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...

Hokkaido University of Education

�

�

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


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


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


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


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


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

References

l）ThcMinistryofEducation，Culturc，Sports，Scicncc

and Technology （MEXT） Website （http：／／www．mext．go．jp／english／）．

2）Department ofEducation（DepEd）：Website

（http：／／www．deped．gov．ph／）．

3）TheMinistryofEducation，Culture，Sports，Science

and Technology：Statistics Handbook MEXT

（NikkiePrinting，Tokyo，2010）．


andTechnology：CourseofStudyforElementary

SchooIs（MEXT，Tokyo，2008）．


andTechnology：CourseofStudyforJuniorHigh



andTechnology：CourseofStudyforSeniorHigh


7）Salvador，R．andOkumura，K．：ScienceEducationin

thcPhilippincs：IssucsandProblcms，Bullctin ofRc－

SearChCenterforSchooIEducation，NarutoUni－

versityofEducation7（1993）153－162．

8）Pura，Z．A．，Omiya，T．andOkumura，K．：Compara－

tiveStudyofCurriculumContentinElementary

ScienceEducationbetweenJapanandPhilippines，

JournalofNarutoUniversityofEducation（1995）

115－126．

9）Ogura，H．andMonieno，E．G．：ComparativeStudies

OnScienceEducationforLowerandUpperSecon－

darySchoolbetweenPhilippineandJapan，Journal

ofOkayamaUniversity105（1997）27－56．

10）Yoro，T．etal．：ElementaryScience3（KyoikuShup－

pan，Tokyo，2006）．

11）Yoro，T．etal．：ElementaryScience4（1）（Kyoiku

Shuppan，Tokyo，2006）．

12）Yoro，T．eLal．：ElementaryScience4（2）（Kyoiku


13）Yoro，T．etal．：EIcmcntaryScicncc5（1）（Kyoiku


14）Yoro，T．etal，：ElementaryScience5（2）（Kyoiku





227

TUPAS FernanPeniero and MATSUURA Toshihiko


17）Miura，N．etal．：NewScienceFieldI（1）（Tokyo

Shoseki，Tokyo，2006）．

18）Miura，N．etal．：NewScienceFieldI（2）（Tokyo


19）Miura，N．etal．：NewScienceFieldII（1）（Tokyo


20）Miura，N．etal．：NewScienceFieldII（2）（Tokyo


21）Ueda，S．etal．：ScienceBasis（TokyoShoseki，Tokyo，

2004）．

22）Nagakura，S．etal．：IntegratedScienceA（Tokyo


23）Nagakura，S．etal．：IntegratedScienceB（Tokyo


24）Matsuda，T．etal．：EarthScienceI（Shinkoshuppansha

Keirinkan，Tokyo，2006）．

25）Matsuda，T．etal．：EarthScienceII（Shinkoshuppansha

Keirinkan，Tokyo，2006）．

26）Ishikawa，0．etal．：BiologyI（TokyoShoseki，Tokyo，

2005）．

27）Ishikawa，0．etal．：BiologyII（TokyoShoseki，

Tokyo，2005）．

28）Nagakura，S．etal．：ChemistryI（TokyoShoseki，

Tokyo，2004）．

29）Nagakura，S．etal．：ChemistryII（TokyoShoseki，

Tokyo，2005）．

30）Miura，N．etal．：PhysicsI（TokyoShoseki，Tokyo，

2005）．

31）Miura，N．etal．：PhysicsII（TokyoShoseki，Tokyo，

2005）．

32）Balagtas，M．U．etal．：GrowingwithScienceand

Health：Textbookin Science and Health Grade3

（RexBookstore，Bangkok，1999）．

33）Guiterrez，D．SandMakil，Ⅰ．Ⅴ．：IntotheFuture：Sci－

enceandHealthGrade4（DiwaScholasticPress，

Makati，1999）．

34）Llarinas，J．F．andPelabello，E．M．：IntotheFuture：

ScienceandHealthGrade5（DiwaScholastics

Press，Makati，1999）．

35）Cruz，J．M，etal．：IntotheFuture：Scienceand

HealthGrade6（DiwaScholasticPress，Makati，

2003）．

36）DepartmentofEducation：IntegratedScience：Scien－

ceandTechnologyforlstYear（VibalPublishing

House，Quezon，2009）．

37）DepartmentofEducation：Biology：Scienceand

Technologyfor2ndYear（BookMediaPress，

Quezon，2009）．

38）Mapa，A．P．andFidelino，T．B．：Chemistry：Science

andTechnologyIII（SDPublication，Quezon，2001）．

39）DepartmentofEducation：Physics：Scienceand

Technology for4th Year（Book Media Press，

Quezon，2009）．

40）Batomalaque，A．E．BasicScienceDevelopment

ProgramofthePhilippinesforInternationalCoop－

eration．

41）Saito，Y．：TheModernizationandDevelopmentof

EducationinJapan，JapanInternationalCooperation

Agency（JICA）（2003）27．

42）Morada，C．：TextbookProcurementProcessString－

ent， DepEd （2010）． Website

（http：／／www．deped．gov．ph／post．asp？dp＝64）．

43）Moreno，G．：Howtosolveourtextbookproblems

andgiveeveryFilipinoabettereducation，Website

（http：／／blog．bayanihanbooks．org／how－tO－SOlve－Our－

textbooks－prOblems．html）．

（トウパスフェアナンプニュロ

フィリピン・アホイ国立高等学校教諭）

（松浦俊彦函館枚准教授）

228

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...

Documents