Interdisciplinary Science Education and “Origin of Life”: An Exemplification with Teaching Aids

Toratane Munegumi

doi:doi:10.11648/j.sjedu.20130102.11

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Interdisciplinary Science Education and “Origin of Life”: An Exemplification with Teaching Aids

Toratane Munegumi

Published in Science Journal of Education (Volume 1, Issue 2)

Received: 11 July 2013 Accepted: Published: 10 August 2013

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Abstract

The new Japanese Government Curriculum Guidelines include new core ideas (energy, particle, life, and earth) for the curriculum in elementary and secondary science education. Although there is some integration of these core ideas when teaching different subjects, the learning items in different subjects (physics, chemistry, biology, and earth sciences) are separated strictly at the secondary school level. However, teaching the integrated items across some subjects is important for students to understand natural phenomena from various viewpoints. This article surveys the new Japanese Government Curriculum Guidelines, whose core idea includes a learning item “Origin of Life”, and presents clear examples of segmentation of the core ideas. The directional properties of expansive learning can integrate into teaching based on the commonalities of core science ideas found in the curricula inthe USA, and Japan. This article also demonstrates an example of teaching aids for Origin of Life.

Published in	Science Journal of Education (Volume 1, Issue 2)
DOI	10.11648/j.sjedu.20130102.11
Page(s)	20-27
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), 2024. Published by Science Publishing Group

Keywords

Segmentation, Disciplinary Core Ideas, Origin of Life, Chirality, Origami Molecular Model

References

[1]	S. L., Miller,and L. E.Orgel. The Origins of Life on the Earth, Prentice-Hall, Inc., New Jersey, 1974.
[2]	C. Zimmer. On the Origin of Life on Earth, Science, 323, 198–199, 2009.
[3]	P. Herdewijn and M. V. Kisakurek Eds. Origin of Life Chemical Approach, Wiley-VCH, Zurich, 2008.
[4]	S. W. Fox. The Emergence of Life Darwin Evolution from the Inside, Basic Books Inc., New York, 1988.
[5]	M. Akaboshi, N. Fujii, and R. Navarro-Gonzalez Eds.The Role of Radiation in the Origin and Evolution of Life, Kyoto University Press, Kyoto, 2000.
[6]	S. Nakashima, S. Maruyama, A. Brack, and B. F. Windley Eds.Geochemistry and the Origin of Life, University Academy Press, Inc., Tokyo, 2001.
[7]	P. J. Thomas, R. D. Hicks, C. F. Chyba, and C. P. McKay Eds.Comets and the Origin and Evolution of Life, Springer, Berlin Heidelberg, 2006.
[8]	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.(access date: July 3th,2013).
[9]	National Research Council of the National Academies. Framework for k-12 Science Education,2012; http://www.nap.edu/openbook.php?record_id=13165; http://www.nextgenscience.org/.
[10]	C. M. Czerniak, Interdisciplinary science teaching, pp.538-559. In Handbook of research on science education, Eds. S. K. Abell and N. G. Lederman, Routledge Taylor & Francis Group, New York, 2007.
[11]	A. I. Oparin, The Origin of Life, English Translation Edition by S. Morgulis, Macmillan Company, New York, 1938.
[12]	O. De Jong, K. S. Taber, teaching and learning the many faces of chemistry, pp.631-652. In Handbook of research on science education, Eds. S. K. Abell and N. G. Lederman, Routledge Taylor & Francis Group, New York, 2007.
[13]	T. Munegumi: Teaching device for stereochemical grasp of asymmetric organic molecules (2), Kosen Kyoiku, No. 18, pp. 17–21(1995).
[14]	J. Garcia, R. Esparza, and R. Perez, Origami construction of 3D models for fullerenes, carbon nanotubes and associated structures, Chem. Educator, 14, 1-4 (2009).

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Toratane Munegumi. (2013). Interdisciplinary Science Education and “Origin of Life”: An Exemplification with Teaching Aids. Science Journal of Education, 1(2), 20-27. https://doi.org/10.11648/j.sjedu.20130102.11

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ACS Style

Toratane Munegumi. Interdisciplinary Science Education and “Origin of Life”: An Exemplification with Teaching Aids. Sci. J. Educ. 2013, 1(2), 20-27. doi: 10.11648/j.sjedu.20130102.11

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AMA Style

Toratane Munegumi. Interdisciplinary Science Education and “Origin of Life”: An Exemplification with Teaching Aids. Sci J Educ. 2013;1(2):20-27. doi: 10.11648/j.sjedu.20130102.11

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@article{10.11648/j.sjedu.20130102.11,
  author = {Toratane Munegumi},
  title = {Interdisciplinary Science Education and “Origin of Life”: An Exemplification with Teaching Aids},
  journal = {Science Journal of Education},
  volume = {1},
  number = {2},
  pages = {20-27},
  doi = {10.11648/j.sjedu.20130102.11},
  url = {https://doi.org/10.11648/j.sjedu.20130102.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20130102.11},
  abstract = {The new Japanese Government Curriculum Guidelines include new core ideas (energy, particle, life, and earth) for the curriculum in elementary and secondary science education. Although there is some integration of these core ideas when teaching different subjects, the learning items in different subjects (physics, chemistry, biology, and earth sciences) are separated strictly at the secondary school level. However, teaching the integrated items across some subjects is important for students to understand natural phenomena from various viewpoints. This article surveys the new Japanese Government Curriculum Guidelines, whose core idea includes a learning item “Origin of Life”, and presents clear examples of segmentation of the core ideas. The directional properties of expansive learning can integrate into teaching based on the commonalities of core science ideas found in the curricula inthe USA, and Japan. This article also demonstrates an example of teaching aids for Origin of Life.},
 year = {2013}
}

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PY  - 2013
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Author Information

Toratane Munegumi

Department of Science Education, Naruto University of Education, Naruto, Tokushima 772-8502, Japan

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APA Style

Toratane Munegumi. (2013). Interdisciplinary Science Education and “Origin of Life”: An Exemplification with Teaching Aids. Science Journal of Education, 1(2), 20-27. https://doi.org/10.11648/j.sjedu.20130102.11

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ACS Style

Toratane Munegumi. Interdisciplinary Science Education and “Origin of Life”: An Exemplification with Teaching Aids. Sci. J. Educ. 2013, 1(2), 20-27. doi: 10.11648/j.sjedu.20130102.11

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AMA Style

Toratane Munegumi. Interdisciplinary Science Education and “Origin of Life”: An Exemplification with Teaching Aids. Sci J Educ. 2013;1(2):20-27. doi: 10.11648/j.sjedu.20130102.11

Copy | Download

@article{10.11648/j.sjedu.20130102.11,
  author = {Toratane Munegumi},
  title = {Interdisciplinary Science Education and “Origin of Life”: An Exemplification with Teaching Aids},
  journal = {Science Journal of Education},
  volume = {1},
  number = {2},
  pages = {20-27},
  doi = {10.11648/j.sjedu.20130102.11},
  url = {https://doi.org/10.11648/j.sjedu.20130102.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20130102.11},
  abstract = {The new Japanese Government Curriculum Guidelines include new core ideas (energy, particle, life, and earth) for the curriculum in elementary and secondary science education. Although there is some integration of these core ideas when teaching different subjects, the learning items in different subjects (physics, chemistry, biology, and earth sciences) are separated strictly at the secondary school level. However, teaching the integrated items across some subjects is important for students to understand natural phenomena from various viewpoints. This article surveys the new Japanese Government Curriculum Guidelines, whose core idea includes a learning item “Origin of Life”, and presents clear examples of segmentation of the core ideas. The directional properties of expansive learning can integrate into teaching based on the commonalities of core science ideas found in the curricula inthe USA, and Japan. This article also demonstrates an example of teaching aids for Origin of Life.},
 year = {2013}
}

Copy | Download

TY  - JOUR
T1  - Interdisciplinary Science Education and “Origin of Life”: An Exemplification with Teaching Aids
AU  - Toratane Munegumi
Y1  - 2013/08/10
PY  - 2013
N1  - https://doi.org/10.11648/j.sjedu.20130102.11
DO  - 10.11648/j.sjedu.20130102.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 20
EP  - 27
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20130102.11
AB  - The new Japanese Government Curriculum Guidelines include new core ideas (energy, particle, life, and earth) for the curriculum in elementary and secondary science education. Although there is some integration of these core ideas when teaching different subjects, the learning items in different subjects (physics, chemistry, biology, and earth sciences) are separated strictly at the secondary school level. However, teaching the integrated items across some subjects is important for students to understand natural phenomena from various viewpoints. This article surveys the new Japanese Government Curriculum Guidelines, whose core idea includes a learning item “Origin of Life”, and presents clear examples of segmentation of the core ideas. The directional properties of expansive learning can integrate into teaching based on the commonalities of core science ideas found in the curricula inthe USA, and Japan. This article also demonstrates an example of teaching aids for Origin of Life.
VL  - 1
IS  - 2
ER  -

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