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Oct. 20 (Su)
David Pines (Santa Fe Institute, University of California, Davis),
"Enhancing Engagement-A vision for GSEE in Japan and Asia"
      I will describe our vision for GSEE, review the progress we have made to date, and present a strategy for growing GSEE in Japan and Asia during the coming decade that includes developing partnerships with governmental and private sectors and a series of regional Founding Summits in leading Asian countries

Hiroo Imura (Professor Emeritus, Kyoto University),
"Innovating Education of Biology at High School Level"
      Biology that started from natural history has expanded to enormously broad area of science and progressed at unprecedented speed. Therefore, both teaching and learning of biology are becoming more and more difficult. Some key concepts, such as genetics, cell biology, evolution of life, and mechanism of evolution must be understood for students to have systematic knowledge in biology. One more important area is, I think, human biology, especially development of the brain and its function such as cognition and social behavior which are becoming one of the most important fields of science. It is also of importance for better understanding human society, culture and happiness and also health of individual persons.

Oct. 21 (Mo)
Akito Arima (Musashi Gakuen),
"Current issues of Japanese education: focusing on science education"
      On this occasion, I would like to talk about the present situation and issues concerning Education, especially Science Education, in Japan. My talk consists of the following subjects:
1. Achievement test scores of Japanese elementary and middle school students have been improved throughout the years in 2000's compared with 1960's
2. How are the results of mathematics and science achievement of Japanese elementary and middle school students indicated by TIMSS?
3. How is the situation of Japanese students' reading, mathematics and science literacy revealed by PISA- study?
4. Priority lies on overcoming low achievement of adult science literacy surveyed by OECD through improving of life-long learning of society
5. The most valuable but intricate mean of improving is to increase the governmental expenditure for education

Daniel Rouan (Academie des Sciences),
"A Successful Program for Renewing and Expanding Science Teaching in School"
      I'll present "La main a la pate", an international model for inquiry-based science education in elementary schools developed in France since 1995, under the impulse of Nobel prize Georges Charpak.
      The pedagogical approach is based on study objects of the real world, with science as an inquiry. Emphasis is put on: Questioning, Autonomy, Experimenting, Collective construction of knowledge. An important aspect of our action is the development of international partnership, with for instance websites in six languages. I'll alsopresent the program bult for teacher professional development.

Terufumi Ohno (Director, the Kyoto University Museum),
"How to motivate children's learning?: Proposal from practice"
      As staff of the Kyoto University Museum, I often give lectures and praxes for school pupils. To stimulate their learning motivation in such occasions, I have developed several, specimen based, learning programs. Each program consists of repetition of observing-guessing-discussing-verifying cycles mimicking cyclic steps of our own research activities. Pupils who make correct guesses are strongly stimulated in their learning motivation. I explain how and why such learning programs can fire learning motivation of school pupils.

Masato Kitani (Japan Association of National Universities),
"Fostering practical and innovative engineers in Colleges of Technology in Japan"
      "KOSEN" (Colleges of Technology) are unique higher education institutes, which enroll graduates of junior high school at the age of 15 and provide 5 years consistent education of both academic disciplines and practical skills necessary for engineers.
      KOSEN especially emphasize hands-on experience and cooperation with industries. Students are encouraged to express their ideas and skills in inter-college competitions, such as Robot Contest, Programming Contest etc.
      Thus, KOSEN are trying to combine basic science education with its practical application and to motivate students to learn further.

Kazuo Kitahara (Tokyo University of Science),
"Science literacy for sustainability and innovation of society from primary to higher education"
      Since 2005 Science Council of Japan had tried to clarify what is "science literacy" to be shared by all citizens for sustainability of mankind and the globe, and published a summary report and reports of seven areas of science including human and social science. This was extended to the organization of "referential standard" of each subject in higher education. The referential standard clarifies learning goal of each subject by clarifying how each subject is related to the world recognition and to the commitment in the world. This will make higher education visible to the society and secondary education and hopefully lead to mutual understanding between university and industry and to coordination between higher education and lower educations.

Maw-Kuen Wu (Don Hwa University),
"How to cultivate students with transferable knowledge and skills"
      Currently in Taiwan we have learned that many employers are not impressed with recent college graduates. Many employers consider that college graduates are not prepared to succeed in entry-level positions at their companies, and most say that colleges and universities are not doing a good job in preparing students effectively for the challenges of today's global economy. On the other hand, there are many students seem not to satisfy the kind of education provided by the university. I will discuss the strategies we have taken to cultivate students with knowledge and skills to meet the 21st century challenges.

Yasushi Ogura (Faculty of Education, Saitama University),
"Science Education in Japan - its strengths and weaknesses"
      The biggest influence on science education in Japan is the national policy.
      The condition of science education in schools is maintained at a high level.
      Results of international assessment have shown its high level of achievement. Variety of special educational opportunities for the gifted or talented or highly motivated students has enriched the science education.
      There are serious problems, however. Science is thought as less important subject to learn than others. Majority of students expect to work a job not using science in their future.

Laura Greene (University of Illinois at Urbana-Champaign),
"Education, Outreach, and Engagement from an ICAM, APS, and Public Perspective"
      Outreach and engagement initiatives that exist in two organizations I have been working with for several years will be presented as opportunities to be shared on a global scale. I2CAM has been an early world leader in these areas, with innovative programs such as, Music of the Quantum, and Great Explanations. I will also mention our earlier SuperNet program, which may be worth reestablishing. The APS started a more serious effort towards public engagement, recently involving its members. For many years, APS Staff had coordinated Physics Central.
      Membership involvement began with the CIP (Committee on Informing the Public), and then this past year a new APS Unit was created, FOEP (Forum on Outreach and Engaging the Public). Finally, I will discuss my own philosophy as to why these public engagement activities are crucial for the health of fundamental scientific research, and provide broader impact for our public.

Kazuo Nishimura (Kobe University),
"How learning Science improves career prospects"
      This paper demonstrates how one's career development is affected by the subjects one learns in senior high school and the system of selecting a subject as part of a university admission examination, using the samples obtained from a survey of Japanese university graduates. First, an analysis was conducted concerning the positive impact of mathematics learning on humanities graduates. Next, average income is compared between humanities graduates and science graduates. Lastly, it is shown that income and job performance of science graduates after graduation are influenced by the way science is learned.

Martin Storksdieck (National Academy of Sciences),
"NAS Initiatives in Science Education ? and what we have learned so far"
      The US National Academy of Sciences is involved in a various initiatives to improve K-16 science education. NAS acknowledges the positive contributions that science-based professionals can make in increasing student engagement with science and improving public discourse about science. An overview of a variety of these initiatives that promise to change radically how science learning is envisioned in the United States will be followed by initial research results on how best to involve scientists in education, outreach and communication.

Ali Alpar (Sabanci University and The Science Academy),
"Grassroots contributions to science education: the Sabanci University and Science Academy experience"
      Sabanci University students design simple science experiments for kids, using inexpensive materials. These are carried out with school children. Student projects over the years are shared with the public through the web. An ICAM GSEE grant is used to develop two remotely controlled open access facilities: a bio-reactor and a small telescope. The Science Academy has two initial engagements in science education: (i) We have hosted a workshop introducing the Navnirmiti mathematics education program from India toTurkish teachers, (ii) We support the Galileo Teacher Training Program developed by the Turkish Astronomical Society as part of an international network.

Michiharu Nakamura (Japan Science and Technology Agency),
"Science Education at the Japan Science and Technology Agency (JST)"
      Japan Science and Technology Agency, JST is one of the core institutions responsible for implementing the Science and Technology Basic Plan established by the Japanese government.
      Our mission is to create innovation in science and technology field and to build the nation's infrastructure for that field through research and development.
      Among the programs for building such an infrastructure, we are supporting science and mathematics education in order to foster the next generation innovative human resources.
      Fostering human resources leading the next generation is one of the urgent problems as the population of Japan is forecasted to decrease in future. Some of our activities to deal with these matters are explained in my presentation.

Oct. 22 (Tu)
Hong Ding (Institute of Physics, CAS),
"Some thinkings on science education in China"
      I will discuss the current situation of Chinese education system and advantages and disadvantages it has. I will share some personal thoughts on the problems the Chinese education system is facing, and I will propose some ideas on how to improve it, especially on how to enhance science education.

Jean S. Chung (Chungbuk National University),
"SEE Initiatives in Korea"
      Korea has developed various means of engaging scientists in K-12 education. At the local level, scientists are sent to schools as science ambassadors giving lectures and hands-on activities. At the nationwide level, science education contents are disseminated by websites built by public and private sectors, and outreach programs are run by national research institutes and companies. Global activities are limited because the contents are all provided in Korean. However, there are some notable international activities in Asian region.

Philip Hammer (American Institute of Physics),
"Toward a Science of Engagement"
      I will summarize recent developments in establishing a new online, peer-reviewed, scholarly publication on experiments in engagement. This journal will provide a repository of articles by and for scientists involved in science outreach and public engagement, with an emphasis on establishing a science of engagement that includes research-validated outreach and engagement programs, and their evaluation and assessment. This new web-based journal will also be a professional networking hub and a collection of essays and articles by experts in the field. In this session, I will also seek input from the conference participants so that we can refine the concept for this journal in advance of seeking a coalition of committed institutional sponsors/partners, a publishing partner, and start up funding.

Michiko Ogawa (Panasonic),
"Science Education and CSR"
      Panasonic Corporation promotes support of fostering the next generation from the view point of CSR activities.
      We especially recognize the importance of Science Education for contribution to a sustainable society.
      At this time we introduce several of our initiatives. We founded "RISUPIA", a museum for science and math , in 2006 where children can have an enjoyable learning experience. And "Japan Prize Foundation" , which is one of our corporate foundations , holds science seminars for the junior high school students every year. The teachers at this seminars are young scientists who are supported by our foundation.

Patricia Sievert (Northern Illinois University),
"Engagement in Action: NIU and GSEE/Illinois"
      Northern Illinois University (NIU) has made a commitment to foster engagement in the STEM fields (science, technology, engineering, and mathematics) through the establishment of NIU STEM Outreach. Although STEM Outreach has a professional staff of Outreach and Engagement Associates, it also recruits, encourages, and supports STEM students and faculty in outreach and engagement in the community. NIU STEM Outreach serves tens of thousands of people across northern Illinois each year. Our STEM Cafe, modeled after Cafe Scientifique, engages 45 to 320 adults per month in conversation with STEM experts, primarily NIU faculty. STEMfest, our celebration of innovation, engages over 5000 people each October in hands-on STEM explorations, with 450 NIU student volunteers and dozens of NIU STEM faculty participating.

Tai Kai Ng (Hong Kong University of Science and Technology),
"An overview of Science Education in HK"
      In this talk I shall give an overview of the status of Science Education in HK. First I shall begin with HK government policies and social expectations and how they affect the implementation of Science education policy in HK. I shall then discuss the current difficulties and challenges science educators are facing in both secondary school and university sectors. I shall end with discussing the new direction of science education the HK government is setting now, including the promotion of science-for-all education and special education for the gifted learners, and how universities are responding to these so far.

Masaaki Nishibori (Yokohama Science Frontier High School),
"Making a difference in science education"
      Yokohama Science Frontier High School is a public school registered as "Super Science High School (SSH)" in 2010.
      All students are majoring in science and mathematics. They take an integrated subject called "Science Literacy", in which they learn literacy and basic skills for a scientist and present their research in English.
      There are a lot of international programs provided; Malaysia, Canada, U.S.A. and U.K. Our philosophy is to nurture the students who can work globally with the knowledge and technology of science.

Tetsuo Hosoya (Ichikawa High School),
"Experiment-based science education"
      We used lecture based method for teaching like other schools in Japan. But we found the limit of lecture method to help students understand the basic concepts. So, we introduced the experimental based method for science class. In that trial, presentation activities, research activities and inspections of laboratories were included. All these programs are mandate for science class students. After improvements, the survey conducted by JST reveals that many students want to become established researcher and want to work internationally. The ratio is much higher than that of all SSH schools' average.

Shinya Yoshida & Shinji Kawaguchi (Nara Women's University Secondary School),
"Science Club Activities after School Hours"
      NWUSS has been studying the mathematics and science curriculum and teaching methods toward the development of math and science literacy."Science Club" was established in 2005 aiming to improve the abilities of the students who love and are already good at math and science. The members of the Science Club enjoy working on their respective tasks by themselves based on their own interests and have extended their capabilities. Free access of the students to the research environment and teachers' firm guidance based on flexible but strict principle and methods.