As a major country in science and technology, since the end of World War II, Japan's science and technology policy has undergone three policy shifts, from a trade-oriented nation strategy, a technology-oriented nation strategy to a science and technology-oriented nation strategy [1], positioning science and technology as one of the most important issues for the country. Since the beginning of the 21st century, the highly developed science and technology have led Japan to strengthen science and technology education for teenagers, focusing on cultivating their interest in science and technology and enhancing their scientific and technological literacy and capabilities.

Meanwhile, Japan has become the second country in the world to promote and practice science and technology policy as a discipline, proposing multiple science and technology innovation policies and achieving successful experiences. In 1995, the Japanese government promulgated and implemented the "Basic Law on Science and Technology" and formulated the "Basic Plan for Science and Technology". This is the general outline of Japan's science and technology planning system and also the basic policy for the Japanese government to implement the strategy of establishing the country through science and technology. The formulation of Japan's "Basic Plan for Science and Technology" began in 1996 and is regularly released every five years. So far, five issues of the "Basic Plan for Science and Technology" have been released, all with the key goals of enhancing basic research and promoting the cultivation of the next generation of talents.

Policy: The main measures taken by the Japanese government to promote science and technology education for teenagers

The "Love Science and Technology, Science" program

In 2001, the Ministry of Education, Culture, Sports, Science and Technology of Japan "placed the revitalization of education, science and technology, academia, culture and sports in the position of future priority investment", and made the structural reorganization and reform of the education sector one of the core areas of government reform. In 2003, the Ministry of Education, Culture, Sports, Science and Technology fully launched and implemented the "Love Science and Technology, Science and Technology" program to strengthen science and technology education at the basic education stage [2]. It mainly includes three aspects of major measures. First, key high schools for science will be established. The Ministry of Education, Culture, Sports, Science and Technology will designate schools to participate in the "Super Science High School" (SSH) project to implement advanced mathematics and science education. At the same time, primary and secondary schools within a certain area that focus on science education will be merged into "Science Love Schools" to cultivate students' awareness and ability of scientific inquiry [3]. Second, enhance cooperation among industry, academia and research. Utilize the facilities and equipment of universities, research institutes, etc. to develop science and technology courses, invite researchers to give lectures in educational institutions, and promote exchanges among junior high schools and senior high schools, universities, research institutions and enterprises. Third, popularize and apply educational informatization technology. Utilize the research achievements such as visualization simulation software and observation data developed by research institutes and other institutions to develop and promote digital teaching materials for science and technology education, making it easier for children to understand scientific phenomena and principles.

Spiritual education

Japan emphasizes "spiritual education" for primary school students, which means respecting each child's individuality and allowing children to come into contact with society and nature through experiential practical activities. For instance, activities such as piling sand by the seaside, having a picnic, sleeping outdoors, and studying in rural areas can cultivate students' survival skills, compassion, and patriotism, helping children accumulate rich natural experiences and practical experience. The Ministry of Education, Culture, Sports, Science and Technology attaches great importance to the cooperation between schools and communities, government agencies, non-governmental organizations, etc. It actively carries out distinctive off-campus experience activities and explores ways to expand the venues and opportunities for students' learning and activities. For instance, in collaboration with the Forestry Department, a "forest tour" activity was carried out, allowing students to experience forest activities such as tree planting and tree cutting (as shown in Figure 1), learn scientific knowledge about the forest (as shown in Figure 2), and deepen their understanding of the relationship between people's lives and the environment [4]. The Ministry of Education, Culture, Sports, Science and Technology has also collaborated with the Ministry of Science and Technology to launch the "Touch Natural Science" program, allowing middle school students to access cutting-edge scientific and technological achievements at universities and other research institutions, and opening up national universities, university public institutions, and specialized schools to children. [5] The spiritual education carried out in Japan does not confine students to the classroom. Instead, it focuses on integrating children's practical experience activities with the community and the natural society, and adding practical experiences to the actual activity content.

▲ Figure 1 shows primary school students participating in the "Forest Tour" activity

▲ Figure 2 shows the tree ring notes made by students

Popular science education in museums

Japan attaches great importance to the significant role of museums in enhancing citizens' scientific literacy and has gradually established a science communication network centered on museums. Museums in Japan open their research rooms every weekend, allowing the public, especially young students, who have no access to research institutions in their daily lives, to come into contact with cutting-edge research in various fields. For instance, the Niigata Science Museum in Japan offers a large number of resources such as dinosaur fossils, astronomical telescopes, and interactive robots for operation and learning. Figure 3 shows the air flow observation equipment inside the science museum. In Japan, schools also incorporate science popularization education from science museums into their educational system as part of the curriculum [6]. The school will incorporate the science and technology museum as part of the off-campus activity classes. Students will visit the museum during their spare time based on certain tasks. If the distance is far, the school will organize the science and technology museum as a study tour, conducting group travel activities with the purpose of visiting and studying, integrating the content of the science and technology museum with the teaching content of the subject, and providing an experience that combines theory with practice [7].

The improvement of the quality of museum staff is also an important link. Over the years, Japan has gradually established a network of museums at the central and local levels, organizing various forms of training activities and teacher professional development programs for museum education staff. For instance, projects such as the science communicator practice training program jointly established by museums and universities, and the "Teacher Museum Day" launched by the National Science Museum, enhance the professional knowledge and skills of museum staff as well as their museum communication skills, guide teachers to effectively utilize the museum's exhibits, venues and other resources, and strengthen the educational function of museums.

▲ Figure 3 shows the direction of air flow observed by creating a "mushroom cloud"

National Congress of Koshien Science

The Japan Science and Technology Agency (JST), which is affiliated with the Ministry of Education, Culture, Sports, Science and Technology, has also taken many actions for science and technology education in primary and secondary schools. Since 2011, the JST Joint Education Committee and local enterprises have held the National Science Koshien Conference [8]. Science Koshien is open to high school students and holds national competitions in multiple fields such as science, mathematics, and information technology. It aims to establish a venue for high school students from all over the country who are passionate about science and technology to gather, exchange and compete, and also to communicate and interact with high school students from other countries. In the Science Koshien event held in March 2021, 47 teams with a total of 362 participants participated in three competition activities: "Challenge 18 Questions - Exploring the Power of Programming", "Unveiling the True Face of X - Conducting Precise Titration Experiments", and "Navigating in the Wind - Making Windmills" (as shown in Figures 4-6) [9]. Through the recommendation of winners from the Science Koshien, self-recommendation, or recommendation by the education committee or school, etc., recruit primary and secondary school students from various regions who are interested in science and have outstanding abilities to enter the "Next Generation Scientists Cultivation Program" project [10], and further develop their abilities in fields such as science and mathematics.

▲ Figure 4 Science Koshien: "Challenge 18 Questions - Exploring the Power of Programming"

▲ Figure 5 Science Koshien - "Unveiling the True Face of X - Conducting Precise Titration Experiments"

▲ Figure 6: "Wind Shuttle - Making Windmills" at Science Koshien

High School Girls' Science Course Support Program

Since 2010, the Science and Technology Promotion Agency has been promoting the "High School Girls' Curriculum Support Program" [11], collaborating with universities and national departments to add a page titled "To All High School Girls" on its official website. It regularly holds experimental classes and teaching classes, as well as science fairs and exchange meetings, to help high school girls deepen their interest and understanding of science and technology careers. At the same time, it is necessary to enhance cooperation among industry, academia, relevant government departments and enterprise organizations to help women choose careers related to science and technology, so that they can play an active role in areas related to scientific and technological innovation in the future. Akita University and Wakayama University have collaborated to launch the "Rocket Girl" training program (as shown in Figure 7). By holding lectures and working with high school girls to design, manufacture and successfully launch rockets, the program aims to increase girls' interest in science and engineering and enhance their participation in key national fields [12].

Policy: The main focus of the Japanese government on promoting science and technology education for teenagers

Implications for Science and Technology Education of Teenagers in Our country

The measures for youth science and technology education in Japan can provide the following inspirations for the implementation, reform and development of youth science and technology education in our country.

First, enhance cooperation between schools and all sectors of society. Primary and secondary schools in our country should form close ties with all sectors of society. The government should provide top-level guarantees for the implementation of science and technology education in primary and secondary schools through the promotion of science and technology policies. Scientific research institutes and other institutions should offer students opportunities to come into contact with cutting-edge science. Enterprises and institutions can provide funds, internship sites, etc. for schools. In this way, schools can further cultivate and supply outstanding talents to enterprises and research institutes. Thus, a virtuous cycle is formed.

Second, educational content should be related to life to enhance its practicality. China needs to combine the actual problems in real life to help students exercise their practical operation ability and specific techniques through learning by doing, so as to master and cultivate certain scientific skills and scientific literacy, and let the attitude and spirit of science permeate life.

Thirdly, the emphasis placed by Japanese museums on teacher education is also worth learning from. The establishment of a close partnership between museums and schools requires a deep understanding of each other. It is not only about the procedural knowledge of museum resource utilization, but also about achieving a profound conceptual understanding of teaching content and exhibition resources for both sides. School teachers should enter museums, integrate into them, and voluntarily utilize the learning resources in museums, thereby achieving an organic integration of science teaching and museum resources.

References

[1] Zhang Shuhan Three Shifts in Japan's Science and Technology Policy and Their Implications for China [J] Journal of Hubei Open Vocational College, 2019,32 (15) : 133-134.

[4] Cabinet Office ホ ホ ム ム. Zi Gong · If One's White Book に に に て て て (Reiwa 3rd Edition) [EB/OL]. https://www8.cao.go.jp/youth/whitepaper/r03gaiyou/pdf/r03gaiyou.pdf.

[5] Wu Zhongkui The New Development of Japan's Cultural National Strategy and Basic Education Reform [J] Comparative Education Research, 2001 (4) : 1-5.

[6] Li Baoping Analysis and Implications of Educational Communication in Foreign Science and Technology Museums: Based on the Investigation of Science and Technology Museums in South Korea, Japan and Singapore [J] Journal of Shenyang Imperial Palace Museum, 2017 (2) : 129-135.

[7] Li Hong Practical Experience of Study Tours for Japanese Primary and Secondary Schools and Its Implications for China [D] Huazhong University of Science and Technology, 2019.

[8] JST Science and Technology Promotion Agency. Science in Koshien [EB/OL] https://koushien.jst.go.jp/koushien/.

[9] Science in Koshien. The 10th National Congress ダ ジェスト·レポ ト ト[EB/OL]. https://koushien.jst.go.jp/koushien/tournament/2020/report.html.

[10] JST Science and Technology Promotion Agency. Youdaoplaceholder0, ジュニアド, タ, タ, Yu Cheng Shu [EB/OL]. https://www.jst.go.jp/cpse/fsp/.

[11] JST Science and Technology Promotion Agency. Female high school students in the science department choose 択 support プログラム[EB/OL]. https://www.jst.go.jp/cpse/jyoshi/.

[12] Yoshiko Sato, Akira Tomita, Enryo Akiyama. Youdaoplaceholder0 ロケットガ a lecture on the formation of a ロケットガ : in the girls' school で ロケットガ for about 10 years, a group of み[C] was selected. Proceedings of the 45th Annual Conference of the Japan Association for Science Education, 2021:455-456.

The original text was published in the special column of the 11th issue of "China Science and Technology Education" in 2021. Author: Liang Yu (School of Teacher Education, East China Normal University). Members of the China Association of Youth Science and Technology Instructors can click "Read the Original Text" to log in to the magazine's official website and browse the full text for free.