This document discusses two Japanese technical cooperation projects in Egypt that aimed to develop creativity lessons and improve science and math education in primary schools. The first project from 1997-2000 focused on developing a guidebook for science teachers and teaching basic concepts through experiments. The second project from 2003-2006 worked to further student-centered learning and problem solving through training teachers in hypotheses and experiments lessons strategies over 12 months. The document also describes a research cooperation between 2007-2010 to evaluate the impact of the hypotheses and experiments lessons strategy approach. It provides examples of lessons on the topics of water and air that follow the strategy of presenting a question with answer choices, managing classroom discussion, and conducting experiments.

1. Hypotheses and Experiments
Lessons’ Strategy in Egypt
エジプトにおける仮説実験授業
Prof. 田中 邦明
Dr. ガーネム タフィーダ

2. First Project
1997-2000 JICA-MOE
Creativity Lessons for Primary Education
“Technical Cooperation for the Development of in the
Arab Republic of Egypt ”
エジプトの小学教育の創造性発展に関する技術協力
プロジェクト
• Guide Book for Science Teachers
理科教師用ガイドブック
• Basic Concept Learning through Experiments
基礎的概念の実験による学習
• Teacher’s Creativity 教師の創造性
• Hypotheses and Experiments’ Lessons management
仮説実験授業の運営方法

3. Water and Air 1
Air is a matter 空気は物質
L(1) The air in water.
Q1. Here is an empty water bottle with a cap which is cut in half and
removed the bottom shown in Fig.14-1. If this bottle is sunk into water,
how the water will come into the bottle?
Select your answer and discuss with your friends.
1) Water will come in full of the bottle.
2) Water will not come in.
3) Water will come in half of the bottle.
4) Other ideas.
(Ask student their opinions and reasons. After some discussion, check and
write the numbers of students selecting each answer. If some want to
change answer, let them change. After enough discussion, confirm the
numbers again. And try the experiment as follows.
Answer choices 選択肢
Discussion 討論
Question 質問

4. Water and Air 2
Ex1. Cut an empty water bottle in half and remove the bottom. Put a screw cap on
the mouth completely. And sink the bottle into water.
(Correct answer is 2) because the air inside the bottle can not go out from the
bottom even it is opened. Although the air is a little compressed by water
pressure, nearly no water will come inside. This phenomenon was applied for
classical diving tool in water. )
The jar has no bottom, but water does not come inside the jar. Because there is the
air in the jar. If we slant the jar in water, what’s happen? Bubble is coming out
from glass. The bubble is air. Air becomes small bubbles and rise up to the
water top. Getting away the air from the jar, water is coming into the jar in
exchange.
Ac1. Let’s try the experiment by yourself. This experiment can be done in a bath
tab safely. You can use a pail, washbowl instead of the jar.
Experiment 実験
Explanation 説明
Activity 活動

6. 1 32
4
5

7. 6 7

8. 8 9

9. Second project
2003-2006 (JICA- MOE)
“Improvement of Science and Mathematics Education in
primary school in Egypt”
エジプト小学校理数科授業改善プロジェクト
• Guide Book for Science Teachers 理科教師用ガイドブック
Student-Centered learning 児童中心の学習
Creativity – Problem Solving 創造性 － 問題解決
Teachers’ Training on Hypotheses and Experiments lessons’
Strategy (12 months) 仮説実験授業戦略の教員研修
• 7 Pilot Teachers (School Training)７名のモデル教師
• MOE training center (2003/2004) 10７ science teachers
教員研修センター (Dr.Tanaka Kuniaki)

10. Prof.Tanaka Kuniaki Research Project in
Cooperation with Dr.Ghanem Tafida
2006 (HUE)
Teachers’ Survey 教師の質問紙、学校訪問調査
2007 (HUE) - 2008 (HUE)
Follow up Teacher Training on KJJ Strategy
仮説実験授業戦略の二次研修
2008-2010 (JSPS)
Evaluation Research 研究成果の評価中

11. Hypotheses and Experiments Lessons’ Strategy
仮説実験授業戦略
• Same points as Kasetsu-Jikken-Jugyou 共通点
1. Teach basic scientific concepts 基礎的な科学概念
2. Apply question with answer choices 問題と選択肢
3. Management of discussion 討論の運営
• Difference from Kasetsu-Jikken-Jugyou 相違点
1. Without lesson sheet but with teachers` guide 授業書なし
2. Without teachers` and researchers` committee 研究会なし
3. Teacher design original lesson plan 教師が授業プランを作成
4. Depend on science textbook 理科教科書に準拠

12. 水と空気
Part 1 Part ２

13. Part ３ Part ４
Part ５

14. The Effect of heat on Air
Part 1 Part 2