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In recent years many observers have expressed concern about the inadequacy of young people's practical experience and about the drift away from science and technology. There have been increasing calls for the improvement of science education to enrich the scientific perception and thinking of the Japanese people.

Under the new Courses of Study, a subject called "life environmental studies," focusing on concrete activities and experiences, has been introduced in the lower elementary school grades, and expansion of the range of elective subjects in lower secondary schools has been undertaken. At the upper secondary school level, efforts have been made to allow a more flexible approach to science education, with the emphasis on hands-on learning and a problem-solving approach to learning. One of the measures implemented at this level is the establishment of 13 subjects, including "integrated science," which focuses on fostering scientific perception and thinking (scientific literacy).

As a result of past revisions, the number of class hours allotted to many subject areas, including "science," is being reduced in line with the goal of enhancing children's development by making school life richer and more fulfilling through reduction of the total number of class hours and careful selection of instructional content in each subject area to ensure that students are thoroughly versed in the basics of each subject. To achieve the fundamental objectives of science education in this environment, it is necessary to review the approach to teaching, which tends toward the transference of knowledge, and to adopt methods that give priority to children's autonomous exploratory activities and instill the willingness to learn independently while teaching techniques to enable children to do so.

The Ministry of Education, Science and Culture has sought to achieve these goals of the new Courses of Study by holding seminars and producing instructional materials. It has also revised the equipment standards for science education and is systematically installing and improving experimental equipment. The Ministry's aim is to give increased priority to contact with nature, observation, and experimentation, to foster problem-solving skills, and to develop scientific perception and thinking, as well as interest in and concern about nature.

Schools need to improve their instructional methods further, for example through the introduction of team teaching as a means of enhancing their ability to provide instruction that matches students' individuality and abilities. It is also necessary to make active use of out-of-school educational resources, such as museums, youth education facilities, and community members with a deep knowledge of science and technology.