Intro
Foreword: Academic Life in Retrospect: Being Marginal
Introduction
Contents
List of Figures
List of Tables
Why Research the History of Science Education/Teaching (Rika) in Japan?
1 Introduction
2 The Emergence of Rika in Japan and Its Historical Players
3 What is a History of Science Education? Why and How Do We Study It?
3.1 What is History? for Whom is It Intended?
3.2 Why Do We Study a History of Science Education?
3.3 How is Research on the History of Science Education to Be Undertaken?

4 A Case Study of Science Curriculum Development: 1950s-1970s
4.1 The Promotion of Science in the UK, the US, and Japan
4.2 Why Does This Case Study Cover the Period from the Late 1950s to the 1970s?
4.3 Who Initiated the Development of the Science Curricula and for Whom?
4.4 The Trans-Atlantic "Products" and Their Success
5 Conclusion
Appendix
References
The Pursuit of Understanding Science Classroom Culture in Korea and East Asia
1 Introduction
2 ECCO-SM Project
3 Features of East Asian Science Classroom Culture
3.1 Silent Participation in Science Classroom

3.2 Norms in Science Classrooms
3.3 Science Classroom Creativity
3.4 Instruments for Investigating Science Classroom Culture
4 A Need of Socio-Cultural Approaches to Science Classroom Culture
5 Korean Science Education Standards for the Next Generation
6 Summary
References
Addressing the Challenges and Scaffolding of Inquiry-Based Teaching on Secondary School Students' Efficacy in Conducting Scientific Inquiry
1 Introduction
2 Context of a School-Based Implementation of Inquiry
3 Science Inquiry: School/Classroom Perspective
3.1 The Case of Barrios

4 Challenges and Scaffolds on Realities of Conducting Science Inquiry
4.1 Teachers' Indifference Towards Teaching and/or Advising Research
4.2 Students Are Neophytes in Research
4.3 The Program Has Limited Research Infrastructure
4.4 Publication of Completed Research
4.5 Conducting Inquiry Is Competition-Driven and Principle-Bound
5 Conclusion
6 Implications for Science Education
References
Science and Nature: Science Teachers' Views at the International Collaborative Project Between Japan and South Africa
1 Introduction
1.1 Episodes
1.2 What Matters?

1.3 Cultural Studies on Science Education
2 Revealing Japanese Teachers' Views on Science
2.1 Methods
2.2 Drawings
2.3 Interviews
2.4 Interviews with Japanese Teachers
2.5 Why Should It Matter?
References
Amateur Scientists: Unique Characteristics and Possible Factors Supporting Japanese Amateur Scientists' Continuous Scientific Practices
1 Introduction
2 Who Are the Amateur Scientists in the Third Position?
2.1 The Third Position
2.2 The Classification of Citizens Engaging in Scientific Practices in Relation to Scientists or Citizens