscience
textbooksusedinJapanandthePhilippinesdif-
ferssignificantly,WiththoseinJapanbeing
thinner.Tablelsummarizesthe numberof
pagesinsciencetextbooksforpublicschooIsin
JapanandthePhilippines.InJapan,thenumber
rangesfrom36tol12forelementaryschooIs,
WhilethecorrespondingrangeinthePhilip-
pinesisfrom249to295.Sciencetextbooksfor
juniorhighschooIsinJapanhavetwovolumes
Withnumbersofpagesrangingfrom126to154.
InseniorhighschooIs,therearellindividual
Subjects:ScienceBasis,IntegratedScienceA
andB,EarthScienceIandII,BiologyIandII,
ChemistryIandIIandPhysicsIandII.Tex-
3.Results
3.l.Formatandvolumeofsciencetextb00ks
Figurelshowsthecoversoftypicalscien-
化学Ⅱ;;;
;/・-● 二\ 倉上巴乍、-■
■【■■
Fig.1CoversoftypicalsciencetextbooksforpublicschooIsinJapanandthePhilippines.
221
TUPAS FernanPeniero and MATSUURA Toshihiko
Tablel ThenumberofpagesinsciencetextbooksforpublicschooIsinJapanandthePhilippines.
Japan Philipplne
vol.1 vol.2
(pages) (pages)
7011) 6612)
11213) 3614)
10215) 4616)
15417) 12618)
13919) 12920)
17922) 18123)
26324) 28725)
25526) 25527)
28728) 25529)
26330) 31931)
1
2
6 1
3148闇獅獅21536。55。51。542582
(pages)
24932)
25733)
28134)
29535)
ゴ(、〟りりJ ゴ~/む(-(、/りJ・(ご用(J(-
FJr〃Jr〃/〝J:l・ゴ(、ん√=J J〃
JI’
Ⅴ
IT
ノ〟JJ∫√げナノなカメ(、ん√…J F∫(イ(ナナ
n(イ(J〃
5g〃わγ御5cゐ∂∂J 5cfg〃Cgβ肪ゐ
んJ/(甘ハ〝/(-(Jゞ(、∫r〃(、(一
助γfゐ5c才β〃Cβ
βわJl監l・
(1〟ぐ〃Jふ/J:l・
川.l・JJ(、J
tbooksforseniorhighschooIshavenumbersof
pagesranglngfrom179to319.InthePhilip-
pines,SCiencetextbooksforhighschooIsare
COmpOSedofmorethan341pages.
ThetextbooksusedinthePhilippinesare
Writtenin上土nglishbecausethisisthelanguage
Ofinstructionfromelementaryschooltohigh
SChool.ThoseforpublicschooIshavemonochro-
micprintingexceptfortheircovers.Science
textbooks usedinJapan are writtenin
Japanese,andfeaturecolorfulillustrationsof
Studentsperformingexperimentsandengaging
inoutdooractivities.Animes(Japanesecartoon
characters)showingscientificprotocoIsand
proceduresarealsoincludedasawayofen-
COuraging pupils to understand science.
Japaneseteachersseemtoutilizesciencetex-
tbooksmainlyforreference.
elementaryschooIsinJapan.Thetopicscover
life,matter,energyandtheearth.InthePhilip-
pines,SCienceeducationforelementaryschooI
StudentsiscalledScienceandHealth,SuggeSt-
ingthatFilipinoshighlyvaluehealtheducation.
Table3showsthechaptertitlesofthescience
textbooksusedforelementaryschooIsinthe
Philippines.InGradeIII,thepublicationGrow-
ingwithScienceandHealthissupportedbya
jointventureinvoIvingthePhilippines,theUSA
and China.The title ofthe textbookfor Grades
IVtoVIisIntothe Future:Scienceand Health.
Thelessonsfocusonorganisms(specifically,
organsystems),matter,energy,Weatherand
thesolarsystem.
SciencetextbooksinJapanandthePhilip-
plneSCOVerSimilartoplCSSuChasmatter,phe-
nomena,energy,1ivingthingsandnaturalcon-
Siderations.However,thesequencesoftheles-
SOnSaredifferent.Forexample,SCienceeduca-
tionin thethird gradeofelementaryschoolin
Japanstartswithachapteronplants.Inthe
Philippines,plantsarediscussedinunit30f
GradeIII.Differenttopicsarediscussedindif-
ferentgradelevels.Forexample,thechapteron
3.2.Sciencecontentinelementaryeducation
TnJapan,SCienceeducationforelementary
SChooIstudentsissimplycalledScience.The
sciencetextbooksusedfrom thefourthtosixth
gradeshavetwovolumes.Table2showsthe
Chaptertitlesofthesciencetextbooksusedfor
222
ComparisonofScienceTextbooksforPublicSchooIsinJapanandthePhilippines
Table 2 ChaptertitlesofthesciencetextbooksusedforpublicelementaryschooIsinJapan.
ThetopicsnativetoJapanareunderlined.
Chapter 3rdGradelO) 4thGradell112) 5thGrade13114) 6thGrade15・16)
Weather&Changingof Temperature
Germination&GrowingofPlants
BirthofLife
Flower&Fruit
Typhoon&ChangingofWeather
meE鮎etofITlowingWater
BurningFeaturesofMattersand Air
FunctionsofOrganSystems
Function&StructureofthePlant
LivingThings&It’sEnvironment
Earth&TheConstructionofthe Ground
Characteristics&Functionsof
AqueousSolution
FunctionofElectricCurrent
HumanBeing&It’sEnvironment
1 LetlsGrowPlant
) Let’sBreedButterfly
Let’sExaminethePlant
Let’sExamineInsects
) Let’sExamineFlower&Seed
) CompareSunshineandShade
Reflection
Let’sTurnontheLight
MagnetonStee1
10
11
12
LivingThingsinSpring
FunetionsofEle血onies
Living things in Summer
MovementoftheMoon
Movement of the Star
LivingThingsinAutumn
Air&Pressure,Volume&Force
Temperature&Volume
Water:BoilingPoint&Phase Transition
Living Things in Winter Star
HeatingFeatures
SumaⅣOfDif鮎rentI」iving
FunctionofLever
MeltingFeatures
FunctionofWeight
mingsIγoundinIγourSea甜nS
Table 3 ChaptertitlesofthesciencetextbooksusedforpublicelementaryschooIsinthePhilippines.
ThetopicsnativetothePhilippinesareunderlined.
Unit GradeIII32) GradeIV33) GradeV34) GradeVI35) TheCirculatory&Nervous
Systems
Interrelationship in the Ecosystem
MaterialsinOurEnvironment
EnergyintheEnvironment
MovingBodies
TheChangingEarth
BeyondtheSolarSystem
The Human Body
AmimalReprduedon
OurBodySystem
AnimalI」i鮎
Plants:TheirAdaptationand
Survival
MateriaLs,Changesandthe Environment
ElectricalEnergy
Machines
EarthRocks
WeatherCondition
TheSolarSystem
I l-州plビ
11 Animals
III Plants
IV Matter
V Energy,Force&Motion
VI The Earth
VII TheEarth’sAtmosphere
VIII The Sun
IX
PlantsReproduction
Mixtures
Energy
The Erosion of the land
Weather
Earth,Moon&Sun
mixturesisstudiedinGradeIVinthePhilip-
pinesbutinsixthgradeinJapan.AIso,the
Chapteronanimalreproductionisdiscussedin
thefifthgradeinJapanbutinGradeIVinthe
PhilipplneS.Thelessonsinthischapterare
aboutthelifecyclesofanimalshatchedfrom
eggsandanimalsbornalive.Howhumanbabies
are bornisalso discussedinbothcountries.The
examplesinJapanesesciencetextbooksare
fishesandhumans,WhilethoseinthePhilip-
pineshavefurtherexamplessuchascats,dogs,
chickens andbutterflies.
Wealsofoundanumberoftopicsspecific
toeachcountry.InthePhilippines,Studentsin
GradeIIIstudyachapteronpeoplethatcovers
thefivesenses,WayStOprOteCtOneSelffrom
illness,free-timeactivitiesandfamily.Onlysci-
encetextbooksinJapancoverthetopicofelec-
tronic.Furthermore,Japanesestudentslearn
aboutthefourseasons(spring,Summer,au-
tumnandwinter),WhilePhilippinestudentsdis-
cussonlytwo(thedryandwetseasons).
3.3.Sciencecontentinsecondaryeducation
InJapan,SCiencetextbooksforjuniorhigh
schoolare dividedinto twofields.FieldIisa
223
TUPAS Fernan Peniero and MATSUURA Toshihiko
COmbinationofchemistryandphysics,Whilethe
FieldIItextbook coversearthscienceandbiolo-
gy.Table4showsthechaptertitlesofthesci-
encetextbooksusedforjuniorhighschooIsin
Japan.ThoseforhighschooIsaremorespecific.
ThenamesofthesciencesubjectsareScience
Basis,IntegratedScienceAandB,EarthScien-
CeIandII,BiologyIandII,ChemistryIandII
andPhysicsIandII.ScienceBasisisacombina-
tionoffourmajorareas.IntegratedScienceA
COVerSphysicsandchemistry,WhileIntegrated
ScienceBinvoIvesearthscienceandbiology.
Tables5and6showthechaptertitlesofthe
SCiencetextbooksusedforseniorhighschooIs
inJapan.
InthePhilippines,SCienceeducationfor
highschooIstudentsiscalledScienceandTech-
nology.Thesciencecurriculumisestablished
fromthefirsttothefourthyearsofhighschool.
Thesubjectforfirst-yearStudentsisScience
andTechnologyI(IntegratedScience).High
SChooIstudentsinthesecondandthirdyears
studyScienceandTechnologyII(Biology)and
TTT(Chemistry),reSpeCtively.ScienceandTech-
nologyIV(Physics)istaughtinthefourth
year.Table7showsthechaptertitlesoftheSci-
enceandTechnologytextbooksusedforpublic
highschooIsinthePhilipplneS.PrivateschooIs
inthePhilippinescanchooseprivatepublishers
Table4 Chaptertitlesofthesciencetextbooksused
forpublicjuniorhighschooIsinJapan.
Chapter FieldI17118) FieldII19120) 1 Phenomenon Around Us WorldofPlants
2 Matt芸£≡豊nce changingoftheewth
3 ElectricCurrent WelcometotheAnimalWorld
4
Weather&It
5 Motion&Force Cell&Reproduction
6 Energy Earth&Universe
Table 5 ChaptertitlesofthesciencetextbooksusedforpublicseniorhighschooIsinJapan.
Chapter ScienceBasis21) IntegratedScienceA22) IntegratedScienceB23) HowtoLookonNature. How to do Research
ComposeandChangeofMatter
Changing&ConservationofEnergy
DevelopmentandUtilizationofResources
UtilizationofMaterial
WriteaResearch
PointofViewOfNature. HowtodoResearchorInvestigate.
WhatisEarth?
ChangesofLivingThings
ChangesofEarthandLandscape
AtmosphereandCirculationofwater
CommonandDiversityofLivingThings
LivingThingsandItsEnvironment
Investigation
OriginofScience
FormationofMaterials
InvestigateLife
EnergyandElectricity
MovementofUniverseandtheEarth
ScienceandSociety
Table6 ChaptertitlesofthesciencetextbooksusedforpublicseniorhighschooIsinJapan(continued).
Chapter EarthScienceI24) BiologyI26) chemistryI28) physicsI30) 1 SolidEarthandIt’schanging Cel1
2 HistoryoftheEarth Reproduction&BirthofLife
i Atmosphere,Ocean&Weather Heredity
4 StructuresoftheUniverse EnvironmentandReactionofAnimal
5 Environment&ReactionofPlants
StructureofMatter
ChangingMatter
Inorganic Substance
OrganicCompound
Electricity
MotionofWave
Motion
Encrgy
Chapter EarthScienceII25) BiologyII27) chemistryII29) physicsII31) StructureofMatter& ChemicalEquilibrium
Life&Matter
1 StructureofGlobalEnvironment MatterthatSupportLifeAction Force&Motion
Magnetism&Electricity
Matter&Atom
EarthCoverbyaPlate GeneticInformation&ItsExpression
SearchofUniverse DiversityofLivingThings Life&Matter
GroupofLivingThings Investigation
Investigation
224
ComparisonofScienceTextbooksforPublicSchooIsinJapanandthePhilippines
Table 7 ChaptertitlesofthesciencetextbooksusedforpublichighschooIsinthePhilippines.
I ScienclogyIIScienⅡIScience Unit
) (
I Science&TechnologyinYo11rLife Introd11C血ntoBioIogy
CellStruCtureandFunction
LifeEnergy
OrganSystems
Reproduction
GeneticsEvolution
Biodiversity
Ecosystem
ChemistryhrAll
PropcrticsandClassi丘cationsof
Matter
StruCtureSOftheAtom
AtomsinPeriodicTable
Chemical放)nds
Changes Matter
ReactionsrateandEql血brium
MoleculesinMotion
Solutions
Colloids
Carbon and Its Compound
MoleculesofLife
Physics,Yo11andSociety
LightandSight
Re劃ecdonsandMirrors
LensesandVision
RadiationAroundUs
ReactorsandNuclearEnergy
ElectricCircuit
TheBene五tsandDangersof ElectricalEnergy
TheMagnetandCurrentConnection
PowerGeneration,Transmission andDistribution
GoingPlaces
WhatCausesMotion?
ConservationofEnergy
FloatingandFlying
SoundCommunieation
WirelessCommunication
Electronics
Scienti丘cMethodsinSoIving Problems
III InvesdgatingMatter
IV Force and Energy
Ecosystems:mmpOnent, CharacteristicsandResources
ⅤI TheWaterAroundUs
VII ChangesintheAtmosphere
EarthandItsNeighbors
Ⅹ£蒜肌慧㌫
based ontheirindividualcurricula. theecosystem.
InJapan,appendixesinsciencetextbooks
Outlinehands-OnaCtivitiesattheendofevery
lesson.Thefrontand back coversarealso util-
izedtoprovidesupplementaryinformation.Sci-
encetextbooksinthePhilippineshaveasum-
maryandaself-teStattheendofeverylesson
to measure students’1earning.Philippine
teachersmakedailyquizzesormonthlytests
fromthispart.
4.Discussion
4.l.Differencesineditorialpolicy
ThecontentofsciencetextbooksinJapan
ismoregeneral.Japanesestudentslearnabout
thingsthataresignificantintheirdailylives.
Althoughthetextbooksarecolorful,thedetail
Oftheexplanationsinthemisinsufficient.Scien-
CeeducationinJapanfocusesonearthscience,
andearthsciencetextbooksare usedin senior
highschooIs.InthePhilipplneS,thereareno
earthsciencetextbooks,butlessonsongeology
areintegratedintoScienceandTechnologyI.
SciencetextbooksinthePhilippinesalwaysbe-
ginwithbasicconcepts,thenprogressintothe
details.Scienceeducationin thePhilippines
attachesimportancetoscientistsandinventors,
branchesofscience,1aboratoryapparatusand
itsprotocol,SCientificskillsandattitudes,Filipi-
nonon-SCientificbeliefs,andthediscussionof
4.2.Textb00kdistribution
InJapan,SCiencetextbooksforcompulsory
educationhavebeenprovidedfreeofcharge
Since1963.Thecostsofsuchpublicationsfor
SeniorhighschooIsrangefrom600tol,065yen
each.Japanesestudentsreceivenewtextbooks
every schoolyear,SOCan takethem home,
makenotesinthemarginsand underlineimpor-
tantparts.
InthePhilippines,theDepEdendeavorsto
distributesciencetextbooksfreeofchargetoall
225
TUPAS Fernan Peniero and MATSUURA Toshihiko
StudentsenrolledinpublicschooIsacrossthe
entirearchipelago.Around20%ofstudentscan
affordtheirowntextbooks,butmoststillhave
to borrow themfrom classmates.Textbooksin
thePhilippinesarerecycledandcannotbe
takenhome.TheDepEdallocates37pesosto
elementaryeducationand59pesostosecondary
educationforthepublicationofeachtextbookin
thenationalbudget,butstudentsstillshareold
sciencetextbooksthatcontainlots oferrors.
Thechronicscarcityofinstructionalmaterials,
includingsciencetextbooks,isaseriousprob-
1eminthePhilippines,Whichmaybeafactor
COntributingtothelowperformanceofPhilip-
pinestudentsin variousinternationaland
nationalachievementtests.40)
10years,andhasfoundapproximately400
errorsinthoseforelementaryschooIs.43)Hein-
Sistedonthecreationofanadequatetextbook
SCreeningsystemincluding,forexample,WayS
Ofallowingthepublictoparticipateinmaking
publicationsforchildren.Toensureerror-free
textbooksforbasiceducation,theDepEdhas
recentlyadoptedanewtextbookevaluationsys-
tem(knownasFive-AreaTextbookEvaluation).
ArealoftheevaluationprocessinvoIvesare-
Viewofthecoverageandsufficiencyoflearning
COmpetenCiesbyteamsofmasterteachers,
Subject-areaeXpertS,Curriculumspecialistsand
representativesofprofessionalassociationsfrom
boththepublicandprivatesectors.Area20f
theprocessinvoIvesthecheckingofmanu-
SCriptsforconceptual,factual,pedagogical,
grammaticalandothertypesoferrorsbyteams
Ofcontentexpertsfromtheacademicworld.
Area30ftheprocessconsistsofreviewsfor
presentation,1anguageandvisualsbyteamsof
masterteachersfromvariousreg10nS.Area4
invoIvescheckinggrammaticalcontentcorrela-
tionandcontenttoensureitcan beeasily
understoodbytargetusers.Area5isafinal
textbookreview.Thisevaluationsystemisex-
pectedtocontributetotheresolutionofscience
educationproblemsinthePhilippines.
4.3.Ⅰ姐itorialcommitteeandtexthkscreeningsystem
MEXTreconsidersJapan’ssciencecurricu-
1umapproximatelyeverylOyearstoupdatefor
newtrendsinthescientificworld.Severalpub-
1ishingcompaniesareentrustedwiththecrea-
tionofsciencetextbooks,Whicharewrittenby
teamsofacademicsandauthoritiesinthere-
1evantareas.MEXTverifiestheaccuracyof
COntentbeforedistributingtextbookstoschooIs
andauthorizestheirpublication.EachschooI
Selectssuitabletextbooksfortheirownpur-
posesfromamongtheauthorizedpool.41)
TheshortageofaccuracylnSCiencetex-
tbooksisalsoamajorproblemwithscience
educationinthePhilippines.TheInstructional
MaterialsCouncilSecretariatoftheDepEd
leadsaneditorialcommitteetopreparescience
textbooksforpublicschooIsinthecountry.42)
Tn2009,theT)eplミdrevisedtheScienceand
TechnologyI,IIandIVtextbookstocorrect
Clericalerrorsfound by science teachers.
AcademicSupervisorMr.AntonioCalipjoGo
hasinvestigatedtextbooksforpublicschooIsfor
5.Conclusion
Wecomparedsciencetextbooksprescribed
forpublicschooIsinJapanandthePhilippines.
ItwasfoundthattextbooksinJapanarethin-
nerthanthoseinthePhilipplneS,Whichare
Writteninlミnglishwith monochromicprinting
exceptfortheircovers.Japanesesciencetex-
tbooksarewritteninJapanese,andhavecolor-
fulillustrationsofstudentsperformingex-
perimentsaswellasimagesofanimecharac-
226
ComparisonofScienceTextbooksforPublicSchooIsinJapanandthePhilippines
Grant-in-AidforYoungScientists(B)fromthe
JapanSocietyforthePromotionofScience.
ters.SciencetextbooksinJapanandthePhilip-
plneSCOVerSimilartopicssuchasmatter,phe-
nomena,energy,1ivingthingsandnaturalcon-
Siderations.However,thesequencesoftheles-
sonsare different.Wealsoidentified anumber
Ofconsiderationsspecifictoeachcountry,SuCh
aspeople,electronicsandseasons(spring,Sum-
mer,autumn,Winter,Ordryandwetseasons).
Japanfocusesonmanipulativeskillsandintel-
1ectualprocesses,WhilethefocusofthePhilip-
pinesispurelywithinthecognitivedomain.As
Japanesestudentsreceivenewtextbooksevery
SChoolyear,theycantakethem home and
underlineimportantparts.TheT)eplミd en-
deavors to distribute science textbooks free of
ChargetoallstudentsenrolledinpublicschooIs
acrosstheentirearchipelago,butmoststudents
stillhavetoborrowthemfromclassmates.Tex-
tbooksinthePhilippinesarerecycledandcan-
notbetakenhome.Thescarcityofsciencetex-
tbooksisamajorprobleminPhilippinescience
education.MEXTverifiestheaccuracyofcon-
tentbeforedistributingbookstoschooIs.Toen-
SureerrOr-freetextbooksforbasiceducation,
theDepEdhasrecentlyadoptedanewtex-
tbookevaluationsystem.
Acknowledgements
We wouldlike to thankMs.SakuraHosoka-
Wa,Ms.YukieSakairi,Ms.YukaMukohira,Mr.
KazutoshiIse and Mr.YukiHoshifortheir
translation.Wealsoappreciatetheeffortsofthe
principals,Vice-principals,SCienceteachersand
StaffoftherelevantJapaneseschooIstoprovide
uswithaccurateinformation.Wearedeeply
gratefultoMs.LunaEucogcoandMs.Sisa
Tiongson atAjuyNationalfJigh Schoolforpro-
Vidingresourcesneededinthisresearch.Au-
thorFernanPeneiroTupashasbeensupported
byMEXT’sscholarshipprogramforteacher
training.Thisstudywaspartlysupportedbya
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228