An Empirical Cohort Analysis of the Relationship between National Science Curriculum and Public Understanding of Science and Technology: A Case Study of Japan

KINYA SHIMIZU

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An Empirical Cohort Analysis of the Relationship between National Science Curriculum and Public Understanding of Science and Technology: A Case Study of Japan

机译：国家科学课程与公众对科学技术认识之间关系的实证队列分析：以日本为例

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In the field of the PUST, it is important to estimate the effect of the school science curriculum. As science educators we need information about what type of science curriculum will produce adults with better understanding of science and technology. Science educators and curriculum developers need information on the quality of science curriculum, such as inquiry vs rote-memory type, which is more relevant than information on the quantity of science, such as the number of science courses taken in high school by each adult.rnLuckily, Japan has sufficient population to investigate the effect of the quality of science curriculum, and there are probably some other countries that have long enough history of national curriculum. The US and the UK have just started their own national science curriculum. For the future of the cohort analysis of public understanding of science and technology, NCS type of cohort analyses attempted in this article are recommended.

机译：在PUST领域，评估学校科学课程的效果非常重要。作为科学教育者，我们需要有关哪种科学课程将使成年人对科学和技术有更好了解的信息。科学教育者和课程开发者需要有关科学课程质量的信息，例如查询与死记硬背类型，这比有关科学数量的信息（例如每个成年人在高中上的科学课程的数量）更相关。幸运的是，日本有足够的人口来调查科学课程质量的影响，并且可能还有其他一些国家拥有悠久的国家课程历史。美国和英国刚刚开始了自己的国家科学课程。对于公众对科学和技术理解的队列分析的未来，推荐本文尝试使用NCS类型的队列分析。

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《Science, technology & society》 |2009年第2期|365-383|共19页
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KINYA SHIMIZU;
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Graduate School of Education, Hiroshima University, Japan;

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An Empirical Cohort Analysis of the Relationship between National Science Curriculum and Public Understanding of Science and Technology: A Case Study of Japan

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