The Educational System and Educational Practices

in Technology in Japanese High School

Kazuo KADOTA

FabLearn Asia 2015 2015.12.12 Yokohama

Self-introduction

2011 ～　 Member of FabLab Japan Network 　

2013.8 ～ 2015.10 FabLab Kannai Director (Yokohama)

Kazuo KADOTA

2015.4 ～　 Associate professor Miyagi University of Education

1993.4 ～ 2015.3Machine design course teacher Tokyo Tech High School of Science and Technology

The 9th international FabLab conference

Our FabLab opened during FAB9 in Yokohama in 2013

• Many Japanese schools emphasize education of mathematics and science.• However, a few high schools

emphasize technology and engineering.• In an elementary and junior high

school, the subject to learn technology is only a technical course of the junior high school.

• And, students in the general course of high schools don’t study technology and engineering, either .

• Therefore, we don’t hear the word "STEM education" very often in Japan. • Super Science High Schools (SSHs) are a

designation awarded by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) to upper secondary schools that prioritize science, technology, and mathematics.

In this presentation, I introduce technology educational system in Japanese high school, and educational practices of the robot education using digital fabrication.

Table of Contents1. Brief Review of Japanese

Educational System2. Technology Education as General

Education3. Technology Education in Technical

High Schools4. Curriculum Development of Robot

Education5. Educational Practices in Tokyo Tech

High School6. Conclusion

1. Brief Review of Japanese Educational System

High School (K10-K12) (2014)

Music, Art, etc.

college-going rate

62.9%

22.3%

Employment rate

48.3%

7.6%

2. Technology Education as General Education• According to the School Education Law

article 41, the aim of high school is to provide students with higher general education and vocational education above the junior high school's education according to development of mind and body on the school education act.

• Even if the students who proceed to study engineering at universities have never studied technological subjects unlike in other countries.

Super Science High Schools • This system started in 2002. About 30

high schools are appointed every year.• A study period of one school is 3 - 5

years. • Students of SSHs are expected to be

advanced high leveled scientists and engineers. Besides theories of those subjects as mathematics, physics, chemistry, biology, etc. Those students in SSHs are involved in project studies.

• Many super science high schools emphasize the education of mathematics and science. However,

a few high schools emphasize technology and engineering.

• It results from the lack of facilities of making things by using 3D printers and laser cutters. That is why the STEM Education is not popular in Japan yet.

• But only some super science high schools are trying to educational practices just like STEM education.

Tokyo Tech High School of Science and TechnologyIt has five fields of specialization: Applied chemistryInformation systems Machine designElectrical and electronicsArchitectural design

3. Technology Education in Technical High Schools

The characteristic of its curriculum is to encourage the students acquire bases of science and technology both theoretically and practically.

・ School Slogan Think scientifically, Try technologically!

• I propose a curriculum development of the robot education and introduces sample projects such as underwater robot and the 3D food printer for Japanese sweets.

Underwater robot 3D food printer

4. Curriculum Development of Robot Education

4.1 Curriculum of Machine Design Course

Educational objectives of machine design course is improve students' basic ability of mechanical engineering and robotics.

We have developed new lessons such as robot contest and control of micro computer. The digital fabrication machines such as a 3D printer and a laser cutter were recently introduced into the course.

Curriculum of Machine Design Course・ 11th grade (unit)• Practice (3) lathe turning, drilling, milling, NC machine,

welding, casting, single-board microcomputer(Arduino),

• Drawing(2) drafter, 3DCAD(SolidWorks)• Digital Fabrication(2) 3D printer , laser cutter• Robotics(2) mechanism using LEGO robot contest, pneumatic control using PLC• Leading edge of technology(1) lecture by the university teacher

5. Educational Practices in Tokyo Tech High School

Robot Contest scavenger type

4.2 Project Study ‘Project study’ is the subject that 3-5

students work on research in a group. Machine design course students have been developed the underwater robot and two-legged robot, automatic cooking robot, automatic performance robot, 3D food printing system for Japanese sweets, etc.

12th grade (unit) Machine design(2), Machine craft(2) Project study(4)

(1) Underwater Robots

The First Fish Robot in 2002

Operated by radio control

Made of engineering plastics using lasercutter

Underwater Robot Convention in JAMSTEC 2014

Frozen Crabs

3D printed Crab

We carried out an operation workshop for children

(2) 3D Food Printing System for Japanese SweetsRepRap 3D Printerin 2013 at FAB9=Replicating Rapid prototyper Work Shop

Ultimaker hackfor chocolateat FAB10

Make Faire Tokyo in 2014

Tweeted by Dale DoughertyFounder of MAKE Magazine and creator of Maker Faire

6. Conclusion

• Most of the high school students have never studied technology and the other vocational subjects.

• Tokyo Tech high school provides not only the education of science and mathematics but also engineering and technology both theoretically and practically.

• We propose a curriculum development of the robot education including the sample projects.

• I hope that technology and engineering classes should be introduced to general high schools as design, programming and STEM education will be spread out all over Japan.