Construction of a teaching practice model based on the composition of subject content for biological education

Abstract

Biological education forms a key part of childrens' education, enabling them to better understand life on Earth and related science. Some even consider biological education to contribute to the development of an individual's personality. In the context of global warming and climate change, it has arguably never been more important that individuals understand humanity's role in preserving life on earth. In 2008 and 2012, educational reforms in Japan made certain biological subjects compulsory for junior high school education. However, a lack of clearly defined framework meant a lack of a definitive and effective means of teaching these topics across the county. Dr Yuji Araki, Faculty of Education, Saitama University, Japan, is working with academic experts in a range of biological fields, along with teachers and educational staff members, to clarify the technical facts, concepts and abilities that students need to acquire at each stage of their education. This will enable Araki and his team to construct a framework that identifies what should be taught, the targets for these teachings and how these lessons should be taught. A key focus is on creating a framework for teachers that upholds the principles behind constructed subject content theory and ensures schoolchildren gain a real agricultural education.