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TITLE How To Produce Primary Science Books. Training Course on Book Production inAsia/Pacific Report (23rd, Tokyo, Japan, November 8-27, 1990). INSTITUTION Asian Cultural Centre for UNESCO, Tokyo (Japan). PUB DATE 91 NOTE 120p. PUB TYPE Speeches/Conference Papers (150) Reports General (140)
EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Books; Elementary Education; Foreign Countries; Instructional Materials; *Production Techniques; *Science Curriculum; Science Education; *Science Materials; *Training IDENTIFIERS Asia Pacific Region; Japan
ABSTRACT This report is designed as a guide for the production of :,cience books for primary children. Section I contains presentations on the topic of how to produce primary science books, including: an essay on the development of physics theories, the roles of science books, editing science textbooks for primary schools, editing photographic science books and Kamishibai, science experiment kits and teaching aids of Gakken, editing scientific picture books, and the results of a workshop on producing science books. Section II covers problems and solutions that have been identified inAsian and Pacific countries. Section III examines the present situation of science books for children and action plans to develop science book publishing in Asia and the Pacific. The appendices contain general information: a list of participants, lecturers, and secretariat members; and information on the Japanese Children's Science Book Centre in the Suginami Ward Central Library, and the Wakaba Science Club. (LZ)
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BEST COPY AVAILABLE "41,11011W How to Produce Primry Science Books Report : 23rd Training Courseon Book Production in Asia/Pacific, 1990
Asian Cultural Centre for Unesco (ACLU) 3 Published by the Asian Cultural Centre for Unesco 6, Fukuromachi, Shinjuku-ku, Tokyo, 162, Japan tel.(03)3269-4435, fax.(03)3269-4510
Printed by Taito Printing Co., Ltd. Tokyo
CI Asian Cultural Centre for Unesco 1991
Illustration of back cover by A. Ramachandran
1 PREFACE
The Training Course on Producing Primary Science Books 23rd Training Course on Book Production in Asia and the Pacific was heldby the Asian Cultural Centre for Unesco (ACCU),in cooperation with Unesco, Japanese National Commission for Unesco, the Japan Book Publishers Association and the Japanese Board on Books for Young People, from 8 to 27 November 1990. This regional training course in Tokyo has entered a new phase with its focus on science books for children and in general, in response to the priority of needs and requests of the Member States. Intensive programmes such as lectures/discussions on selected topics on science books, practical workshop session and observations tours wereconducted,toprovidetheparticipantswithnecessary knowledge and techniques to make interesting and effective science books for children. The course had the largest number of participants, 24 from 19 countries, and there were even more who applied fcr the course. It suggests clearly the urgent needs for training more personnel involvedinproducingsciencebookssuchaswriters,editors, illustrators and designers.The participants expressed their strong hopes to continue and expand this training course in the future. We should like to express our deep appreciation and gratitude to all the experts who rendered special contributions to make this courseaverysubstantialone,especiallythelecturersand advisers. We hope this report will be utilized extensively in producing necessarysciencebooksforchildreningreaterqualityand quantity.
Asian Cultural Centre for Unesco CONTENTS
I:HOW TO PRODUCE PRIMARY SCIENCE BOOKS
(1) Who Has Seen The Atom? Hiroshi Ezawa 9
(2) The Roles of Science Books Akihiko Okabe 15
(3) Two Ideas on Scientific Books Shoziro Ishii 16 for Children
(4) Editing Science Textbooks for Atsushi Choji 18 Primary Schools Wataru Nomachi
(5) Editing Photographic Science Books Tsutomu Okazaki 26 and Kamishibai
(6) Science Experiment Kits and Teaching Aids Yasushige Uchida 29 of Gakken
(7) Editing Scientific Picture Books Kazu Yamada 30
(8) Workshop on Producing Science Books Satoshi Kako 32 for Children - science books for children produced by the participants in the Workshop
II: PRODUCTION OF PRIMARY SCIENCE BOOKS IN RESPECTIVE COUNTRIES: PROBLEMS AND SOLUTIONS- (Group Reports of NP-Method Sessions)
(1) Group-A Report 50 (2) Group-B Report 53 (3) Group-C Report 55 (4) Group-D Report 57
III: PRESENT SITUATION OF SCIENCE BOOKS FOR CHILDREN AND ACTION PLANS TO DEVELOP SCIENCE BOOK PUBLISHING IN ASIA AND THE PACIFIC - (Individual Reports of Participants) 63
Bangladesh, Bhutan, China, India, Indonesia, Iran, Laos, Malaysia, Maldives, Mongolia, Myanmar, Nepal, Pakistan, Papua New Guinea, Philippines, Republic of Korea, Sri Lanka, Thailand and Viet Nam
APPENDIX:
(I) General Information 113 (2) List of Participants (3) Programme Schedule 11.7 (4) List of Lecturers 120 (5) List of Secretariat Members 121 (6) Reference material 122 I : HOW TO PRODUCE PRIMARY SCIENCE BOOKS
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BEST COPY AVAILABLE (1) Who Has Seen The Atom?
Hiroshi Ezawa Professor, Gakushuin University
1.Introduction modern technology.As a matter of fact, the main actors are even smaller; they are called The title of my lecture today is "Who has electrons.Electrons run in semiconductors in Seen the Atom?".I have taken this title from computers, following faithfully the instructions that of a book which I wrote in 1976 for our we give from our keyboard.Our faithful junior readers.After the book was published, electrons run in TV sets, telephones, lamps, ... I was told that there was a poem by an. in washing machines, cars, trains, ...d in every English poet, Dante Gabriel Rosetti (1828-82) machine we conveniently use in our everyday which runs thus: life..But, we cannot directly see the electrons at work. Who has seen the Wind Neither you nor I. The same is true for electromagnetic But, when the leaves hang trembling waves, which fly back and forth around us, the wind is passing thro'. filling up the space to every corner.If you have any doubt, put a pocket radio any where We can say the same for atoms.Atoms are you like, and you will find it starts singing a seen only indirectly.It was when a trembling song responding to the waves sent out by a motion of a tiny particle in water was broad-casting station in the distance.But, our observed that the atoms were recognized to human body cannot feel the electromagnetic exist.The motion is called the Brownian waves at all.Well, not exactly so.Some of motion after the English botanist, Robert Brownthe waves in a very small range of wave who discovered it in 1828 (this coincides with length can be perceived by our eyes; the the year the poet Rosetti was born).I must visible light is electromagnetic waves of some add that Brown's discovery did not immediately special wave lengths. lead to the recognition of atoms.One had to wait until 1908, when quantitative analysis was After a long series of researches, scientists made of the Brownian motion by a French now know how to handle electrons, atoms and chemist, Jean Perrin.In the meantime, facts electromagnetic waves; they now have and evidence were accumulated for the equipment to detect their behavior; they have existence of atoms.Thus, it was in 1908, not equations to predict what they will do next. long ago, that people became convinced of the In science education of today, therefore, we atomic constitution of matter. have to teach our youngsters how to deal with those invisible objects. Since then, the progress of science has been enormous, and we say today that we are It was not so when I was a child.The now living in an atomic age.Perhaps every radio set in my family room had vacuum tubes day we talk about atoms.Yet, we can ask, in it.A curious child could open the box to "Who has seen the atom?" and say, "Neither see what was inside.When you turned the you nor I." switch on, something turned red, red hot in the vacuum tube, and your father would say, An atom is a tiny, tiny particle, as you all "Look, electorns are running away from that know.Atoms are so tiny that we can put red hot wire to travel to the other plate you millions of them, actually 100 millions of them see up there.""The red hot wire," the child in a row in1 cm. would say, "Something invisible is coming out." Imagination developed.The red hot wire he Atoms are so tiny that we cannot see them saw served as a support for him to develop directly.We can touch the atom, but we imagination.The father continued."When the cannot reel the atom when we touch electrons reach the plate, they will flow into anything, we are in fact touching atoms.But, the wire connected to it, and the current in no one can feel individual atoms. the wire drives the speaker.But, there is a Nevertheless, the atoms are the actors of grid in between the wire and the plate.This
9 grid can repel the electrons to keep them from 2. Newtonian Mechanics going to the plate.The operation of the grid is controlled by a wave that the radio Why do the planets move around the sun? receives."The child could ask how the grid The philosopher Descartes argued from his can repel electrons, how the wave could enter principle that the universe is filled with fine the radio set, ... After asking these how and particles.As the sun rotates, immense vortices why questions, the child could imagine what are generated in the sea offine particles; the was going on in the radio.He could feel as ifwhirling motion extends outwards eventually to he knew how it operates, and moreoverhe push the planets around their orbits.Fifty could think that it was within the abilityof years later, Newton came.Newton must have his own hands to make it. been taught Descartes' theory in his school. After many years of reflections and The radio sets of today cannot be opened, experiments, he said, "No, the sun does not nor the TV sets.If the industry wants to push the planet forwards, but sideways", and have a continuous supply of scientists inthe asserted, "The planet keeps going forward by years to come, they should makeradio sets and itself.The planet has inertia that keeps it TV sets in such a way that the box canbe going straight.Thus, the sun has to pull the opened, safely of course, and that some parts planet so that it should follow its curved can be replaced for curiosity'ssake.Given orbit."However, no mention was inade of the the sealed box of a TV or a radio thechildren fine particles nor of any media that transmit of today has no clue as to what questionsto the force from the sun to the planet.People ask. were perplexed.They could not but ask, "How is it possible for the sun to pull such adistant When I was a schoolboy,I was a maniac at objects as the earth?"Newton didn't answer, model plane building, model planes that can saying only that he didn't like to make any fly, being driven by a propeller poweredby a hypotheses.People could not be satisfied, and bundle of rubber bands.My friends and I, the said that Newton's theory was not physics,but maniacs,thought we knew why a plane could mathematics.Yet, people had to admit that fly.It is because the wings, the tiltedwings Newton's mathematics agreed very nicely with push the air down as the plane movesforward. the design of Nature and with the experiences The wings push the air down and theair of man. pushes the plane up.The propeller works in the same way.Thus, the propeller pushes the Newtonian mechanics have a predictive air backwards and the plane is pushed power.Given a position and velocity of a forwards.The plane is pushed forwards, and planet as a set of initial data at present, at then the plane goes and then the wingspush time 't', it can predict how the planet will the air do vn and ...You see here a chain of behave in the future.It is easy to predict the cause and effect, cause andeffect, ..., which position of the planet at the next instantof is the basic form of physical reasoning, or time, 't', since we are given the position and rather of mechanical reasoning.When I was a velocity at present.But, this next instant schoolboy, the world around us was mechanical. cannot be very far in the future, since the We could find many examples whichcould be velocity of the planet changes.We can go accounted for in mechanical terms. only a small step, say one millionth of a second, towards future in predicting the new Historically, it was fortunate for Japan to position of the planet.Then how do we know start contact with western sciencewhen the the velocity of the planet at the next instant? mechanical world view dominated, or beforeit From the present position of the planet was established.The western science was relative to the sun, the law of the universal brought into Japan by missionaries of the gravitation tells us how strongly the sun pulls Catholic monastic order from Portugal. the planet.From the strength and the Francisco de Xavier, one of the foundersof direction of this force, Newton's law of motion the "Societas Jesu" came to Japan in 1549.It tells us how much the velocity of the planet was only 6 years after Copernicuspublished a changes and in which direction, thereby book on his heliocentric theory.Galileo would predicting the new velocity of the planet at be born 15 years later (1564), Descartes50 the next instant of time, 't'.Thus, Newtonian years (1596) and Newton 100 years(1642). mechanics predicts the new set of data, the position and the velocity, at the next instant of time, making a small step from the present towards the future.The step is small, but the
10 S process can be repeated to predict the position Maxwell's set of equations predicted.Maxwell and velocity of the planet after any length of noticed further that his set of equations time. determines uniquely the speed of the wave propagation, and the speed turned out to be Mother Nature provid ed a very nice exactly the same as the speed of light."Aha!" example.In 1682, five years after Newtonian he said, "the light wave must be my wave of mechanics was completed (publication in 1687 electric and magnetic forces." of Newton's "Philosophiae Naturalis Principia Mathematica" ), a comet appeared.From the The prediction was right.Heinrich Rudolph observed data, Newton's young friend, Edmund Hertz realized in 1888 a very rapid vibration Halley, predicted that the comet would of electric charge, and succeeded in detecting reappear at the end of 1758.Triumph of the wave the charge radiated in exactly the Newtonian mechanics!People regretted only same way as Maxwell had predicted 10 years that it was after Halley died in 1742 asking before.Another triumph of mathematics. his colleagues to search in the sky at the time Indeed, what Maxwell did was to add a term he predicted; Newton had died even earlier, in to his equation, not because any experiments 1727.The comet is now called by the named forced him to do so, but because he found a after Halley. mathematical inconsistency when he wanted to put together all the laws of electricity and 3. Electricity and Magnetism magnetism which Faraday and his predecessors had discovered. Nearly 100 years later, Michael Faraday was trying to generate electricity from It was very nice that light waves were magnetism.Since Hans Christian Oersted understood."Well, have we really understood discovered in 1820 that electric current it?" one could say."No." "What is the carrier generates magnetism, why not electricity from of the wave?"The wave on the surface of a magnetism so thought Faraday.After pond is a wave of water; the carrier or the repeated disappointments, Faraday discovered, medium is water.The medium of a sound wave in 1831, electromagnetic induction.If you put is air.Then, what is the medium of a light a magnet near a conducting wire, nothing wave? happens.But, move the magnet and you see electric current induced in the wire.The Physicists started studying the property of current is induced if you move the wire the medium, which they called "ether".The instead, keeping the magnet at rest.This ether must be everywhere in the universe, symmetry would later lead Albert Einstein to since the light from distant stars reach the the relativity theory.But, we should not be earth.So, the planets must be swimming in too hasty. the pool of the ether.Their speed is tremendous.The speed of the earth, for Clark Maxwell tried to put Faraday's instance, is one hundred thousands km/h, about discovery together with other people's in a 100 times as fast as a jet plane.It appears, mathematical form, and noticed that they do however, that the planets feel no force of not fit together; the laws of electricity and resistance from the ether, so that, they magnetism Faraday and other people had concluded, the ether must be very, very thin. discovered were mathematically inconsistent. On the other hand, a property of the light The inconsistency could be removed just by wave which physicists call polarization, adding a small term to one of his equations, required that the ether should be like a solid but the consequence was enormous.The set of which resists torsion. equations thus amended indicated that electric and magnetic forces could propagate in space An American physicist named Albert Abraham as a wave.If you dip your hand inthe quiet Michelson wanted to verify that the earth is surface of a pond and shake it, a wave spreads really swimming in the ether by measuring the in a form of beautiful circles.In the same speed of light on the earth very, very way, if you shake an electric charge, a wave precisely.If the light propag rtes in the ether should be generated and propagates in all with the speed c as Maxwell calculated from directions in a form of spheres this time.If his equation, and if the earth is moving in the the wave meets an electric charge, then the same direction, then the speed of light as wave pushes the charge first to the right, then observed on the earth must be smaller than c. to the left, then to the right and so on, thus Michelson had confidence in the precision of making the charge oscillate.This is what his measuring apparatus but his experiment in
11 13 1881 failed to detect the expecteddifference proclaim the constancy of the speed of light in the speed of light.Michelson constructed a without revolutionizing the Newtonian concept more sophisticated apparatuswith the help of of space and time.The only way in which an his assistant, Edward William Morley, but the experimenter. standing still relative to the measurement they made in 1887 failed again. ether and another experimenter moving with the earth or with a spaceship measure the speed of light to be the same is that their 4. Theory of Relativity scales of time are not the same and their Here comes Albert Einstein, who has been scales of space are not the same.You must pondering about the ether from the days when, have heard that one of twin brothers sent on a at the age of 16, he dreamed ofchasing light space voyage in a fast-moving spaceship will, light itself. upon his return to the earth, find his brother waves at the same speed as of much older than he is.This is one of the He knew that the laws of Newtonian mechanics hold true on a train, or on a ship, consequences of Einstein's revolutionof space- or even on earth provided thatthese are time concept. moving smoothly.In general, it is called the Galilean relativity that if an experimenter isin It is interesting that Maxwell's laws of uniform motion with all of his apparata, he electomagnetism survived intact the revolution cannot detect the motion of himself.Why of the space-time concept.They look exactly Galilei?Well, when Galileo Galilei was the same whether an experimenter is standing claiming that the earth moved around the sun, still or moving uniformly relative to the ether. people could not be convinced; they opposedit It was Newton's law of motion that had tobe saying "If the earth was moving at such a modified in accordance with the new space- speed, one couldn't be standing on it,houses time concept.This modification had a deep would fall down, ..."Obviously, they were implication, the equivalence of mass and recalling riding on horseback or on a energy, as you all know, with allits far- stagecoach with horses running at full gallop. reaching consequences. Galilei pointed out to them that thosemotions they had in mind were not uniform andthat In Einstein's relativity, no experimenter can one does not feel the motionof a ship sailing tell if he is moving relative to the ether or smoothly on a quiet water, insisting that the not.Then, does it make sense to talk about earth is also moving smoothly.Galilean the ether?One could say, "Yes, it must be relativity does not hold for the laws of there as the medium for electromagnetic electromagnetic phenomena, since the laws fix forces." even after Einstein declared in 1905 the speed of light c, and the speed oflight (in his paper on light quantum) that measured on a ship sailing relative to the luminoferous ether is superfluous.But, as the ether must be different from that value c. idea of relativity permeated physics, the That the Galilean relativity holds for concept of ether faded away.There remained mechanics but not for electromagnetism only mathematical formulae, and no one asks appeared to Einstein to be a grave today what the medium for electromagnetism inconsistency of physical laws. is. he I have to mention another interesting "How can we remove the inconsistency?" The essence asked himself.It did not appear totally aspect of the relativity theory. impossible because there are some elementsof of the relativity theory is that all different relativity in electromagnetism also, as we have experimenters in uniform motion relative to already seen in electromagnetic induction whereeach other can draw up equivalent descriptions one cannot tell whether the magnetis in to a given phenomenon.Their descriptions are motion or the coil is.Can't one take it also not the same, but equivalent to eachother, as a manifestation of relativityin equivalence here meaning "transformable" to electromagnetism that the motion of the earth each other by a definite rule called Lorentz could not be detected by measuring the speed transformation.The different descriptions are of light? called "representations" and one is required to see substance behind all theserepresentations. "Let us take it." said Einstein in 1905. He This separation into representations and meant to say that the speed of light isthe substance was not there in 19th century same whether it is measured with re:oectto physics or before, and will be more conspicuous the ether, or to the moving earth, or to in the quantum theory which I am going to anything else.However, Einstein could not discuss next.
12 l4.4. 5. Quantum Mechanics the electrons away from the nucleus, therefore, one has to invoke the centrifugal At the end of the last century, there was forces by letting them go around the nucleus. another stream of physics, arising from a However, the electrons running on circular practical need for measuring temperature in orbits are nothing but oscillating charges, furnaces in the steel industry which was which radiate electromagnetic waves, thereby growing by leaps and bounds in Germany.The draining energy continually.This is an idea was to analyze the colour of the light unavoidable conclusion from Maxwell's laws of leaking out through a small hole from the hot electromagnetism.The electrons losing energy inside of the furnace.As you heat iron, for by radiation gradually fall towards the nucleus, instance, it starts glowing red, turns yellow, and the atom must eventually collapse.The and eventually reaches glaring white, so that lifetime of an atom can be calculated by using the colour should in principle tell the both Newtonian mechanics and Maxwellian temperature.However, the prediction from electromagnetism, and turns out to be as short Maxwell's laws of electromagnetism was totally as one hundred millionth of a second!A grave different:It said that the colour of the contradiction to the stable existence of atoms. heated iron should be independent of its temperature. Another difficulty had been known for decades.It is that the atoms of a given To resolve this discrepancy with element, hydrogen, oxygen, etc, emit light with experiment, Mad Planck introduced the idea of definite colour, or more precisely a series of energy quanta.It is to be assumed that the definite colours characteristic to each element. energy of light consists of lumps or quanta However, if an atom radiates energy whose size is proportional to the frequency of continuously according to Maxwell's laws, then the light in question; the quantum of red light the colour of the light must change is small and the quantum of blue light is large. continuously also, say from red to blue, in contradiction to experiments.This is the Now, atoms in the heated iron are problem of line spectra of atoms.In 1884, vibrating, sometimes strongly and sometimes Johann Jakob Balmer discovered that the series weakly (thermal fluctuation) and an atom can of colours (wavelengths) of the light from a emit a large quantum only when the thermal hydrogen atom obey a very simple formula, vibration is strong.But, statistical method as which would remain a beautiful mystery for applied to mechanics tells us that the chances decades. for stronger vibration are smaller, so that (manta of the higher frequency are emitted In 1913, two years after the discovery of only rarely.To increase the chances, one has the atomic nucleus, Niels Bohr dared to to raise the temperature of the iron.Thus, if combine the difficulties to guess the one assumes quantum constitution of light, then characteristic features of an atom.He the change in colour of heated iron can be combined the difficulties of the stability of deduced, and agrees with the experiment. atom, of the line spectra and of the emission and absorption of light quantum.His guesses However, Planck didn't know how to were: reconcile this quantum constitution of light with Maxwell's theory of light waves whose 1.The electron in an atom can go along a energy should spread over space continuously. selected set of orbits only.On these He could only hope that some unknown orbits, electrons do not radiate interaction between electron and light would continuously. provide a solution. 2. An electron on a selected orbit jumps In 1911, physics was confronted with occasionally to another selected orbit another difficulty when Ernest Rutherford radiating (or absorbing) the whole energy discovered that an atom has a tiny core in difference of the two orbits as one light which its positive charge is concentrated.This quantum. core is called the atomic nucleus.Since the nucleus is much smaller than the known size of 3. The orbits are selected from those an atom, this size must be accounted for by satisfying Newtonian equation of motion by electron distribution.But, electrons are applying a condition (quantization negatively charged and therefore are attracted condition). strongly towards the nucleus.In order to keep
12 13 Bohr could invent a quantization condition amplitude.Recall that the amplitude is a which leads to the Balmer formula for the complex number). hydrogen line spectra.In view of this success, people thought that Bohr must have This interpretation seemed to fit grasped some truth of atomic structure, but experiments (electron diffraction by crystals) Bohr's quantization condition remained a nicely, but turned out eventually to be mystery, where many people tried to dig up a untenable.In fact, if you send a beam of key to the unknown world. electrons through two slits, they behave as if they were waves to form interference fringes In 1924, Louis de Broglie got a fanciful on a screen behind.If, however, you repeat idea: the light which had been thought to be a the experiment with one of the two slits wave was found to have a particle aspect, so closed, first with the left slit closed and then why should the electron, a particle, not have with the right one closed, and superimpose the wave aspect?In terms of the wave aspect of patterns electrons form on the screen, the electron, he could give a convincing result is not identical with the result of the interpretation to Bohr's quantization condition. experiment with both slits open.These experiments show that, when both slits are Then, a question arose.In Bohr's scheme, open, the electrons passthrough both the orbits are primarily set up by employing simultaneously!Thus, one cannot picture the Newtonian equation for a particle, and then electrons simply as particles as Born's selections are made by applying the probability interpretation does.Yet, we have quantization condition.If one uses de to point out that electrons, whendetected on Broglie's idea for the quantization condition, the screen, appear one by one as individual the electron is treated first as a particle and particles. then as a wave.Annoying dualism! We are now in the position to discuss the Stimulated by de Broglie's fancy, Erwin feature of 20th-Century physics-the Schrodinger wrote down in 1926 a wave separation of representation and substance- equation for the electron in the hydrogen which we mentioned previously in relation to atom.To his dismay, the energies of Bohr's relativity theory.A standard theory of today selected orbits were not reproduced.When he says (1) that electrons can berepresented tried again, he hit the mark, but his wave was either as particles or waves (but in a sense now a complex number.Nevertheless, somewhat remote from common sense) and (2) everything he calculated with his wave electrons show themselves up as particles or as equation turned out right, agreeing with waves (in common sense) depending ondesign experiments.The successful march of wave of experiments.If we use the words, particle mechanics started here. and wave, in the sense of our macroscopic world, the electron is like a cylinder, which A question remained and people were said appear to be a circular discif viewed from to have sung: above, and a rectangle if viewed sideways. Neither of these two descriptions provide a Many things Erwin has calculated complete picture of a cylinder.In the same With his wave function. s.ense, neither of the two aspects,particle and We wish only to know wave, provides a complete pictureof an How we should picture the wave. electron. Schrodinger himself thought that the wave We have come to a strange world of is localized and this lump of wave (called wave quantum :mechanics.Quantum phenomena do packet) is what one observes as a particle. not admit intuitive interpretation fosteredin But, this interpretation was untenable, because the realm of mechanical world view. Schrtdinger's wave was found to spread in Nevertheless, physicists often find it useful to space in a very short time. try to form mechanical interpretations. its point has to be remembered when we discuss Max Born proposed that Schrodinger's wave education of young people who tend to be gives a probability for location of the particle. attracted to more abstract world picture. Namely, it is more likely for the particle to be located in the places where the amplitude of It is my regret that I have to stop here the wave is the larger (the probability is without discussing the problem of unifying proportional to absolute-value squared of the relativity theory and quantum mechanics.
14 13 (2) The Roles of Science Books
Akihiko Okabe Science Journalist
Science is 'international' wnile science research and science education, the publishing books have rather 'national' characteristics of science books developed.The publishing of reflecting the situation in their respective science books depends on the existence of a countries. certain population who need them.Such demand was created by the development of Modern science in Europe flourished education and the growth of industr'.._ regardless of state or government. inJapan, technology in Japan.First came textbooks, however, the major goal in the development followed by technical works, introductory of science from the Meiji Restoration in 1868 works and children's books.Thus the stage was to catch up with developed countries in was set for Jean Henri Fabre's book to the world. Scientific development was a become a nation-wide bestseller. national interest.The educational system was established to promote it and in a Science and publishing in Japan faced comparatively short time, a certain success dramatic change in 1945.Scientific research was achieved.This was the result of the and education recovered and developed in the strong leadership of the state. midst of economic difficulties. Science education was conducted in line We will look at the present situation of with this national goal.The European system science books in Japan in its historical was used as a model of science education and viewpoint.The development of science book European science books were translated. publishing was a process which covered the Science was taught in Japanese and Japan is last 120 years, including both positive and one of the rare examples in which science negative aspects. education is conducted in the vernacular language rather than English, German, French I would like to discuss some of the or Russian,This fact is a direct result of characteristics of science books presently the emphasis on education. published in Japan showing examples.Also we will look at slides of libraries where these With the popularization of scientific science books are available.
. - -- Er.Okabe is showing a science book for general readers entitled "The Atomic Bomb" which was published 2 months after the Second World War ended.
1 BEST COPY AVAILALLE. (3) Two Ideas on Scientific Books for Children
Shoziro Lihii Emeritus Professor, Kyoto University
In Japan, nowadays, enormous numbers of curiosity, and are always ready to ask "why". backs for children are being published, so that The development of their curiosity may often even parents and teachers have a hard time lead to discoveries and inventions.It is selecting a certain book, not to mention young important for teachers and parents to readers.I would like to present my personal encourage such curiosity and thus the books in opinion on what basis scientific books for group two will become more and more children are being planned and published in important in the future as scientific books for Japan. children. Scientific books may be grouped into two large categories, depending on their titles and contents. My Research: The Mystery of the Oriental (1)Books on the biographies and scientific Moth Cocoon (Summary) achievements of famous scientists, written in quite an educative manner, often by scholars in the specificic field, or by Written by Shoziro Ishii scientific journalists.The readers targeted are elementary to middle level school children. When Professor Ishii found the Oriental moth cocoons (Monema Payee:teens) while (2)Books on scientific experiments written by taking a walk, he suddenly wondered, "This the scientist him/herself. Explanations of cocoon is very hard, but how can an imaginal the ideas, the processes, and the results moth come out from such a hard cocoon?" of the experiments are explained simply and, "There are markings on the cocoons, but so that children may easily understand. why is each and every one different?"This Depending on the contents, this type of is how Professor Ishii began his research to book is aimed at on elementary, middle solve the mystery of the Oriental moth level, or even older readers. cocoon. Since the type of scientific books needed 1. How can a moth come out of such a hard depends on the aim of scientific education and cocoon? the educational environment, there is no question of either type being superior or The Oriental moth cocoon is so strong that inferior as regards ideas and planning.In even if you squeeze it between your fingers, Japan, ever since the Meiji period, most of the it will not be crushed.The imaginal moth scientific books had been type one, their aim which emerges from this cocoon naturally does being to introduce Western technology into the not have a mouth to bite through it.To country.The economic development of solve this mystery, Professor Ishii cut up present-day Japanese society is the result of cocoons, examined their structure through a the ingenious application to industry of the microscope, and observed larval and pupal principles found in the Western countries. through X-ray photographs.Through these studies, he found that the upper part of the Recently, the importance of basic cocoon had a circular line with a thin layer, research work has been stressed andit is which happened to be just where imaginal desired to apply to industry the newly moths break through.The larval make this discovered principles and fundamental rules of circular line before pupation for the moth science.Therefore, it is also quite important emergence from the cocoon. to plan and publish the childrens' scientific books which belong to group two. Children are naturally full of strong 15 16 2. Why are the markings on the cocoons 3. Why is the Oriental moth cocoon so hard? different? Why is a the cocoon so hard to begin There is a theory that cocoons on a thin with?In any book, it says, "A cocoon is branch have very clear markings and that the calcified." but no one had actually tried to ones on a thick branch do not.But to come study this through experiments.If it is up with a scientific conclusion, it was calcified, it should contain a considerable necessary to do an experiment to compare the amount of calcium carbonate (CaCO3) or two under fixed conditions.Larval grown on calcium hydroxide (Ca(OH)2).But Professor the same feed had to be used and we had to Ishii found that it contained calcium oxalate let them spin a cocoon on sticks under the (Ca(COOH)2). Ca,cium oxalate does not same conditions. cause the cocoon to become hard. Furthermore, he found that the substance was So Professor Ishii set up thick and thin produced in the Malpighian tubes of the sticks on a wire base frame (or kenzan) as larva. used in Japanese flower arrangement, and set free caterpillars which were just about to spin Then what is tne explanation for the cocoons.The larval would move around on hardness of a cocoon?Professor Ishii focused the sticks, but could not get away since there on the brownish liquid larval that caterpillars was water down below.In this way, the spit out of their mouths when spinning a caterpillars spun cocoons on sticks with a cocoon.This liquid is mainly composed of fixed thickness and under the same conditions. protein and by examining its amino acid (He calls this the "Kenzan Method".)By very composition, he discovered 8-alanine among carefully watching the way the larval spun them.This amino acid has recently attracted cocoons and doing different experiments to attention among academic societies around the prove the tentative theory Professor Ishii was world as a substance whose function is to finally able to solve the mystery three days harden the cuticle of insects.This is how he later, of why the markings on the walkers' found that cocoon is hard not because of it cocoons are all different. being calcified but because of the function of sclerotized protein.
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Prof. Ishii (author) & Mr. Seino (editor) The Mystery of the Oriental Moth Cocoon
BEST COPYAVAILABLE .16 17 (4)Editing Science Textbooks for PrimarySchools Atsushi Choji Managing Director, Tokyo Shoseki Co. Wataru Nomachi Director, Science Editorial Dept., Tokyo Shoseki Co.
1.What to keep in mind when editing 3.Challenges of editors: textbooks: (1) selection of excellent members for editorial committee and of writers (I) issues related to Ministry of Education (2) selection and training of excellent artists, interpretation of content of the course of photographers and designers for science study books inspection and approval (3) training of editors (4) how to reflect the opinions of teachers of (2) responding to the trends of science primary schools education: (5) development of teaching materials, inquiring approach or knowledge methods of experiments and observation explanatory approach (6) others (3) issues related to schools: -actual state of schools actual state of teachers (4) concerns for children: -how to introduce the topic and to how 1. What To Keep In Mind WhenEditing direct questions Textbooks -what kind of illustrations children prefer - by Mr. AtsushiChoji (5) measures to make the books highly Before I get into the topic, let me explain competitive in the market: a little about Tokyo Shoseki where we are make the content easily acceptable for Tokyo Shoseki is the teachers publishing textbooks. good book design and layout with beautiful largest textbook publisher in Japan and we illustrations and photos publish textbooks on all the subjects for make the sales policy clear primary, junior and senior high schools.The total number of copies of textbooks we publish is 30 million annually.We publish not 2.Editorial process of textbooks: only textbooks but also reference books, teaching guides, video software and educational computer software.As for sales, textbooks account for about 60% and video software about 40%. As for science textbooks, there are 6 publishers publishing for primary schools in Japan.There are 4 for junior high and 11 for senior high schools.Textbooks in Japan are not nationally published, but the private publishers submit the textbooks to the J14,,..11=:VX Ministry of Education and have them inspected and approved. Today Pd liketo talk about 3 major subjects: Science textbook for 1st & 4th grader 1) What to keepin mind when editing of primary schools in Japan textbooks, andwhat are the philosophies;
18 17 2) Actual editorial process of textb000ks; The course of study also states the 3) Tasks of editors.What are the problems content of the subject to be taught at schools of the editorial committee, writers, artists, and it is divided into 3 areas.The first designers and editorial staff. category is biology and its environment, the second is matter and energy (physics), the I'd like to share with you some of the third earth and outer space (cosmology).For challenges we have in editing science example, let me explain to you what is stated textbooks and the measures we are taking to in the course of study in the field of matter solve these problems. Let me first talk about and energy for 4th graders.It says that the topic 1) above and then my colleague Mr. pupils are to observe and learn what will Nomachi will present the topics 2) and 3). happen when matter is dissolved in water. And also difference of dissolving speed by the I have listed up 5 points which need to be temperature has to be examined.So solution kept in mind on your handout sheet.Of and solubility are studied in 4th grade. course there are many other points that have to be borne in mind, but I would like to In editing our textbooks, we need to focus on these 5 points for today.They are maintain our own identity as Tokyo Shoseki. not in order of importance but are listed at Therefore we consider how to make our random.The first point is, since the textbooks unique.We pay much attention to textbooks are inspected and approved by the how the subject is first introduced to the Ministry of Education, we have to consider children and the sequence in which the issues related to the Ministry of Education. subject is taught.What is the first question The course of study is issued by the Ministry that is given to children and what are the and our textbooks have to be edited in line materials used in scientific experiments? with this course of study.In editing a textbook, therefore, the philosophy in the We try to understand what children are course of study must be thoroughly and most interested in and what is the image that accurately interpreted.At the same time, we children have of solution and solubility, for need to maintain our own identity and example.So it has to be surveyed independence in our textbooks.Therefore, thoroughly.We have here a report of the based on this course of study we also need to result of a survey we conducted.The title put forth our own unique philosophy as well. of the report is children's awareness and process of study on solubility in primary I'd like to explain about this course of schools.So let me introduce to you some of study issued by the Ministry of Education of the findings of the survey. Japan.There are 3 objectives mentioned at the beginning of the course of study for We gave questionnaires to school children primary school science textbooks.One is to from 1st to 6th grade and we asked about the foster love and affection for nature, the ideas they had on matter dissolving in water. second is to foster abilities to investigate and The first question was, what do you think examine nature, and the third to promote will dissolve in water -- rock, salt, sugar, understanding of nature.When we edit our wood, rice, soap, iron, paper, door, butter, textbooks, these objectives are understood; bread, instant coffee powder, air and erasers? but we also have our own objectives set for Children thought sugar, salt, soap and instant science books for primary schools, which are coffee would dissolve in water.But not totally different from those of the surprisingly, many children also thought butter Ministry.One is to have children experience would dissolve in water.The second question nature, which is close to the 'love and was; if salt dissolves in water it disappears. affection for nature' stipulated by the So, what do you think happened to the salt? Ministry.Our second is to foster the As a result they said that, since salt abilities of children to solve problems, also disappears, it is no Monger there, and there is similar to the second objective stated by the only water.Some children said that water Ministry.Our third is to foster a scientific tastes salty so that the taste only remains way of thinking.The Ministry's third but the salt itself disappeared.Also some objective was 'understanding of nature', which children believed that even though it is not is a little different.We feel that merely visible, the salt still remains in the water. learning knowledge about science is not 5% of the children thought that the salt sufficient; we should help the children develop completely disappeared.4111 thought that only more scientific way of thinking. the taste remained but everything else had
19 disappeared.And the proportion of children because textbooks are actually used by who thought that the salt remains though it is children, we have to know about them. invisible was about 50%.So about half the Children should be able to readily accept children thought that the salt had completely science topics.Therefore, how they are disappeared. introduced to the topic and what kind of questions are presented to children are very Before introducing the subject, we have to important.These will be explained to you in consider how this misunderstanding can be detail later by Mr. Nomachi. eliminated.So, just taking solution and solubility alone, we first have to understand What kind of illustrations are most how children perceive the subject and then attractive to children?Since the preference start editing the textbook. of children as to illustrations has to be studied, we do a survey, showing samples of Since the textbooks have to pass the various illustrations to children and asking inspections of the Ministry of Education to be them what type of illustrations they like. published, we take great care about it.There Then we make a decision on the style of the are 3 criteria for inspection.One is whether illustrations to appear in textbooks, so that the content is in line with the course of the children will feel more familiar with study; the second is whether quantity and them. structure of textbooks are also in line with the course of study; and the third, whether And finally, measures to make books highly the description and illustrations in the competitive in the market are another point textbook are accurate.But these criteria are to be kept in mind.Our textbooks are on the very abstract and the subjectivity of the market competing with those of 5 other inspector is also influential, so we have to publishers.So the textbooks must be more also know about the behaviour of the acceptable to the teachers and the book has inspector when we edit science textbooks. to be highly rated.So we make sure that Secondly, let me talk about trends in the textbooks are readily accepted by the science education.There are two approaches; teachers, especially since some teachers who one is the 'inquiring' approach and the other are not specializing in science must the 'knowledge explanatory' approach.In immediately be able to understand the content primary school, the inquiring type of approach and how to teach the science subjects.Also, should be given preference.Thirdly we have younger teachers tend to like textbooks whose to take into consideration the issues related visual aspects, such as illustrations, to schools.We have to know the actual photographs and page layout, are good. situation of schools.For primary school, for Therefore, these visual aspects are critical if example, we have to know if there is an they are to be accepted by the teachers. environment which makes it possible to observe nature near the school, and also the Finally, in order to make the textbook availability of experimental labs in the school competitive in a market, we must have a is also important.So based on the clear sales policy, so that the marketing staff environment and facilities available, the of the publisher can sell the textbooks to the textbooks have to be edited.We also have to teachers.The first sales point of our know the real situation regarding teachers in textbooks is to have the topic introduced to schools.In Japan, there are only very few children so that they will be strongly schools where science teachers exclusively interested itit.Secondly, we emphasize teach science.In primary schools, one observation and experiments which would give teacher teaches all the subjects in most cases immediate results.Also, when experiments are and some teachers may not have scientific conducted, some accidents may happen during knowledge.Therefore, we have to edit the the experiments, so safety and prevention of books so that even those teachers can teach accidents are also very important. So in our textbooks, we emphasize that all the science to children. experiments are safe and accidents are very Also we have to know how the teachers unlikely to occur. Also, another sales point teach in science classes, whether they just is that this textbook has photographs, write on blackboards or they prefer to carry illustrations andmaterials that were out experiments in labs when they teach collected nationwide.Japan is a country that science.So these aspects of teachers also stretches from North to South from Hokkaido have to be studied carefully.Fourthly, to Okinawa, and between these points the 20 19 flora and fauna distribution is very different. they may guess that when the flask As heated, Also from the perspective of geology, there is some energy release related to air will occur; much variance between the different and then they want to try to prove how it geographic areas.So the fact that the works.So we can introduce other textbook geographically comprehensive is a experiments to satisfy their interest. strong sales point.In editing textbooks, therefore, I think that these five points should be kept in mind and editing policy should be based on them.
2. Editorial Process of Textbooks - by Mr. Wataru Nomachi ouG As you see, the size of our textbooks gets smaller for the 3rd grader and up compared to those for 1st and 2nd graders.And we have a common aim for the cover, that is, when you see the picture on the cover, you should 44444 be able to imagine the sound behind these Zia,aairCii10 pictures.For my presentation I'd like to locus on one unit in the curriculum as an example rather than talking about general things.In this way I hope that you can also understand the general situation better.I'm going to talk about textbooks for 4th graders, -3if;,:411 2-- whose age group is 9 to 10 years of age. There are 22 items listed up in the course of study to be satisfied in the 4th grade. One of them, for example is to teach about the water and air change volume according to "fitlatIzt2.7. the difference of temperature.Another one is :004" sfx.t....44461A that the water is changed into ice or vapour TAS4. 774; depending upon the temperature.The two * items are taught in the chapter, 'Water and from science textbook for 4th grader Air'in our textbook.12 school hours are chapter for AIR AND WATER allocated to this chapter, so according to our plan, we have i8 pages to cover it. When you soak the empty flask, with its lid, in hot water, then you see foam coming In total there are 138 pages for the 4th- out of the flask.The vague idea that the air grader science textbook, which is in two has something to do with it will be proved volumes.The chapter "water and air" is when the children conduct the next taught towards the end of the school year. experiment, which is immersing the flask Since one of the sales points of our textbooks covered with polyethylene and rubber bane: in is to motivate children to be interested in the hot water.The polyehyiene will inflate, so subject,I would like to share our experiences children learn that air expands when it is with you as to how to attract children's heated.Then, they actually want to see with interests. their own eyes how much the air expands and convince themselves through actual There is one experiment we use to experiment.So we introduce the next introduce the subject. now you have an experiment using disposal syringes- which are empty flask with a lid.If you dip it in hot rather easily available at schools 7rom school water (about 60°c), the lid will pop off.So doctors.When the air expands, the piston why do you think the lid popped off?That will pop, showing how much the air has must be the air trapped in the flask expanded by the gauge on the syringe.Next, Through such experiment, children start to children will say, what would happen if you wonder why and how an empty flask could cooled the flask?The same kind of have enough energy to pop off the lid. In experiment can be done, warming the flask this case itis rather a simple experiment, so then dipping it into cold water.The air 20 21 contracts and the piston on the syringe comes teachers in selecting textbooks?There are down.So in this way, children will various approaches in judging the textbooks. understand what happens if air is heated or One of the elements they look for is whether cooled.At higher temperature air will expand the process of problem-solving and the flow of and at lower temperature it will contract. learning presented in textbooks is suited to Through their own experiments, children will theii own ideas or whether they find them be fully convinced that is what happens to the interesting or not.But there are also those air when the temperature changes.So with teachers who pay more attention to each these experiments, we have fulfilled the aims method of experiment. There are those who of the course of study.But the children will emphasize the accuracy and esthetics of inevitably ask what will happen to water when illustrations and photographs.Although it is heated.This is because, from the 1st criteria for evaluation of textbooks differ grade, air has always been referred to in among teachers, we think it is most important comparison with water.So another to perfect this kind of problem-solving process experiment will be conducted. in them.In other words, our main task is to present a draft plan for teaching, as to Again we use two disposable syringes.One subject matter, which process to use and how of them is filled with air and the other with many hours should be devoted to teaching it. water and both of them are sealed and dipped As explained earlier, the items mentioned in in hot water.While the piston of the syringe the Course of Study appear iii very simple with air inside goes up, the other, with water sentences and one may say that making inside, hardly moves.So the children will children understand by showing them some start to think that even though the water is experiments is very easy. heated the volume does not change. Next, we put a thin glass pipe into the hot and cold However, our assumption is basically that water, then we find that even water changes children of primary school age are not its volume according to the temperature, but interested in studying.Unless they are not much compared to air. interested by themselves, or motivated, they do not continue to investigate more.So our Thus the first item is taught in the Course most important mission is how to stimulate of Study; that is, that both water and air their interest. change their volume with a difference of temperature, but the degree of change differs. Regarding how we introduce the subject, Now the second item is to be taught; that I'd like to discuss one example 'how things water changes form into ice or vapour burn' in the 6th-grade textbook:First we according to the temperature. So we try to show flames of types familiar to them help children to find out the answers and the including candle, alcohol lamp and gas. answers will lead to the children's next Although the materials differ from solid, to question, and so on.We believe that it is a liquid and gas, the shape of the flame good way to have children use such however remains the same.Then what is the consecutive chains of questions and to develop flame?We thought this itself would not be them.So we try to emphasize this process sufficient to attract the children's interests. and then provide answers through the So we would start with how the candle burns. textbook. When you put out the cadle flame, white smoke will rise.What is this white smoke Regarding the 'scientific thinking' that was which obviously, has come out of the candle? mentioned earlier, through these experiments, The secret of burning can be considered to lie children think about so many things.They in this fact.This is the starting point of the think based on all the information and introduction to the subject. experience they went through, and make assumptions.Or they start to think what can So we show children an experiment, putting be summarized from the result of an fire close to the white smoke so that the the experiment and so on.Sometimes children candle will light again.This experiment looks will come up themselves with new ideas and like magic to children.So the children have methods for further experiments.This is the questions and are interested as to what the development of the mind for science and the nature of this smoke is.In this way, they process of thinking scientifically. get a strong impression as to what a flame is. This is one example of an introduction which Now what are the points that attract was highly evaluated. 22 21 I would like to introduce to you another interest in education.And when they get too popular introductory experiment.This is old, we ask them to recommend their boracic acid solution and it has a high successors.We have been trying to keep in temperature.As you know boracic acid can touch with the scholars and we have been dissolve completely in water when heated but able to obtain very good guidance and advice do not dissolve so much at lower temperature. from these scholars and also those in the field As the temperature falls, you can see the of education.Teachers who are actually small particles sparkling.Then children start teaching in the classrooms are mainly involved to wonder what these particles are coming out in writing and giving valuable input, because from the water.That is how we suggest to they know exactly how children would think start the learning process in textbooks. and react. So we are spending a lot of time With page limitations, we have to also considering how to make the starting point of take presentation into consideration, and made learning interesting for children.Sometimes to children and input from schoolteachers is such a start sets directions for the child's very important.Then the written material life, and I would like to share with you a will be examined by scholars, other educators little from my own experience.When I and the editorial department.As for studied heat in primary school, my teacher textbooks for primary schools, illustrations and showed me an experiment.A thick paper was photographs play a crucial role.Over many put over the fire and of course it started to years of contact with artists and burn.Then, my teacher asked us what we photographers, we have been able to develop thought would happen if we put a paper good illustrations.We have had contact with container with water inside, close to the fire. these artists for maybe many decades and We thought, since during the last experiment sometimes from they start their careers until it burned, so this time the teacher was they die.So as we develop relationships with showing us something that would not burn. them, we are able to learn how we can However, I told my teacher my frank feeling incorporate those illustrations and photographs that since paper is paper, it will burn.Well, in textbooks.The illustrators and it did not burn, but rather the water inside photographers also learn exactly what art started to boil and steam started to come out work is to be incorporated into the textbooks, of this paper container.I thought this class almost by intuition over so many years.But was very fascinating.So I think some of the of course, the textbook illustrations should be youthful experiences I had when I was a in line with the educational objectives, and it school child probably prompted me to pursue is imperative that they show the most the subject of science later in life. I think important phenomena.They should also the content of textbooks must be child- eliminate any unwanted or unnecessary oriented, and this is what I have been trying elements which can interfere with the child's to explain up to this point. thinking process, for example. It is very difficult to take photographs that are precisely to the point.So we set up 3. Challenges for Editors situations so that the most desirable photographs can be taken, and there are many Now, let us go on to the third topic, the consultations with the photographers.Let me challenges for editors.There is something I share with you my personal experience. In would like to stress on this point.What are 1961 we were to take a photograph of the tasks of editors?At the end of our bubbles.As you know bubbles show beautiful textbooks is a list of writers, and on the list, colours and we thought that, in introducing there are scholars prominent in the field of the subject of soap solution to children, we science, writers, educators, primary schools should show the soap bubbles in the textbook. teachers, artists and photographers.And in So I asked a well-known photographer to take recent years the names of designers have also photographs of soap bubbles.But because been listed at the back of the textbook.So they move, it is very difficult to take such a all of these are involved in creating textbooks photograph, especially their beautiful colours. and each has a different role to play.Now, So it took all day to take one good how should the editors be in contact with photograph.This was in the middle of them? We ask for the contributions of summer and the soap bubbles would not show scholars who have their own records and the colours in a bright place, so the experiences of their studies and also a deep photograph had to be taken in a dark place
23 with light from different angles.The summer So the role of the editor becomes the key in Japan is very hot and humid and we had to question. Ithink the role of editor is very shut ourselves up in a confined room.It was difficult.Maybe it is presumptuous of me to 30 years ago, so there was no air say so, but I think we are like conductors in conditioning, and so we took off our clothes an orchestra or producers of a play.In an and were staring at soap bubblea all day in orchestra, there are excellent players of the hot, dark room.Finally the photograph instruments, but if they start to play at was taken, and when we looked at itI random, they will not harmonize into good thought it was an excellent photograph and music.The original intention of the composer was very happy. has to be interpreted by the conductor, and the conductor has to orchestrate and But the photographer wasn't satisfied with harmonize the total performance of the the photograph, so I asked why.He told me orchestra.Thus a good orchestra is born and to look at the photograph through a Ithink that's exact," like the role of editor. magnifying glass and we found a reflection of We have to well coordinate the sci'tolars, the phC.ographer in the bubble.Also we saw educational professionals and school teachers. ourselves with only our underwear, since it We have to support them in formulating an was so hot.If it had been for a small excellent plan and specify to the artists and section in a textbook, maybe it wouldn't have photographers exactly what kind of artwork been a problem;but we thought we should and photographs we want.And also we make retake it.It took another three to four days it clear to the designers that the designs to take a picture of a soap bubble. themselves should not be over-emphasized, but the function of a textbook has to be So taking one photograph often requires a emphasized in the page layout.So editors great amount of time and effort.We have are the ones who orchestrate the activities of had contact with this particular photographer all the players involved in textbook making. over 30 years and so when we asked him to take some photographs, he knew exactly what There is, of course, a diversity of roles to do, came up with a perfect photograph that we editors have to play.We have to within three or four days.However, just a know about education, and how our children few days ago, unfortunately, he passed away. are taught in classrooms in primary schools, Anyway, we do have contacts with other for example, through surveys, etc.We have artists and photographers for a long time, and to know exactly how the children behave so over the years they have also learned exactly that we can can make proposals to school how to take a photograph or to make teachers.We need to make our textbooks illustrations for textbooks. enjoyable and attractive to both teachers and children, so we need to have a certain degree In recent years, designers have also come of esthetic sense.We also need to have to play an important role. Textbooks have to knowledge about printing, and its possibilities, be visually beautiful and attractive to the for instance.And we have to be careful in teachers, and easyto use in class, so the proofreading the entire content.If any major layout and design have becomevery mistake is found in textbooks, all the major important elements. Therefore, we tell national newspapers will criticize us.We professional designers the intentions and have a great responsibility.Ideally speaking, objective of the editorial department and then editors have to have knowledge in all of these have them layout the pages.Designers take fields.So you might ask "Do you have that great pride in their work and they want to kind of capability?"But I cannot say I have show it to the world.But that is not the all these capabilities.In Japan we say, objective of textbooks.They have to be although there are many things that have to effective and functional in the classroom, so be done, even though the sun has gone down the presence of designers should not be too there is still a long way to go.In other predominant.The front cover of a textbook words, it is very difficult to accomplish a is redone many times, sketches are made over task.This applies to editors too, and we a dozen times, and then the design of the have a lorg way to go. front page is finalized. As Mr. C:ioji mentioned earlier, we have to So what is the role of editors, then? know exactly how children behave and also we Writers write the text, the photographers take have to know especially about the comments photographs, and designers layout the pages. and opinions of the teachers who use our
24 23 textbooks.Were they easy to use?Some keenly aware of the teachers' feelings about teachers may say that they wanted to do a our textbooks. certain experiment but were not able to get the appropriate apparatus, or they may say And also in science classes, methods of that they were not able to understand the observation and experiments are crucial. I objective of this lesson after experiments. So think observation and experiments are basis these opinions and comments by the teachers for science and science teachers are very are very important. interested in them.So development of methods for observation and- experiments is Up till now, the Japanese textbooks have one of the key roles of editors.There are been revised every three years.So for three professors who are conducting studies on years the same textbooks were being used. observations and experiments, so we have But in these three years, through various meetings and through discussion we try to find measures, we have tried to reach the teachers new ways to experiment.Also, throughout and ask them what they thought when they Japan, there are many papers that are used our textbooks, because we want to presented on experiments and some very reflect these opinions and reactions in the new interesting methods are discussed.So we revised versions:So we personally interview need to be aware of this new information as those teachers if we know them very well, well.Also we learn from textbooks from and also we sometimes send out abroad.We can sometimes incorporate some questionnaires.In various ways, we collect of the methods used abroad into the Japanese information from them, so we are always environment.
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Science experiment at Yodobashi Dainana Primary School
2" 25 (5)Editing Photographic Science Books and Kamishibai
Tsutomu Okazaki Editor, Akane Shobo Co.
earth? 1.Introduction repeatedly destroy nature and mother It is not an easy problem to solvewhen Scientific knowledge, linked with politics and economics intervene.It is technology, has contributed to making the adults who are participating in or life of human beings rich and convenient. cooperating with the destruction processof Moreover, science and technology,closely the earth.If this continues, we can only connected with industry, have supportedthe leave to our children an earth where not epoch-making development of modern much life can survive.Our responsibility is future nations.Science has played an important to pass on the riches of nature to role in the development of civilization.And generations. the publishing industry, in which we are engaged, is based on the scientific It is on excitement and deepimpression technology of printing. that we should place importancewhen children first encounter nature and the Human beings cannot exist withoutthe universe.We want them to know the rich natural resources and energyof the wonderful world of life, to know the earth, and they cannot be replaced by any importance of nature and the mysteriesof technology.Where do these resources and the universe.Such an encounter with energy exist, and where dothey come from? nature is extremely important forchildren. They are in the natural elements ofmother Nature is a great classroom and ateacher earth (earth and water) and the sunlight. for them.The mental development of children is closely related to such The natural environment is not only encounters with nature. inorganic, consisting of spheres of air, water and rock, but also organic,having so 2. Children's environment in Japan many kinds of creatures,such as minute bacteria, plants, bearing beautiful flowers, Although more than 70% of the country insects coming to these flowers, birdsflying used to be forest area in Japan, alot of in the sky and animals running around; natural surroundings have been lost due to which are all interrelated.Inorganic the rapid economic development inthe past environment influence the organic 20 to 30 years.Many people must live environment and vice versa.These apart from nature due to thepopulation complicated and close relationshipschange concentration in the big cities.We can as time passes.This is the law of nature. also see serious social problems arising Humans being a part of the nature, we are among children who live insuch an not the exceptions of suchlaw. Science and technology have made great progress in this century.For example, we have learned about the atomic worldwhich can not be seen byhuman eyes, and about space, which is somebillion light years away. We can even make atrip into space.On the other hand, however, we are destroying nature in so many parts ofthe earth by not paying attention to thelaws t of nature, as evidenced by climatechanges due to the increase of CO2'acid rain, destruction of the ozone layer andradio- active contamination caused by nuclear power plant accidents.Why is it that we Nr.Okazakipresenting Kamishibai
26 25 environment.Even in rural areas, however, publishing of the final title "Mystery of where they have comparatively more natural Colours of Flowers by Aritsune Sato, the surroundings than in the cities, children series was completed.Over 18 years, 104 tend to have fewer opportunities to relate titles in total consisting of 100 main volumes to nature than before, and they are facing and 4 supplementary, on various topics in similar problems as in the cities. nature such as aunnals, plants and astronomy were introduced.Reprints have been 3. Invite children to encounter real nature continuously made and so far 16 million copies through science books in total have been sold, and translations were also published in USA, Canada and in Republic Why do children need nature?Why do we of Korea. need it? Iwill share my thoughts with you through discussing the following The former editor-in-chief of Akane Shobo materials that I have produced. Publishers, Haruo Yamashita, who is now a writer of children's literature, was the main (1)Science Album Series (104 volumes in person to initiate this series.He started it total) because he realized well that children could develop their scientific thinking while playing a) How it was started(with historical with nature.There are more than 200 background) persons involved in publishing this series, b) Media, methods and how to develop including photographers, writers, illustrators pages and supervisors.In particular, it is c)Effects of photographs commendable what the photographers have zoom and enlarging achieved. telephotograph capturing the moment Another important person on this project is serial photographs Jun Nanao, who is also a writer of children's - others (X-ray, ultraviolet photographs) literature. and a director of the photopraph (slide demonstrations) library.: He acted as a producer of the whole d) Making a book on themes taken from series and also was a good consultant for familiar natural surroundings (e.g. photographers.The sensitivity of these two "Swallowtail butterflies" photographed by writers characterizes the content of the Mr. Yukou Sato and written by Mr. Noboruseries. Hondo) e)Observing the life cycle and realizing The specific feature is summarized as a environmental issues from familiar natural collection of impressive photographs capturing surroundings the lives of the natural world and of the f) Why do we want to make children universe.Other main features are as follows: encounter nature? 1.One theme is selected for each title which enables the content to be probed deeply (2) Creating Photo-Kamishibai (picture story- and it also introduces the author's telling) 'discoveries'. a) Possibilities of photo stories 2.Life in nature is presented in dramatic and b) utilization as panels for school edwation powerful photographs. (instruction materials) 3.Beautiful photographs and simple sentences c)utilization in nature observation field trips make the readers enjoy the book as if they are reading an interesting picture book. (3)Others 4.The readers are motivated to direct their interest into action so as to confirm the content through experiments and observations. I.Science Album Series 5.It can nurture the scientific thinking, care photographic children's books for nature and care for life among children. 6.Make-up and printing of the books are The first title in the Science Album series made easy to read and easy to handle. "Let's observe the moon" by Akira Fujii was published in 1970.In 1988 with the f) r: 4U 27 II. Science Album Series impact on children's problems in their mental - Kamishibai development and in communicating with others.In such circumstances where television and video are enjoying overwhelming This is a sister series of the children's popularity today, we are presenting this books series and its target age is a little Kamishibai series conveyed through the human below that of children's books, due to the voice, so that it will help to nurture the characteristic of the media, Kamishibai. capability for true communication in children. Kamishibai consists of several sheets of pictures and the text are written on the The themes are taken from nature and reverse side of the pictures.As the story- they are in line with the picture book series. teller shows the pictures to the audience one They try to foster the importance of nature, by one as the story proceeds, he/she reads life and affection for them, which is the basic outthe story written on the back. The philosophy of the series.The following presentation has theatrical characteristics and characteristics can be pointed out: communication between the storyteller and the audience is easily possible. 1. The ecology of familiar insects, birds and plants are captured well through enlarging The know-how accumulated through and instantaneous eye of photographs. publishing of children's books series has been Big-sized and powerful pictures can be utilized to produce the Kamishibai series. enjoyed as 'Big Books' also. Ab..indant information through publications, 2. The stages of the life cycle of one . television, radio, and films, etc. surrounds creature are introduced in one volume.It children and it is increasing.In particular, tries to convey the respect and importance television plays the major part and moreover, of life through a drama of life, birth, video has expanded the scope of television. growth and death. We should take note of the fact that only 3. The story is easy to understand and one-way communication is possible in enjoyable.It can attract children's television.Printed materials, however, are interests to nature and provide a chance more suitable for the readers to stopand for children to develop communication with think about the content of the printed others and their scientific thinking. materials whenever they want to. 4.It is useful as reference when you observe familiar creatures and when you look after Kamishibai is quite close to picture books them at home or school.It can be a but the difference is that Kamishibai has both supplementary material for school use. the story-teller and audience in one place. 5.Picture sheets are also separately used in They can enjoy the story together through classrooms during lessons.They can be close mutual communication.It has been utilized also as instructional panels during pointed out that television has an enormous outdoor study.
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28 (6)Science Experiment Kits and Teaching Aids of Gakken
Yasushige Uchida Director, Science Editorial Dept., Gakushu Kenkyusha Co.
'Science for Grades 1-6* their own eyes and to confirm them with their hands and to understand them by themselves in - founded in 1960 order to obtain real scientific knowledge, the circulation 320,000 (average) magazine has supplementary science materials such as scientific instruments and raw 1. Characteristics materials for experiments and observation. 1) The only science magazine in the world for Some exam lames of supplementary science different grades materials 2) Every issue has science supplementary 1) Experimental instruments in easy physical materials science Air car (grade three) 2. Editorial policy -Camera (grade five) - Detector for metal (grade six) The following editorial policies are taken up to realize the objective: 2) Experimental instrumentsn easy chemical science "To develop creative thinking in children". -Experimental ins'.-ruments for colouring water (grade one) - Food analysis (grade six) 1) To meet children's desire for knowledge and to respond to their curiosity 3) Observational instruments -Reversible sides microscope 2) To instill the habit of confirming the facts (grade one) by themselves - Microscope of 150 times magnification (grade four) 3) To generate thinking ability in children - Astronomical telescope of 40 times magnification 4) To make science lessons in school enjoyable - Thermometer (grade three) for children -Planetarium (grade five) (They are useful for preparation and reviews of their science lessons.) 4) Biological instruments Small animal breeding instruments 3. Editorial points to be regarded -Brine-shrimp (grade one) Horseshoe-shrimp (grade two) 1) To understand real needs of children - Mansion of ants (grade two) through questionnaire, information from Plant-culture instruments teachers, playing with children and the free Bulb (grade one, two and three) telephone dial programme "Why and How - Seed (morning glory grade one, Dial No. 110" sunflower - grade two, etc.) 2) To contain interesting and easily 5) Food materials understandable issues for children -Tofu (soy bean cake) making (grade six) (contents, sentences, diagrams, photographs - Ice cream making (grade six) and activities) 6) New raw materials 4. Supplementary science materials Resin to absorb water Metal to memorize shape Recognizing that itis necessary for readers -Model of skeleton (grade six) to observe the scientific phenomenawith - Melody ladybird
29 (7)Editing Scientific Picture Books
Kazu Yamada Editor-in-chief, Science Section, Fukuinkan Shoten Co. children's world, however, there is no clear Preface division between the two, and just like our Before making comments on my personal daily lives, it is not separated, but rather experiences regarding the editingwork of acknowledged as a whole. scientific picture books for children, Iwould like to present my basic understanding onthe Here, I have introduced a so-called reason why I edit such picturebooks and how 'illustratd book of objects' in our country. science relates to children and theirfuture. There are very few words in such books but Even though this maysound a little bit many pictures of various things arefound. exaggerated, I feel that what I am tryingto The construction is also simple, introducing say is quite important toall those people who those objects familiar to young children. and publishing When a child becomes about three years old, are concerned with editing the parents often buy him or her one of these scientific books. illustrated books and read it to them.If the Formerly, human beings lived in natural child starts to name these objects in such surroundings, being blessed by nature.Until books, the parents are greatly pleased, some decades ago, thedestruction of the thinking that their child may be a genius or environment on a large scale was onlypossible may become a scholar in thefuture. in a limited manner by limitedpeople, such as by war waged by the authorities,nuclear Memorizing the names of various testing, or pollution by large enterprises.At objects, however many, does not produce any that time, when scientific technologyhad not further development.Actually, in one nursery yet penetrated into the commonsphere, the school, the children loved elephants probably earth was never seriously threatenedif only because the teacher had always shown them those limited authorities had enough reason, an elephant in a picture book.The children, of however, had never seen a real elephant. So, conscience, and correct understanding the teacher decided to take them to the zoo nature. to see the real el:-phant that theyall loved Today, however, as scientific technology so much.When the children saw the real has greatly progressed, the conditions are elephant at the zoo, however, they did not beginning to change completely.Due to the respond to it at all. outstanding efficiency achieved byscientific technology, it is quite possible for even a To the children, a real elephant was way small nameless factory to destroy the too large, compared to what they had known environment on such a large scale.We have in the book.So they did not think the real never experienced such asituation before in elephant was 'the elephant'. In front of the our history, and it meansthat each individual elephant's cage there was a picture of the is required to have reason, conscience,and a elephant.They were happy to see this correct understanding of nature andscientific picture, saying 'Here is an elephant'.It was technology.Therefore, correct understanding a signboard showing thedifference between an of nature and knowledge in science are Indian Elephant and an Asian Elephant.The necessities for the children, who are teacher was shocked and very troubled.He responsible for the completely new age to said to me, "I have always thought it important to show the children illustrated come. books of objects.But I guess we should show them the actual things, too". What the First Picture Books theChildren Encounter Should Be This episode gives us an important insight into illustrated books of objects, how We tend to classify picture booksinto scientific picture books should be, and also literary 'ones and scientific ones.In young how to introduce these types of books to
30 29 children. interests and scope of activities becomes important.The quality of the illustrations To tell you the truth, the 'illustrated naturally becomes an essential point.These books of objects' are not for making children illustrations need to be accurate so that the memorize the objects in the books.Such readers may clearly compare the illustrations books are actually for the children to find the in the book with the actual things.They also relationship between the objects and requiere artistic quality to draw the readers themselves and broaden the scope of their closer and closer.Since the actual animals own world. that the children see move around, the For example, here is a book called illustrations of animals cannot be static like 'Cars'.As I go through the pages, I find those found in scientific picture books for various cars we usually see around us, such as adults.The animals are not always standing trucks, fire engines, regular cars, and gasoline still sideways, either. trucks.Looking at a page, a child may say, " Oh, here is my Daddy's car."I cannot Considering these points, we are able to determine whether it is the shape or the figure out how the editing of 'illustrated colour of the car that makes the child say books of objects' and children's scientific so.I suppose, however,that this very picture books should be carried out.Now, I moment must be 'the moment' the child really would like to go ahead and speak on the encounters a certain book.Something that details of the editing work of scientific had always existed in an ordinary way picture books. suddenly draws much closer to the child. Through such an experience, a child may (1)Planning and making requests to the become interested in other cars, whicn means author and the supervisor that, by using the book as a medium, a new (2)Gathering materials world had opened up for the child in (3)Quality of the original illustrations relationship to 'objects'. (4)Checking with the facts (5)Way of expression.The meaning of As we go on thinking in this way, we actual size expression.Children's begin to understand what kind of quality and tendency to perceive the illustrations to content are required of the 'illustrated book be larger than the actual size. of objects' and the scientific picture books. (6)Design and layout.Simplicity and Clearly, it is not the number of objects amusement. included in the book.The things and number (7)Importance of colour control in printing of materials which are within the children's (8)Others
r
Observation visit to Suginami Central Library (collection of Japanese science books for ch:i'dren)
31 J3t) (8) Workshop on ProducingScience Books for Children
Satoshi Kako Specialist on Children's Culture
Diversity in backgrounds of participants in scenes for each phase andtherefore 8 the training course: pages may be most appropriate.If you We have such a variety of participants need more pages, items should be further including; editors, writers, researchers, textbook divided.So a series of 8 pages is the specialists, educationists with different length length of our activity today. of career and with different target audiences. (b) Please prepare title, text (explanation) and Diversity in the kinds of science books they illustrations. are engaged in: The kinds of sciencebooks in which the participants are involved cover a Title: wide range including science textbooks, general It. should arouse and retain the interest of science books, science magazines, science readers and it should be clear and picture books, science picture dictionaries, impressive. science cartoons, manuals for science teachers, etc. Text ( Explanation) : It should be brief and appropriate.It Through lectures/discussions held last week, should not be too long nor too short. the participants have reached common understanding on the important points and Illustrations: characteristics of various forms of science Illustrations are indispensable for books for children, such as science textbooks, children's books.When the readers have science journals, science picture books, science difficulty understanding the text due to photo books, Kamishibai, etc. their limited experience, illustration plays In order to achieve expected resultsbased a very crucial role in guiding the readers on individual needs of eachparticipant, the to a clear understanding of the content. following workshop is going to be heldwith the Since this is not a workshop for mutual cooperation and active involvementof illustrators, content of illustration is not the participants. questioned as to whether it is good or not.Aria if necessary, you can give I.Each person is expected to select a minimum spz..-ifications in the actual place of the unit of content for today's work.For draft copy as to what kind of illustrations example, there are some tens of thousandsof or diagrams you would like to introduce. items included in a science dictionary.And Due consideration should bepaid to the each item can be also divided intosmaller total structure, legibility, readability,size items.Depending on the age and conditionsof of type, colours, continuity of pagesand readers, the participants will choose freelythe flow of contents, etc. smallest and most simple items for the workshop.With the accumulation and 2. Outline of Workshop combination of these small items, different the kind and the kinds of science books can be composed. a) Each person decides on 1) target audience of science booksand 2) 2-3 (a) Please prepare a draft copy for printing items they want to take up forthe work, through the planning and editing stages. and present them in plenary. The total number of pages will be 8 pages e.g. Mr. A/science journal/rainand river which will include introduction, development Ms. B/science picture book/cotton of theme, description and conclusion. and rice When the audience consists of children, Mr. C/textbook/sea and water development of content in three phases (subject/problem presentation, description b) Those persons who decided onsimilar or and clarification) and drama development common topics get togetherand form a method are suitable.You can use 2-3 group. 32 31 e.g. Mr. A and Mr. C and others torm a printing house.And it should be large size group with 'water' as a common topic. so that the characteristics of the book, emphasis and the intention of editorial work c) Through group discussion on the individual can be easily presented in the reporting of plan and problems, the members discuss and the plenary session. advise each other in order to make the individual theme (topic) clear.The group c) Production continues work is finished when the individual final theme (topic) is decided. When completed, the prepared materials will be presented by the participants. The discussion will be free, with no chairperson in particular.The purpose is to 4.Each participant will make a presentation mutually help one another in deepening of the product followed by question/answer. one's own thinking and for self study. The participants are also expected to learn the good points from the results of other 3. Actual work by individuals participants. a) Each person drafts the material.Questions a) Evaluation and impressions to the instructor are most welcome. Workshop Schedule b) Actual production of materials 19 November 1990 Colour and size and face of types, etc. should be as practical as possible. When Orientation this is not possible, you should add Deciding the item and reporting on items explanation or footnote to supplement it. Group discussion and deciding final theme The size can be varied according to the Production of material content.However, in this workshop, we will use 8 pages as a principle and if 20 November 1990 necessary various devices can be added. (e.g. using longer sides horizontally instead Production of material continued of vertically.) Presentation of materials prepared and The final product should be camera-ready explanation copy which can be brought directly to the Evaluation
Dr.Kako explaining about his science book making
33 participants' works 'WATER by Chittaranjan Saha (Bangladesh)
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'SONAM AND THE YAK' by Malmo Kumari Kharga (Bhutan)
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34 BEST COPY AVAILABLE 33 'ROOTS OF PLANTS' by Zhao Zhan Liang (China)
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35 BEST COPY AVAILABLE 3 'NO LIVING THING WITHOUT WATER' by Saiful Muzani (Indonesia)
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'RIDDLE OF FOSSILS' by Hossein Daneshfar (Iran)
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36 35 BEST COPY AVAILABLE "WHY THE SKY IS BLUE' by Tahereh Rastegar (Iran)
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'SOME FAMILIAR ANIMALS FOR CHILDREN' by B.X. Matmanisone (Laos)
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36 37 'CAMOUFLAGE IN ANIMALS' by Azian T.S. Abdullah (Malaysia)
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Ito. sibs* soilset inn 11.irems..13 lootmd$ffsma ...-' "k i9V.4.. ix./ lesmils1130,1* owessolsas. :',efF.1.0" ::: , ci Dy how of Aar ....2. b 4,14, The are hisMr lo g ' . 4 -- . "'sly asrodose ? t 44 list"! Trerlortawimpsamime aril .. - isMs Isorlorms1. 'DOES COCONUT HAVE SEED?' by Arshad Rawian (Malaysia) , ,.-;"7.4,4( i .- -.- . I.\ ...: i I . rri;1 , i 1' \ I 1 /... \ 4.;Nk... 0 14. i in so f,.A ,,,,elt4* if 4. IP 1 .e;'` ..-44,6fill '.FD' i 61 4:411P 1 %. T.:117. la a ',___*.,...)a` 1, 5 11 oe 4S/ I") as .ipal op..* a., ..0.1. 411b, , .i.:0442.rd A.M.A. ay sada.... ':. tC1,Att.:-,.;""1*git' ' a. '-'kt."' ...d 41 4 `-' 7. II sr. I. 11..4al illaof ma a aair .,..t Tv.4.ale .. h... .4 4:I. Ilm Os. .... y ono. rm. lbw .r. .06,a. a . , ea. a 81.01IN/1 him 0. Ila 0. await / 41w.,...... I.I.....1 Om. 16.. ina ...... Mr I.pm/ ,..41 Pe .=1., a.ala... . ad r'":": , . ..7 1..4 OA 14 .4. P ...... 4.4 at aaa aro ae year l a V snagAs 1440 4 .itw1.... ?I.e. .me7..=..., .<017 t".' 1 j/ 1''1'. 1". T.71.4 okra ao All...* F.* ' , \ 1 .4 lia war Ia. ,1r4.. ao aar am N. aC Ar lif ..--1,./..0.11 hardftelme..1,VIOW.- 1 ;? "j'' i St ' Z t.' (.4." wmagpaaat qfsow `I. 1 gimmr. ...-:.:r..,f,",4 s,V0 ,--.7- :' P .0 kqkVIVI V.. 1 il ''.01,3' .;...... 11i, .-- /1:?.."- Vitl,;-..".1 ..... 1 .V;,. c.-- Illc41; .... tirral /4-4 ';126p ,4123,. ri s Ar::,..rf:'4,, ,,,,,y,,,1%1\ .' i." Imp16.41..bro. ... 1 0.4...... 1%.0.4 t."'1/1/ ,. 4, Ia. f ,'''',./..%,,.. .0440 OIMP ...... --* *-** a ,..1 ./.4,VWt... -...... ,... . ed - :...... iiiie .../L6...;.1...... "...... "...... ," 38 BEST COPY AVAILABLE 37 'SAFE WATER' by Hussain Haleem (Maldives) Ahoe. in Norm. No /Ass He uses wrier fer GIAmi Is the water As was to pew ...occurBut he cleanand sofa, very atom96 site e n i se PurPosots. SCIPe he corielot plc, ..-en.ma .:.... '''' ' . ' ih... ipmwo.. ,, 7. 44'. 7 'le '; : i ,,,,,, lt. P_ ,21: n 1...tr .w.:-.., --.._....Al1 .,,...-f--.. ., ...... r I, - .. - '7'''' 't \ .., .....,...... , . _.,.,.7...... _.. Q. onii me mound 3.1. yorion COON you 43,64. of fans ay-- Do you know why! C.41.4 dam water 4`nion agrosi Let us see! other acs of oo:441! Owes. Canyouh4 Ali ! Witi them be any gonna Yes! 41, orescola crape) Do you kketo tee %tate in a now/ tollottedfromdifferent Row! or bacteria 'vats...a/4Nyaend ha Alik /louse. clilast' pioces of .1..:, is h4PP.9 iga. .0-111/ : ...... ,)<,.0 _.,....e.:9: ...- _...... ;.,; 11 VIIIAA MA =,-.. :....; AZti .114,13 .,...-=:. t- ti ..Zr:' 7...... - ,...... ---- . t CIJEWinaiN3 Wilt 16/11 . Yee!the tinantinwirkd) Walla garmsane bacteria. ha. semanjay Cal you .Pout 0 way to pewits an 4:641 Also eThosegowdi and botteria D. y.41:4414 be4111"d piesiss nor. m, wets,mobs' Hi sick. the maw goo tortmojAd toddy., 'HAVE YOU EVER SEEN SUCH A THING?' by N. Sukhbaatar (Mongolia) HAVE YOU EVERSff? ----.. .-111 SUCH A TO*? ...... 1 ....-,- /. i / : ; far I 1 ..' -_.,____.^' 10 "P ( I a e g pikgo r - ..-- 1/ 1' 1 6 0 i el. 4 i I ® 4 4, 0 4 11, filS iti%O. WA*4te Roo C) 0 444` (D + 4 b ai. ~ r ft Oa 41I 0,044 --1 .. s-a..o.p.-ri--)---.1 Li"." RAIN -Nal c--.."7--. e ci-- -12/ . c-,--,,---S-\---- r ,....._ .;.), , , : I :1 ,4" .! wo ?4, , ao 11 Iti/ ° Alabli ...),. - 6lineaN46.1.1101k. 511 i Werourn./s.. i(f ""edigWv=,...Mii, 'L ..-,'t? BEST COPY AVAILABLE 39 36 'FACTS ABOUT FOOD' by Tin Tun Oo (Myanmar) DIPIRIIINCI OF FOOD Go Foods - Food. FACTS EYi-iini awn Pm...ow MENOvommovv. . A 1: Et P_Hid f % 4 - ..' ...... , .I.' .. liltpolii t . is.-*..1.%V a ,\* =14 '411S0g. Viker,j4....A.,VIrea,471%FieraD ra AlieloriSPOO Th foals Yoe ti**41 e 'AL ff*to,... st--A, Ina; rivitg e...."icreiM... '. $01 . ii Si + Oi° THEY ME G1CW MU. TT}II: "IfIt1.1:1:17b/1IWD OM. ,11 .. THEY *Ire" Mats 111) toes smog Twit Mil, YOti SCI 11110tY Ttipira. BY MR.TINTLIM110 41 re IMMIX THEY NW YOI7 110 'Nit %ME WEIL W MINT THVI,YOU WIU. !III vizr.. Glow Foods - 2smithirliiiiliKK Now Ws 15..kwaFocSciss *.:;.i:: Irmaa. rm.. low Wod.? leKnow ''...c. ,116.1 do 'me ea be Wall !Zi4r . Mos do r...1...... ' %Z....0 LAC = Man... t V":...V% 40TY:t Sow Norm .11...... ohm 47E. NMI :tiO 4/72., 0.1 Vb.. MI Ai NOW Ow WM. igit.dit2 it 3- w Ile:01 ., ,sy_ear. T.21.. 4i IgOr 0.-..... tell ...am ,1-44-- ges_a. ds Ali CA roods teri 1 ',, 91... Fade E.4000..._ 4if.' '41 9'1 awl sow WWI 4 Tall'A Uoving NM Lako ..,.."- °Abr. Q.*.0, frIk ,..1 Ll gOD 10XI deal. U v. Cr..41t:FOIAI ttg? war a i.W.I! -'7'7.47; :',..t.: ,_ ... TM MI MN MU. C,...... inrUi&;:latial II' 2 iii.r.x...5._ Iva wet MI DU MO IIIII MOW Th..IIII664.. Irlali4-1-.....- I L.-1111C .1,1111 r(:- . THEYkW 1911l IMP KO CNOMOL ..1.1.0,70.1,4 \ ; .2" ""ri .1 Ja owssa Sw. mai IMP VW WIT III UT SKI. he ..lh ..$114 is pd. 'IMPORTANCE OF TOILET' by Shubha L. Pant Nepal) ,,: -.-7. IMPORTANCEOF TOILET rte; -,...... :,.....04-1...... 1 46:1L-7-',,,,,,.'_,,am ,,., , .,..,-,-,h.; ...4.3.,,,A.. --... --,,,.":,....-,,,,,c...7. _.e..0.- ;'''. :,... .1-p.4 lif ..... ''''-',.....-1. ,1,,^7 ...... '''. : -c,r-..-1 '''"------'..' '-._ .. ..%-':---1-.--- .....7...a:t .f kk . ...il --- :-:-.":-:'-..--.,;':. q I . .,..,. PECPLi CATDIOILETOMOPENSE $4/1114i L. ran -s, $ om. LIKEONTHE BANKOFTHE N A RwEP. IT POWIES TIE WATER ANIMALSEXILETEDAILY THE`( LEINE 4IATERINTHEIR LIFE .....-- . - 7--4 .1.1r 1., , swot ,lt IA .v.. ft... 4 It::: J'.--- USING TOUT IN PRCPER PLAC.E TOILET THEYKAI GET SICK IDEAL _MAKES PECA.E liEklIHI ITCAUSES DISEASE BEST COPY AVAILABLE 40 39 'OUR SKIN" by Jamil Ahmad (iJakistan) 1..,...1., W WS, Arii OUR SMN Snwr F66 1",...4*.. 2 %h. 0 wr .. p.m) 3 I i t41 PI "Wrt fYOt or Poor or,.., ,...... Ir . ., ot.... so.. Ir. er...... I H. i4. ..,.... ''...... 4 r r ow .li . ... orarr .... **4 . m ...... aweSt... ma .... Mort n fr l' I, r r ... ro ...... rr ,... , I O ...... r ...... -..... 1 ...... 1.... ,,,..... or! ...hr 1.1..11.104 . .., ft . o...... am. 1.... O. .... 4... I...wt...... Gm* ...... *mt...... ft...... * 4.. mom...... m ...C...... tt...... m..... r or .. o ,... low. . aro* ...... re Ceat of.S MK 14.c4 K TIK UK, Forg71111 *I Re ..1.0 4 ... ,...... -...... ,.....-...... -...... - ...--...... -...... & . ...-.....-...... -...... e- ....,...... , , r ....se se -r ro ...... r.- r ar. ,,,, .1 ...., AV.. WI rpmNo...1 sr ow). to so...... t...... *...... Jr *nu tomt... . %. ... or . ... s 101INsor ..... me arrm...... v. el, ...... Ow...... 0 ,...... I *WM,. pc, ...... cc, ....cc-, ...... ,...r. p ...- 1.... ow.. J.... P...... my.. M... AMIN...6 404. NM 6... ay.. ., ... M Amb MN* 1M ...I...... 4 COS `M.... NAP OMM . 4... /Ma elAD . ...roe . -...---, --..-- . --...... ,....4,--...... - ...... ,...... --...... m...... =...... Lc...... - ...... ,...... 0...... c.c....1...... -, ...... -...... cc...... -. , .... "PARTS OF INSECTS' by Ratio Kevau (Papua New Guinea) Son,* insects'lave six. Parts1 insects Acre are 3 num Ley And&Ans. parts ofan insect .1t, Of .::-- _- ,Vi '- ....1,,,,.. )SPIER TOL,, head ,, J.:, '*.t **,Nirmre7 i...... :.". 0:7 ...... ^..71 I \ .Sk. / \ . mm.m. .mm-...... -.- 8talnedi Sc."(people11-,,,,k A Spier 1 in insect..Lsthistrwee I-.1 ,,,. .. (... :s...A.-. HOUSEFLY WHY ! Same have no w1n3s 4 all Alt insect, Asir ei ilieren C Insect) lure f Pvoeyes and Moot musts have: : mouti, tarts. two petters. hey 044 gr. sr.,4.1 Cf al \ t feeler, OLACKCOCX40ACM 1 l0.., tie' 1...-...... _;.:4.. ilik% .1.0 IfKlers , i, ., . tr 14, :\ inia j;ii`t . ...I .. g -:- I ee 1 4.1 ..,---..;.s...:, I % _,A ORAISMPILAt , . - ..:- wet.:.:.... A WASP st....6 : ,...... -s. 160, -,.pr., Pia MI b 1,!.1.-:..;: VV A IV r ? ,,,,,,,,,, BEST COPY AVAILABLE 4 41 "RING THAT PHONE' by Lourdes R. Carale (Philippines) et s a RI NG THAT PHONE ? SA. as - 'Inner ..s a. .110401 idufins ia UK mks 4,4 £b 4 ON, is C1 A 6Wq, , -- !... ..woo..I inio 6 1669. 11.1 eAvet..i, t 1.....- /P..."r '5.. we 1.44 iod by %. 1.4.1.4 hot hoot. los SOYA *Ilk Iima, r.d7.4".1.6%.4tneds ' I Am ,...... 1i.., 11,./ on oat WI. Moo *mp ...I ...I CIA Vat' 40Wee. ..ro row' 0 014 M. dlo ....losP Ski* low h. Li.6 A { 61tra oral s. 44 , 116a5 1 'sr 1V1 ~Kw...... To, Y. . b. ii. aetr. ut...4 .....ay. 4,...... v. so, N.41..., ..IVKt Ow .:,:j 4. Lb 4...... ,1.1.0.4, ....r.- 4.... K...; r...... ,... 6.. Mop WO Wrft M. tur. yd. be At4n Mnis 1 61...... ,:rt /la sa...1 Inrali 914 Ow 14144., WAL to 14444 .4411. man 4.. nmn 11.i. 14. wo 41. {.1 ors two ... 1.1 N..c, none ( EE ,...... , ...... -1.1 r 4 4..401, 1 Lai 0( 11 0.4,,, 02 ...I. WIWI I lira ore.-. - .3...0...., Ii eine Itir616 11two100.1 146410106 kit0 *Atusof..1 a 46 6.411 *gasp. ,,,,m, , roe lel (`Z) V.) a C01 yr.,. K. .5. St 6. mbar I I...PG W., sweat ekjo mII ;IIi .1., ill 4... ft.i ,1 1.'1., Lel. 1.111 W flora t. . ..ij1.4.4 64.4 slei..1 fit 40 katv - -I....ft.' gam itd we*. Ili'-er'' tt'.4 -.) as * led inovnt nn or %I .- - {or , r4.,---if ---...... ,..., ID . .(:;) ,,, .. 'Iwo. Pm 0":..- ' 451/0 ,r19-1.,,e . ,... . ---'17..;-.21 , - N ...... ), ,inr, ...... , L.. . -,-- tioe 6,46.4.4. eol 106 PM, ,, ' N 1.4 6. ...I. \ . .. ilt.4 1661 .4( 4144r4Wris r. 1 ier. I.., 7: '.-.. ,... v...... 1...... , ...... - 'THE EFFECTIVE PHONE' by Bae Yong-pha (Rep. of Korea) .40Tris! wes 0. CEFEWI 0 a wri...... , 4 fir) q] ( ....9 . In- 1 _.t7,, en6-. ,.._.....,Br ..1, ___ rft-71:... re---=-2-1""). --.-7....:____. /''''---. C-"-- ( Gq) (ii4-2 .:... tr' Yk r :t.-)ie. h/N e f646 (1461604) ., , ., tit4Bil r g474 e'r- r 7.. A so Ahower Tomb...a*,f. Cl, ...... lk ~owIry op..,". raw, . - a 410100. -. sm. % Ms MN, THEEFFESE a pom pc-..go ( aeonr .1. /Hawn N.M. lop 16.0, ... =1 -.. \ ,theirio m.o.-y.4. p0 ... P,,,,,,,,,, Mg Inspr4 (onl.nolo) Mit 'WY .ig I gia er 1744".1.11 ,,,..._...... ,,.,.... 5 T i .. c an= co oc, cc , wr q 4. CV CD C:C1 Cr 12::) wan-1.... I j , CM CE7 cowl. ../ igiaili -...... r I 1-- ii ru. 14..f C$? 6.: al 1 fit, RE rr Cal Lona. 'NW mai-rim au., e I'm WI tr OW ItITPOt "IN WIC, L ) tp WC.C 1 Tai LeilitiM0 7..V=s mune mmoi x 1 1' 1 Hai .... am VOW ANMIRAlir tiAalfra pC2...._):.-1 lima ...... 5 r7' 41.1. Mo.1 7.1M444114.11, 4..401 44.0.?4 m.o. ) ro. Army p I:AD I* ~M.*MO!.144 44,* *wow, es..1 ..q.orIr 0. 42 4 1. BEST COPY AVAILABLE "OUR LIVES' by Lee Soun-dwzic (Rep. ofKorea) 471 it , ,9itA-n, \ /.1_ -litzoo, .L:3,cm 00 co : A . ..4 , ,:. /., ci,.....) c-,2-',1 j Ti , , -i.- ) 1, -;::,-, s , / 7 .:7-, 11/7'.,/t7 .,, mr- Cyr' ' -/10, , Ws L.-- .:itts4 ow:loco 0000 -.P.R.4' 1 ,------... tgit60ofr ..te- MAI fitkif.3444,140 rdxf-4 or - 1._ \ 1 iii-tottilY, 4,fili; - .- . ,.:,7.---k.)---) o as* 13 ebeitt . .7,4:45644 THE MOSQUITO' by Vimal Siritunga(Sri Lanka) ...... 4, j Ift a, ...... ft...... )3. Ow. ...4 ft. .4. THE MOSQUITO A low oas mow...... ow...... 1.._=,...... ,... ,...... ,.,...... a .....Lai ....A:5 ...... , , =47...... 4.4 . .., ...,ft .. I, AO ..., . I. .... *4...... 2_,.;....1., l ...... 5 ...... t;""= .7...1.:. . .. a .ft .... ft...... 1. V...... ft ftel v. 4...... A MF wo ..I.... 4 .....* 419 ) mow ....* '42;jili i\ ..... eft...... 4fte I.,- iIt dED ii. a-- y ..417:74"..*10:; ...=,:. , ..--, / .....-- -=- ...... - ....,-..1 44 dEl, +.4il) .....47::.4....- W1 i a...... 4. - ..41,.11 .... U..lam ..aw ,ft, 4.." la, ...sd . . ...444 /... itr... .2..1ZarL.d.) 0. a 10 ... ilm ...1 4 u ,...... _ 1 ...I...... 4.... :71 16.....C...... r., . s I., .... I., IP aIr a4 4...4! aa abw. t, al 1N Aia. W. pr ma/ .....a.:::,.. ay*a ...N. a Cla) Imo ar. I. los.) eq... lir141I ...... 4,...... , ow .4;;IIICR CI. '2 ...... MIL... Co - '4..4 . I. A( .... 4 ...... 71 .04 .* ligill a...... 4 .ft . .ftrol 441. - ,....1 ...... 1.4. II. 4 ., ...... \:::,' 4 BEST COPY AVAILABLE 4 43 'THE CREATURES IN THE SEA' by Anek Ratpiyapaporn(Thailand) A ,... " FAA ...AA oda ...... t .4 . a/ /.....4 I. S,..4 . a At s A . . . .- A. THE CREATURES ...... 1..41 raS.- a..1.14 .. 0. 1 . 4...Aer .-. A .44 .L.I.... .4. 4 46, .11i 4 0. 7 .L'i''''' f.l1. . 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The New Participation Method (NP-Method) is a method of data analysis to identify needs, problems and solutions of all levels on the topic comprehensively and quickly, with the participation of all members. Through actually writing the items down on small slips of paper which will later be pasted on a large sheet of paper, the members can understand the situation concretely and easily translate it into action. PROCEDURE OF NP-METHOD Participants are divided into small groups of six to seven persons. (1) Firstly, the group members decide the topic and freely discuss problems of the topic for 30 min., freely without any referring to any material, to have some idea as to what items to bring up as important.At this stage all members should limit their talking time to within 3 min. each. (2) Each person writes down 10 different items they can think of, on 10 slips of paper (3.5 cm X 10 cm).About 30 min. is given for writing and they should be written without referring to any material.The slips are the basis for a data map, so they should be written in the following manner: a) Sim 1and in short sentences; b) Content c ear and practical; c) Easily understood by everybody. (3) Then, Each person reads out what he/she has written in the group in turn and others listen to the content of the items.The slips are then grouped acLording to their similarity, and then content of all items raised are summarized into a sentence for each category.All slips are pasted on a large sheet of paper and the content summary is written down at the top of each category.It is a kind of data map which helps to understand the situation and- to proceed to the next step, e.g. solutions. (4) For instance, you can make a data map on 'problems', based on which you can follow the same procedure for the 'solutions' and then your 'practical actions'.This method has proved very effective for identifying needs and problems in the past ACCU literacy workshops and training courses. NECESSARY MATERIALS FOR NP-METHOD a)large sheet of paper (100cm X 100cm) b)small slips of paper (3.5cm X 10cm) ( 10 slips X 7 persons) for one group c)paste d) felt pens or markers of different colours (to write down summary) e)ballpoint pens or pencils 47 49 illustrating, laying out the book, taking good (1)Group-A Report pictures and editing is the major problem in producing good science books for children. It was felt that even if the countries have Problems and Needs concerring the Production people to do the above jobs, these people are of Science Books for Children not creative enough to ensure a good output; not that they are to blame, but it is obvious MEMBERS OF GROUP A that they have not had sufficient training to be competent enough to do the above job.In Mr.Saiful Muzani (Indonesia) addition, the writers face a lot of difficulties Mr.N. Sukhbaatar (Mongolia) in not having enough resource materials like Ms.Maina Kumari Kharga (Bhutan) journals and periodicals that they can consult Ms.Azian bt. T.S. Abdullah (Malaysia) for the emerging trends and issues of Mr.Sura Damapong (Thailand) curriculum development. Mr.Nguyen Van Minh (Vietnam) Shinji Tajima (ACCU) There is always the problem of finding Mr. people to write science books for young NEEDS AND PROBLEMS IDENTIFIED children as most people regard this job as a non-prestigious one.If university lecturers are The countries represented in Group A are employed, there is a danger that they may not Bhutan, Indonesia, Malaysia, Mongolia, be able to come down to the cognitive level of young children in developing the science books. Thailand, and Viet Nam. At the same time it is very difficult to expect Our countries can be classified as young people with only primary education developing countries and we do face lots of experience to write the books for the reason problems in the process of producing science mentioned above. books for children. In Bhutan, for example, we don't have any science magazines for It was also felt that cooperation between children at all. We categorized our science editors, writers, illustrators and designers was books into two types, i.e. the text books and lacking during the production of books. supplementary books which include magazines. 2) Shortage of funds Roughly speaking, the problems and needs are classified into four main areas. These A manuscript, after long-term of preparation problems may differ from one country to by various specialists at different stages must another in terms of seriousness, but we found be put into effect, i.e.it must be published them to be common in the countries for circulation.In this respect a lot of money represented. The problems put forward are is needed to cover all the expenses : from the personal opinions and not those of the buying of paper to the payment for those who authorities in the various countries. have created it and moreover for those who are going to have it printed and bound.Such The problems are; a large sum of money must be invested by an organization or an individual with considerable 1)Lack of good writers, illustrators, financial resources who is willing to undertake photographers, editors and other personnel such a venture.But where such a great involved in producing science books quantity of newsprint, and such a tremendous 2) Shortage of funds loan for implementation can be found remains a 3) Poor quality of printing question that is difficult to answer if not in 4) Ineffective system of book distribution some cases impossible.This is true in the case of Viet Nam. 1) Lack of Good Writers, illustrators, Some countries have very few publishing photographers, editors and other personnel facilities.In others, there is a shortage of involved in producing science books funds to buy quality paper. Full colour is not encouraged in science books because the price It was agreed by everyone in the group of the books will increase, especially science that in all the countries involved, shortage of text books. The textbooks are provided on a qualified and skilled manpower in writing, loan basis to the pupils and the government 50 46 pays for them. producing science books. 3) Poor quality of printing Some of the solutions suggested by the members are: In this respect, the printing of books is not very good due either to outdated technology or a) Training of Personnel Involved in Producing poor quality paper.In Malaysia, the quality of Science Books printing is good but in sme of the other countries, it is a very serious problem. More writers, illustrators, photographers, layout designers and editors should be trained 4) Ineffective system of book distribution either before they enter the service or during the course of their work.All new personnel, A book, once it has come into existence especially editors, should undergo some sort of cannot lie idle somewhere in the storehouses of pre-service training course.Good editors are the printing works or of the publishers. On those who are able to plan and coordinate the contrary, it must be put into circulation as work done by all those involved in producing fast and as widely as possible.Most of the the books. books are usually found in big cities and towns but they are inaccessible to children in the All personnel should also be sent for in- rural and remote areas. service training which includes seminars and workshops at the regional, national and People in the Third World are in general international level.Overseas study tours rather poor or earn low incomes, especially should also be conducted for them to enable those who live in rural or mountainous regions. these personnel to exchange information with So scientific books are not, for most of them, their foreign counterparts and also to broaden items of daily need.Sometimes they buy one their perspectives. at random or by chance, not on purpose.As a result, if a scientific book or magazine is Some countries might not be able to do cheap, i.e., if it does not consume a noticeable that due to lack of funds.Therefore, agencies part of their family budget, they may get it such as Unesco and UNDP could help by without hesitation with no worry about the funding training courses, seminars, workshops matter of food or clothing for their little ones and study tours for these people.Writers who in days to come.And yet, while the burden of have a flair for illustrating and photography necessities is still lying heavily on their should be further trained so that they can shoulders they must decide whether to buy or become multi-skilled writers. not. More translators should be trained and a Here, there is a vicious circle: no books to national association should be set up in every read means that there will be no reading country for this purpose.In this way, there habit, no reading habit in turn means that will be a good coordinating body to translate there is never a need for them to buy books. foreign books into the native languages. Some countries do get book aids from The Ministry of Education should also make developed countries, eg. Asia Foundation, but sure that primary teachers are trained to use on the whole itis not equally distributed. the science books effectively and are skilled enough to conduct scientific activities In conclusion, we do not know whether our suggested in the books. problems and needs can be solved but with the help of tile many agencies such as UNDP and b) Motivating Personnel with High Monetary UNESCO, we hope something can be done. Incentives People who have a talent for writing, 'Solutions to the Problems Identifiedi illustrating and taking good photographs should be encouraged and motivated by giving high monetary incentives or royalties.Without Among the problems that were identified by these, people who are able to write and the group, the most pertinent problem was lack illustrate will not be willing to do the job. of good writers, illustrators. photographers. editors and other personnel involved in In order to write books for primary 48 51 children, writers must have teaching experience research or other) is usually necessary before a at primary level specifically.Therefore, they book can be written. should be encouraged to write books for Writers should not be burdened with the primary children with high monetary incentives. extra tasks of editing and other duties.This is especially true of science textbook writers c) Providing Relevant Resource Material and who are attached to the Ministry of Education. Resource Persons If the writer is given ample time to concentrate on his or her task without other All good science book writers need resource commitments, then he or she may be able to materials which are up-to-date and informative. produce a good science book. This can be achieved by making the libraries accessible to these writers.Publishers should If writers are given ample time to write, also obtain more journals, periodicals, they will be able to include interesting magazines and imported books for their activities for the pupils such as games and writers' reference. puzzles, which take time to devise.Science books written in the inquiry mode with lots of A clearing house has to be established at activities take longer to prepare, but the end the national and international level by certain result is better because it enables the pupils to agencies to enable writers to obtain resource think, not only to memorize scientific facts. materials easily.Good photographs can also be made available by the clearing house to enable f)Field-testing of the Manuscript publishers to produce good picture science books.Photographing facilities should also be I order to produce science books, the made available to writers. manuscripts should be sent to parents, teachers and pupils to determine their feasibility.This Primary teachers who write science books kind of evaluation is important to improve the for children may need university professors as quality of the science books.This is one of their advisors or co-writers.These resource the important tasks of a good editor. persons should be invited to help thewriters especially in conducting research on the CONCLUSION science content and activities to be included in the books.It would be good if publishers The solutions suggested above can be could provide laboratories for science writers carried out effectively if there is no shortage to conduct new experiments. of funds.Publishers should take part in book fairs to attract local and foreign investments. d) Conducting a Needs Assessment Survey and Financial assistance could be sought from the Determining the Objectives of the Book government especially for the small publishers. Good writers and editors will always The Ministry of Education could invite conduct a needs assessment survey to determineprivate publishers to publish the science text the kinds of science books needed by the local books to improve their quality.Evaluators community.They should also conduct visits to could be trained by the Ministry to ensure the primary schools to see how the science lessons standardization and uniformity of the science are being taught by the teachers andfrom text books.In this way, the government could there, the objectives of the science books can control the prices of the science text books then be determined. while ensuring their quality. Writers and editors who do not conduct Good writers and illustrators alone cannot surveys may not be able to have a clear determine the popularity of the science books picture of the situations in the local communityamong the children.If the general public is and thus will not produce good science books. not aware of the importance of science, they will not buy science books for their children. e) Giving Ample Time to Write Therefore, it is most necessary to create a science and technology culture to enable our A good writer needs ample time to write a children to enjoy science books. good science book.Research (either literature 50 52 (2)Group-B Report respective subjects they are expected to teach or write about.Hence the need for relevant reference material is an urgent one which has Problems and Needs on Producing Science to be fulfilled with no delay if better quality Books for Children books are to be produced for the students. At present, in all these countries, rapid progressive measures are being taken either MEMBERS OF GROUP B for the development or revision of the curriculum, teacher-guides and text books. Ms. Vimal K. C. Siritunga (Sri Lanka) Thus the need for such reference material is Mr. Hussain Haleem (Maldives) very great. Ms. Tahereh Rastegar (Iran) Mr. Raho Kevau (Papua New Guinea) 4) Lack of professional cooperation Mr. Anek Ratpiyapaporn (Thailand) among the teachers, writers, editors, Mr. Chittaranjan Saha (Bangladesh) curriculum developers, illustrators, printers Ms. Mieko Tase (ACCU) and publishers PROBLEMS AND NEEDS Good quality science books for children must provide accurate information; they should The following are the problems and needs be readable and entertaining.However in of science book production for children as many of the countries this cannot be attained identified by the members of Group B. because of the lack of professional coordination and cooperation amongst the 1) Lack of professional skills for publishing various personnel involved in the development and production of books.The lack of Lack of professionalism among the writers, cooperation and professional relationships editors, illustrators and printers was found to amongst this pool of human resources curtails be the most dominant problem among all the team work, which results in less effective or countries.The writers and editors in almost poor quality books. all the countries are academically highly qualified.But, the majority of them lack the 5) Time limitation in the production books professional skills of writing, editing and publishing science books.They are not The .writers, editors, illustrators and trained professionally in these fields.Most of printers in most of these countries are them have acquired the skills and knowledge compelled to produce books within a restricted through experience over the years.They are period of time.For example text books have not exposed to the modern techniques of book to be written and produced within a year. production in other developed countries. Writers who are not professionally trained and are working with limited resources find it 2) Lack of illustrators difficult to do a good job of work under such circumstances.This invariably results in the Almost all the countries lack competent production of low quality books.However professional illustrators and designers for under the present conditions prevailing in science books, where illustrations are of vital these countries writing of text books within a importance in making the book more effective short period of time seems to be unavoidable. and also attractive.This seems to be a great drawback in producing science books of high 6) Difficulty in writing for different target quality. groups 3) Limitations in the availability of reference Most of these countries are less-developed. material (for teachers, writers, editors and Therefore different areas within the country students) differ to a great extent socio-economically. They may also differ in their culture as well All the countries expressed their views on as geographically.Since the textbook the limitations they face regarding the production in all these countries is reference material on contents as well as centralised, there is a need for the textbook methodology of teaching, writing, editing and to cater to the target groups of the entire publishing.The teachers and the writers need country.This a vainis a heavy burden on the to have a very good knowledge of the textbook producer.The needs of the student 53 51 population in the remote areas often seem to publishers and this leads to the production of be neglected during this process. better-quality science books.Where there is no competition there is no tendency towards 7) Difficulty in usr-ng scientific technical improvement.Therefore facilities should be terms made available by the state to encourage the private publishers. Very of ten in these countries the scientific technical terms are translated into the vernacular language of the country.These Solutions for the Problems and NeedsI terms are not used in the common vocabulary. Identified Thus the science technical terms in the text make it difficult for the student to understand the contents. The following are the solutions to the three most important problems and needs 8) Non-availability of modern technology identified by Group B: Non-availability of modern scientific Problem1: technology in editing, designing and printing is found to be a common problem prevalent in Lack of professionalism among the writers, all the countries. editors, illustrators and printers 9) Financial constraints Solutions Financial constraints in almost all the I.Regular in-service training programmes countries result in the production of poor should be organized for those personnel in quality books on science.Non-availability of service who directly involved in writing, funds limits the usage of quality paper which editing, illustrating and printing. results in illustrations being limited to line diagrams of a single colour.Constraints on 2.Decentralization of the training the use of colours because of high production programmes costs results in less effective science books. 3.Organize professional experts from 10) Lack of field-testing and evaluation of developed countries (in book production) to the textbook prior to printing conduct workshops in member nations. With the help of such training programmes, It was revealed that no field-testing is training could be provided to a larger done at the manuscript level to check or test number of personnel with limited funds. the validity, reliability or the acceptability of the activities as well as the text as a whole 4.Identifying capable writers among the in any of these countries.This is a serious teachers by means of an appropriate drawback and it does not help the editorial selective mechanism (e.g. assessment test, staff to gather any feed back from the interviews, evaluating specimen work, etc.) students nor the teachers.Therefore there is and training them under expert guidance. no opportunity to make any improvement on the text. 5.Organize training programmes and workshops for those writers who are not 11) Inefficient distributioh experienced in regular science and for those who intend to take up writing as a Most countries in the group experience career. difficulty in the distribution of the textbooks. This was mainly due to the inefficient 6. -Regular overseas training programmes transportation network existing in the should be made available for the writers, respective countries, and the geographical editors, illustrators and publishers in order barriers. to enhance their knowledge in the respective fields.By such exposure they 12) Absence of competition among the can share the experiences of other publishers countries and update their knowledge and skills in science book production. In Competition leads to creativity among addition this could be an incentive for 54 52 those who are involved in book production. 2.Request ACCU to document a list of reference materials appropriate for the 7.Writers and editors who are not directly production of children's science books in involved in teaching should be regularly the respective countries. and continuously exposed to the teaching- learning process in schools.They should 3. ACCU is kindly requested to provide a also be exposed to the daily life of people motile library of selected reference (through discussions at parent-teacher materials to help the member countries. meetings etc.)This process could be employed as a means of field-testing the 4.Contact international organizations such as text both prior to and after writing. the British Council, the American Library of Congress, Asia Foundation etc. and 8. Those who are involved in producing request assistance in supplying reference science text books should be provided with materials on science. incentives which could be in the form of financial rewards, fellowships, scholarships 5.Selective components from science books or technical assistance.This scheme produced by different countries could be should also be extended to the private compiled, documented and distributed publishers. among the member countries by the ACCU. 9. The science component in the teacher Problem 3: training programmes should be strengthened.Skills of writing and Lack of professional cooperation among the illustrating science texts should be teachers, writers, editors, illustrators and emphasized. publishers 10.Attempts should be made to develop science culture among the younger Solutions generation media.This could in the long run provide better-skilled producers of 1.Establishment of clear guidelines through science books. proper communication will lead to a better understanding among the personnel involved Problem 2: in producing science textbooks. Limitations in the availability of appropriate 2. Cooperation among the teachers, parents, reference material for teachers/writers/ students, curriculum developers, writers and editors/illustrators/students editors should be established through the principals of schools (by organizing parent- Solutions teacher discussions etc.).This would enable the writers and the editorial staff 1.Familiarize such personnel with local and involved in textbook writing to understand public libraries. the needs of the students and also get feedback on the written textbooks. (3)Group-C Report Ms. Lee Soon-duck (Rep. of Korea) Mr. Jamil Ahmad (Pakistan) Mr. Shigeru Aoyagi (ACCU) Problems and Needs of Science Books for Children PROBLEMS AND NEEDS MEMBERS OF GROUP C The following problems and needs concerning the preparation of good science books for Dr. H.C. Jain (India) children were identified by the group through Dr. Lourdes R. Carale (Philippines) the N-P method. Dr. Tin Tun Oo (Myanmar) Mr. Arshad Rawian (Malaysia) 1.There is lack of experience among 53 55 personnel such as professional writers, oriented. editors, illustrators, photographers, cartoonists and publishers. Solutions to the Problems and Needs 2There is a need for good quality and affordable books. A review of the problems and needs was 3. Exemplary material illustrating the done to combine a few problems into one with development of process of learning based on the view that some of the problems may have activities is insufficient. a few steps in common as regards the solutions.Four top priority areas were taken 4 Reading habits amongst children for science up.Discussion led to the following four major books is very low. aspects: 5 There is a need to train the teachers in the 1.Personnel key operations of science so that they can perform the activities given in the science There is a lack of expertise and proper books and generate other activities on their coordination among the personnel concerned in own. science book production.Proposed solutions were: 6 There is a dearth of science supplementary books written in a popular style. Workshops, seminars, training courses and conferences should be organised at national, 7.References from other countries are scarce. regional and international levels for personnel involved in science book 8 Local relevancy in science books is still production including authors, educational insufficient. psychologists and other members of the writing team as well as editors, artists, 9There is a need to write books in simple publishers and production staff. and understandable local language pertaining to different regions in any country to Strategies for cooperation and co-ordination increase comprehensibility. among these personnel should be developed. Reference materials on science book 10. Translation of science terminology into development and production should be local language is difficult. provided by various specialist agencies concerned with the development of high 11. Proper co-ordination is needed amongst quality books. various personnel involved in science book production. 2. Quality of Books 12. More material incentives are required for There is a need for good quality and science book production. affordable books written in popular style using real-life situations.Proposed solutions included 13. Exposure to international standard is were as follows: needed. To make science books attractiw::, these 14. Library services are insufficient. should include many coloured illustrations, activities, cartoons, stories and folk tales 15. Translation of good science books from and other varied presentations in interesting other countries into local languages is a formats on good quality paper. difficult task. Government should subsidise science book 16. Greater variety is needed among the production e.g. by giving tax exemption on books. paper, ink, etc. to promote good quality and affordable books. 17. Wide publicity and distribution of science books is needed. - More incentives in the form of cash, awards, and prizes should be given to 18.Present examination system is too content- encourage development and production of 56 r- A J '1 good quality books. learning processes. Simple and familiar language should be - Guidance to teachers on use of books should used. be mentioned. Translation of good science books must be - Training programmes for teachers may he carried out into local languages. funded by publishers. Exemplary materials by various specialist 4. Reading habit agencies should be prepared, circulated and given a wide publicity. Variety of science books in library to promote reading habits is lacking.To achieve Pre-testing of the books prepared should be the same, following suggestions were proposed: carried out. - Cost of books can be reduced by having a Library should contain a variety of good few advertisements. quality science books and promote activities, programmes and funding from 3. Learning Processes, Evaluation and Teacher various agencies. Training Mass media should be used for wide Science books focusing on processes of publicity and promotion of good science learning and corresponding training of teachers books. in processes and evaluation are insufficient. Problem can be overcome as follows: Awareness of good science books must be created among parents and community. Methodology emphasising activities should be adopted and teachers should be trained in Reading class in school and competition on the same. varied topics among students should be organised and due incentive must be given Books should stress the development of for the same to sustain children's interest learning amongst children and not only the in reading science books. content. - Country should strive for better socio- Evaluation and examination of students economic status. should be done in line with books including (4)Group-D Report Those problems are summarized and categorized in the following items: Problems and Needs of Science Books 1. Shortage of competent writers Identified A good writer is one who knows the subject matter and education as well, is open-minded, MEMBERS OF THE GROUP D has new and interesting ideas for children, and 'loves' them. Mr.Zhao Zhan Liang (China) Mr.Hossein Daneshfar (Iran) 2. Lack of trained editors Mr.Boun Xou Matmanisone (Laos) Ms.Shubha Lakshmi Pant (Nepal) The editor must know many things, the most Mr.Bae Yong-pha (Rep. of Korea) important are: Ms.Wanpen Suthagard (Thailand) Ms.Taeko Kuroka (ACCU) - The proper language for the target group, for whom the book is written; The ACCU representative gave brief - The proper method for presenting ideas and orientation, then the group members mentioned concepts; the most important problems they face in The needs of children; producing science books in their own countries. Coordinating the writer, designer, 55 57 illustrator, ... activities. the textbook writer.But most of them are not, so, a good book will not seem 'good' to 3. Terminology problems them! Concepts of science do not differ all over 9.Insufficient teaching aids the world.Most scientific terms and names have Latin origin, so, they are not familiar to Teaching aids are necessary in science students at lower levels, especially in countries education, but they are not always available, not using the Roman alphabet for their writing. so the science book writer has to omit mostof Names of chemicals, rocks and minerals, and the experiments and activities from the book, some unfamiliar plants and animals are and such books mostly resemble 'history of examples. science' books. 4. Foor manuscript 10. Inadequate facilities for teachers Some writers deliver their manuscripts in a Attracting teachers to remote areas in the very bad and tentative form, not readable, withcountry is not always easy, and they need to many pictures missing, and the graphs or tables be paid more money or have good incentives must be found or prepared by others. for going to such places. 5. Irrelevant content 11. Large number of students The content written for children, sometimes If there are too many students in the is: classroom, then the teacher cannot satisfy their needs, and she has to resort to the Long and boring; "Chalk and talk" method only. -Full of technical and scientific terms; - With long sentences anddifficult 12. Poor marketing expressions; With wrong or old-fashioned concepts; If the books published are not interesting - Full of examples not familiar tochildren; enough, they will remain unsold.Also, in most - Very serious. countries the supplementary books are expensive and many families cannot afford to 6. Unskilled illustrators buy them. Illustrators always have a very important 13. Parents ignorance role in presenting ideas.A good illustrator must have some background in the subject Those who choose books for children are matter he is working on, but some of them the parents.If the percentage of illiteracy is have not!The world of children must be full high among them, they will not be able to feel of joy, so the illustrator must fulfill that role. the need for supplementary books, and will only be concerned about their children's school 7. Poor printing facilities work. This item seemed to be very important in most of the countries.Most countries do not [Solutions to the Problems and Needs Identified produce enough paper and have to import it. The cost of paper is going up in the international market, and it needs lots of PROBLEM: Lack of Good Writers foreign currency.Also, in some countries the printing machines are old-fashioned and Group members decided to discuss textbooks inefficient. only, because textbooks are more important for their countries than supplementary books. 8. Untrained teachers Also, all members agreed that in the process of textbook production, the urgent problem is how Teachers have leading roles in science to find a competent writer (or group of education.They must be well prepared for writers) because, he is one who initiates the their jobs, and familiar with the objectives of work and the others (editor, illustrator, etc.) the programme and the methods presented by should follow his ideas.Finding the personnel 56 58 to help the writer is not so difficult as finding editorial techniques. the writer himself. As the writers are usually busy and always The job of writing requires creativity and short of time, the training courses must be many mental capabilities, too. Such people are useful enough to make them stay. rare. Preparing special pamphlets and some sort It is always better to have more than one of handbooks for writers is mostly appreciated writer for a textbook.The team of writers by them, and makes the job of training easier. must consist of: 2. References (1) The subject specialist, preferably a university professor, because of his good Writers need many sorts of references like knowledge about the subject. libraries, picture archives, laboratories, science museums, different institutions, etc. Access to (2) The teacher who knows the needs, the these places and things will help to save time. language and the background of the students in science. Textbook and programmes of other countries are always a great help to writers, because the (3) The educational technologist who knows needs of children, and the objectives of science the methods proper for representing ideas. teaching are much the same in different places.So, these books help to share ideas We agreed that the subject specialist must and bring something out of them. have some background in educational psychology to be able to produce a good book. 3. Process of book production Because of the creative nature of the job, Writers must be acquainted with the process textbook writers must be selected according to of book production and the role of each person their experience, their talents and their in the process.Being so, a writer will know willingness to work for the children. up to what stage he can still make revisions, what are the limitations and possibilities.This The writer, whether a university professor sort of knowledge enables the writer to use or a specialist, is often unused to being the references more properly and effectively. edited.Many leave after participating in the first sessions of training programmes, only some 4.Finance will stay, and some with delicate feelings have to be handled with care! Writers must be supported by the government, well paid and in a comfortable In order to ease the writers' path, our mental state.Anxieties affect the job of suggestions are given below: writing.The writer must feel himself free to be able to think about what he is doing.If 1. Training courses the money paid to the writer is not enough, he has to have other occupations too.So, he Different types of course training are will ask for more time to finish the job, necessary for writers in subjects like language otherwise, he will do it hastily and the result teaching methods, usage of references and is not usually satisfactory. 59 (r. 2 Problems Identification & Analysis by New Participation Method 60 58 BEST COPY AVAILABLE III : PRESENT SITUATION OF SCIENCE BOOKS FOR CHILDREN AND ACTION PLANS TO DEVELOP SCIENCE BOOK PUBLISHING (Individual Reports of Participants) There are PART-I and PART-II in the reports: PART-I is on the present situation and problems of science books for childrenin the country concerned, and PART-II explains the participants' action plan for developing science book publishing which was written at the end of the training course. Bangladesh Editors at Muktadhara publishing house and place before them my experiences in the by Mr. Chittaranjan Saha training course. Managing Director Muktadhara 2)Ishall convince the Board of Editors as well as the Board of Directors that our present book production policy should be Part-I changed and it should be science oriented. Bangladesh is a country of twelve hundred 3) We shall survey the present market of million people.Area is 54 thousand sqr. miles. science books. Literacy is 20% only. 4) We shall go through the possibility of new The role of the government in the field of science books. publication is limited.They publish textbooks up to secondary level through printers and 5) We shall contact writers, editors, publishers.In the field of production of illustrators, designers, photographers and do literary books, science books and reference the needful to make our society science books, the role of the government is not much. oriented. Mainly private publishers publish all sorts of books. Modern machines suitable for modern publications and printing are being imported in Bhutan the country during the last decade.But due to dearth of technical hands they are not well by Ms. Maina Kumari Kharga operated.The quality of paper produced in Science Curriculum Officer, our country is not also up to the standard to Department of Education print in multi-coloured and sophisticated machines. Part-I Socio-economic position of the country is not good.So individual purchasing capacity is very low.Number of the public library is not Introduction good. Bhutan is situated along the southern Experience of this course would help me slopes of the great Himalayan range.It lies much to re-orient the policy of our publication between China (Tibet) to the north and India company. We shall take help from the editors to the south.Until 1920, the education in and the artists who are conversant with Bhutan was purely monastic.Each monastry editing, production and printing of primary and had its own trainings for the young monks secondary science books. who were taught the classical Dzongkha and the religion. I shall try our best to materialize my experiences to the best and make our culture In the 1920's, the First King Gongsa science oriented. Ugyen Wangchuk established a court school adapted tod the needs and conditions of that period.It was suring the time of the Tdhird Part-II I King (1952-1972) in the late fifties that a proper education system in Bhutan was The planning and the method followed in established.The period was marked by the the training course are very much effective gradual opening of the country to the outside and deep rooted.It impressed me much and I world and by socio-economic development. learned a lot.After my return to my country The First Five Year Plan was launched in I have the following new and practical plans 1961 and Bhutan is now in the middle of the of action for development of science books Sixth Five-Year Plan (1987-1992).Throughout publishing: all these plans, priority has been given to improving education in the country.Bhutan 1)I shall convene a meeting of our Board of now operates 195 schools (152 at the primary 63 60. level) and has 3,141 teachers serving the 1) The shortage of qualified and skilled needs of 67,852 students. manpower: Education System The Curriculun and Textbook Development Division (CTDD) being newly established With the process of modernization taking have very few curriculum specialists who face, Bhutan introduced the so-calledmodern are in a position to write the curriculum. education only sometime back in late1950's. However, the priority has been given by As we had no curriculum of our own,we had the Royal Government of Bhutan for to adopt the Indian curriculum tobegin with. training and specializing as many Bhutanese Within the last 25 years or so, Bhutanhas candidates as possible to meet these made tremendous progress in developingits shortcomings in the few years ahead.At own education system.One of the objectives the moment, the government has explored of the 6th Five-Year Plan is tonationalise possibilities of recruiting foreign and the curriculum and make it morerelevant to international expertise to be a helping our national needs and aspirations.So hand in the area of the curriculum accordingly, the Royal Government ofBhutan development. has given priority in establishing various sectors under the Department ofEducation to 2) Lack of reference materials: achieve this goal.One of the main developments is the establishment ofthe Due to very limited reference books Curriculum and Textbook DevelopmentDivision available, the curriculum writers face (CTDD) under the Department ofEducation. acute difficulties in looking for emerging The CTDD has been entrusted with the ideas and concepts.The CTDD at the responsibilities of nationalising thecurriculum moment do not have regular supply of any by writing appropriate textbooks of all kind of journals and periodicals produced subjects that are relevant to the Bhutanese nationally and internationally. children's needs. 3) Lack of appropriate equipment: In relation to the objective ofnationalising the curriculum, a New Approach to Primary Shortage of appropriate equipment in Education (NAPE) project has beendesigned schools is one factor which does not meet and implemented on an experimentalbasis to the expected approach of teaching/learning 36 selected primary schools.In a few years which is indicated in the textbooks.Since time, it is hoped that this project willbe the science equipments are mostly implemented in all the primary schools inthe manufactured outside the country, the country.The NAPE is an integrated approach supply of the materials demands huge which incorporates subjects such as financial investments which itself is a Environmental Studies, Mathematics,English, heavy responsibility to the Department of Social Studies and the National Language, Education at this stage. Dzongkha.Simultaneously, a lot of work is underway in developing the sciencecurriculum 4) Lack of graphic designer and artist: from Class 4 to Class 10. As there is no graphic designer in the Despite of the fact that the science curriculum division, the problem of laying curriculum is in good progress, a lot of out and designing the book always is an constraints are being met in thedevelopment extra burden on the curriculum writers. Some of these are: Absence of an artist is another problem of curriculum. for the curriculum writers as they have to - The shortageof qualified and skilled either do the drawings themselves or to manpower in the Curriculumand Textbook look for an artist as and when needed. Development Division The problem of designing and laying out of - Lack of referencematerials the bock is thought to be very severe as it leaves an effect on the look of the - Lack ofappropriate equipment in schools book produced.The curriculum writer also to carry out activities as suggested is being burderned by having to do the editing himself /herself as there is no Lack of artist and graphic-designer specified editor in the Curriculum Division. 64 Part-II I A possibility of networking system of journals and periodicals will be explored in Science is a very important subject which consultation with the National Commission for prepares the children to live in a fast- Unesco. changing technological world.Good science books are very important in order to improve The materials produced under the the quality of science education in Bhutan. Asian/Pacific Joint Production Programme of Materials for Neo-literates in Rural Areas The Department of Education has (AJP) that were introduced to us were recognized the importance of good science thought to be useful not only to the neo- education in the country and is already literates but they could also be used as engaged in the production of science books in teaching aids in primary science classes. I the country.As mentioned in the proposed would recommend to the Department of solutions during the training course, it is felt Education that such materials be produced in that in order to produce good science books our own language and used in primary schools. it is important to have specialised illustrators, designers, editors and writers.Resource The idea of having a home library and materials and reference books are equally science clubs are very fascinating.I would important for the people involved to refer to suggest to any people interested in having the up-to-date trend in the production of home library and science clubs and give them science books.As such facilities are very the ideas of starting them. limited in Bhutan, a proposal for the same would be put up to the National Commission The NP method of discussion was very for Unesco through the Education Directorate. successful in the discussion of problems of It is also hoped that the international producing science books in the countries agencies like Unicef and Unesco will be represented and the solutions for the same. instrumental in supplying the reference books It was an effective method as it gave a and other necessary resource materials. chance to each member to express his/her views on paper which otherwise would not Science books for children are to be have been possible for some shy people.As produced with good coloured illustrations. this method is a good way of conducting Despite the fact that coloured illustrations group work.I would use the same when I am are expensive to be printed, it is however conducting workshop or seminar with the felt that a source of funding has to be science teachers. explored for the good printing of books. As the language level of the content in In Bhutan, as we are already on the the science book is to be simple,I would process of writing and implementing the make sure that the science textbooks for the activity-oriented approach of teaching/ primary level has simple easy reading learning, importance now has to be given to materials supplemented by coloured the supply of sufficient equipment and illustrations that would interest the children. teaching aids to schools to make the The science books are to always start with teaching/learning more effective.Along with something very interesting that would arouse the production of science books, teachers have children's curiosity. to be trained to teach with the activity approach. The simple science picture books that were shown during the lectures were very Being a developing country, it will be very informative.If the pictures are illustrated in difficult to give refreshment courses to people a clear manner with simple sentences, children involved in the writing of science books and will learn much better.As the facility of to send them out for study tours.However science picture books and magazines are as this is thought to be very important, a lacking in Bhutan, I would put up a proposal proposal would be put up to the Education to the ministry concerned if such picture Directorate to make the above programme books and magazines could be produced in the possible in order to improve the expertise of country. the curriculum writers.If organisations like Unesco could help in this matter, the same would be made possible. 6 65 primary science textbooks have also been China reformed in the guiding ideology, methods of compilation and other aspects.Instead of by Zhao Zhan Liang introducing the knowledge to children directly Editor/writer as before, the principles of theinvestigation Biology and Science Dept. and colloquium teaching method are applied in People's Education Press writing and compiling textbooks so that children can be guided to discover and solve problems by themselves, to understand the Part-I essential scientific conceptions and methods, to cultivate their scientific views, attitudes China is a country with a large population and ways, and to raise their interest and of 1160 million.The amount of her primary ability of learning and applying scientific and secondary school students has nearly knowledge through investigation and reached 200 million.So the development of colloquium. primary science books plays a great role in raising the scientific quality and developing This set of textbooks is now used in the the productive forces of the whole nation. primary schools throughout our country and Since the target of modernizing the country well received by both pupils and teachers. has been put forward, greater stress has been attached to the publication of primary science 2. Extracurricular reading materials: books.Some of the old and specified Extracurricular science books for primary publishing houses, such as People's Education schools published in China are plenty both in Press, Popular Science Press and Children's kinds and quantity.In terms of subjects, they Press have done a large amount of work in include physics, chemistry, biology, astronomy, this field.In recent years, a lot of new geology, aviation, environment, energy publishing houses have been set up, and new resources, etc.In terms of contents, some of magazines and newspapers on science for them pay particular attention to basic children published throughout the country. In knowledge, some introduce the achievements addition, some research and academic of modern science and technology, some tell organizations have been founded, such as the the stories of scientists and others are about Curriculum and Teaching Materials Research the history of science.In the past, primary Institute, the Popular Science Research science books in China mainly introduced Institute, the National Association of Primary scientific knowledge.Now there appear books Science Teaching, the National Association of which guide children's scientific activities, Instructions of Children's Scientific Activities. such as "Teen-agers' Scientific Activities on All these organizations have been doing a lot Meteorology", "Looking for Stars" etc.This of work in developing primary science books. kind of books and the science textbooks can Now I would like to talk about the present be supplements to each other.But so far, situation and developing trend of primary the variety and number of these books are far science books in China and the problems I from enough. have met in writing and editing such kind of books. There are still some difficulties and deficiencies in producing primary science Present situation on primary science books in books in China.Firstly, the level of the China writers need to be raised.Writing primary science books is a synthetical art which The primary science books published in combines science with pedagogy, psychology China can be divided into two main types: and literature.The writers should have an textbooks and extracurricular reading overall accomplishment of science and culture. materials. But at present, many writers still regard primary science books as a tool to introduce 1.Science textbooks in primary schools: knowledge only.They have neither recognized Science course is offered from grades 1 to 6 explicitly nor taken it seriously that science in primary schools in China.Most of the is an exploring process and primary science primary science textbooks are written and books should guide children to discover and published by People's Education Press.Since solve problems by themselves.Therefore their 1982, with the implementation of the reform books fail to agree with the spirit of the and open policy of the Chinese Government, classroom instruction on science in school. 66 6 Their books and the classroom instruction produce science books in the future and have cannot supplement each other.Secondly, the aroused some new plans in my mind mentioned printing conditions are not good enough in below. China.The quality of the primary science books is not satisfactory because good-quality Textbooks: paper and printing machines are limited. My main work in China is writing and editing textbooks.Referring to the lectures Developing trend on publishing primary science given in the course,Iwill improve the books in China textbooks written by myself in aspects on: 1) The Language: the Language should be as easy From now on, primary science books as possible, when we introduce a topic, the published in China will pay more attention to first question mentioned is very important for the following aspects: introducing the new attracting the attention and arousing the achievements on science and technology; interests of children.So Iwill improve the developing children's intelligence instead of language and questionnaire of the textbooks only introducing knowledge; tallying with the after Ireturn to my country.2) psychological characteristics and level of Illustrations: illustrations play a great role in understanding of children.There will be more making the contents clear and interesting. and more books in series and in colour. However, pictures in children's books should be simple.We shouldn't expect that children The problems I have met in writing and get to much knowledge from one picture. I compiling primary science books will improve the illustrations of the textbooks written by myself. Primary science books should introduce not only traditional basic knowledge but also Supplementary readings: advanced science and technology which are based on profound theoretical foundation. I was deeply impressed by the examples of How to introduce this kind of knowledge in experimental and observational instruments primary science books and make it understood shown by Mr. Yasushige Uchida pf a science by children is one of the problems I met.In magazine publisher.I'll show these examples order to write the books which can guide to other editors concerned and suggest them children in exploration just like scientists, the to produce these kind of supplementary writers should have the experience in materials.I was also impressed by the scientific research as well as in science telephone dial programme "Why and How Dial teaching.Only having the experience in No. 110" which is used to connect the scientific research can the writers know well magazine editors with children. Iwill the procedure and method of scientific introduce this programme to my collegues. research directly and explicitly.And the teaching experiences are helpful to the Literacy materials: writers to make the contents of primary science books fit children's psychological The literacy materials published by ACCU characteristics and level of understanding. I in the previous years gave me a strong have devoted myself to writing and editing impression.China is a country with big primary science books for seven years.But I population.In rural areas, many people are haven't got enough experience in either still illiterate even though the government has scientific research or teaching.This is been making great effort.Therefore, another problem I confronted with. publishing books for illiterates is a significant project in China. Iwill dedicate to produce China is a developing country.The some books or other materials for illiterates, publication of primary science books is also especially about environment, animals, and developing.Only the vocational level of the plants in rural areas.For instance, some writers and editors is raised can the quality peasants often beat snakes to death because of the primary science books be raised. they think all snakes are harmful.If they know snakes benefit mankind to some extent because snakes eat mouse, their idea and Part-II behavior will be more perfect. Through the training course I've got many new ideas which are very helpful for me to 64 67 Articles: illustrations. Bunko and science club also gave strong Other aspects we emphasize are lucidity of and exciting impression.I think that they ere the language, enough self check questions and very helpful for cultivating children's reading some suggested activities which can keep the habit, interest and ability on science learner engaged to develop on his own. approach.Pupil's activities which I have seen in science club and a primary school Realities:Difficulties regarding science text class in Japan don't need valuable books start right from the time, we decide to instruments.So Iwill write some articles to produce.There are not enough scientists who introduce what I have seen in Bunko, science are ready or eager to write these books at club and primary schools in order to have primary level.This is due to two reasons. more and more Chinese children can enjoy Firstly, a few of them either don't get time these kind of activities. or their work is more interesting to them. Secondly, a sort of psychological taboo works How to develop children's science books in that it is degrading to work for lower Asia and Pacific?ACCU has been doing their classes.The net result is that popularisation best. Iwill do my best in the future. of science so that translations of higher level content to a lower level takes place is at times wanting.This difficulty has been partially overcome by the agencies like NCERT (National Council of Educational Research & India Training) and SCERT(State Council of Educational Research & Training).A pool of writers is drawn from different spheres by Dr. H. C. Jain including teachers from primary level schools Reader in Physics who actually teach primary school students, Regional College of Education persons from teacher training institutions and from universities. Part-T1 Once the manuscript is ready it is edited. It is seen many a times that the target groups are nowhere in sight before the Hopes:In our country science text books at writers.In other words, the characteristics primary level are mostly in the form of of learners is not paid due attention. environmental studies or environmental Therefore the task of the editor becomes to science.Thus it is expected that the science transform the prepared material into one content presented in these books must be which can suit the needs of the learners and environment based with examples from real is relevant to them as well.Even as editors, life situations or the contrived ones.In we face the problem of converting this other words, emphasis has to be on activity material to a relevant one.The reason is our based learning with suitable examples country is very different when we move from pertaining to environment.Environment in one region to another.We always have a context is very varied as the local conditions, difficulty to have the material with examples may be physical, social or psychological, are from local life situations as they are varied very different as we move from one region to ones.As a result, if more number of another. examples are taken, text becomes bulky. There is therefore a feeling amongst the Second aspect we have emphasized is that parents, that the children of today in our the activities must match with the age group country have to carry more load on their of the learners.Observation has therefore to shoulders than what they can correspondingly be the key component at a very lower level build up in their minds.As editors, we and may extend to the processes of therefore have the difficulty of producing less classification taking into consideration initially bulky material with up to date content one variable and then more.Later on other incorporating such examples which can serve processes of learning may be taken up into the propose of students coming from different consideration while developing the content. regions of the country. Thirdly it is hoped that there are profuse 'vlie emphasize activity based learning in 68 65 our country.For this we have tried to supply written.Lucidity of text from language point a Primary School Science kit to as many of view is limited by the fact that even as schools as possible.Funds of the school are we editors, know only one or two languages. limited.Thus we face the difficulty of bringing out the text books in sucha way It is difficult to include many illustrations that all the activities revolve only around the as it increases the cost of the book.It is supplied Primary Science kit.This puts a also difficult to include the coloured pictures check on the type of activitieswe can think from the point of view of the cost. of including in the text books.As a Publishers are not ready to take up books for consequence, the text books become oriented publishing if it includes many illustrations or for a particular content syllabi andnot the coloured pictures.It is in fact not that understanding oriented.Here of course,I am they are not willing but the constraint of not denying the fact that pains taking higher cost of the books works in their minds. teachers and gifted ones designsome activities on their own.But the difficulty Conclusively,I would like tesay that still persists. though we are trying to develop text books keeping in view the needs of learners, the There is another aspect of this activity need of present day content and its relevance based learning in our country.We as editors and with all what the psychologists and have to see whether the content is matching educationists say but still there is a lot of with the age group of learners.Mostly, it is scope for improvingour text books. seen that the writers are less equipped or not at all with the Psychology of Learning.As a result of which, they will write any type of Part-I I activity, they think fit without bothering whether the same will be conceived by the learners or not.At times, it becomes very After going back from Japan, as a teacher difficult to convince some writers that the educator, writer and editor, 1 willpropose to activity they are thinking of is not at all my authorities to carry out the following suitable, though it may be correct from ths. activities on my own and as a group member point of view of content. of my organisation: We also feel the difficulty of incorporating Organise workshops and seminars at state such activities which can sustain the interest and regional level consisting of personnels of learner for further reading and also make viz., administrators, educationists, writers, them feel that they themselves are the editors, illustrators, publishers and others explorers and not just the readers reading a and acquaint them with the problems, language book. needs and the type of materials being brought out in different countries of Asian Material pertaining to skill oriented & the Pacific region, and exposing them teaching leading to the process such as with the trends in Japan in relation to exploring the environment, collecting and production of science textbooks, magazines analyzing the data, interpreting the results and other supplementary materials. pertaining to any event, phenomena is also not forthcoming.We have to tell the writers Train the participants of these workshops that conveying the facts is not as important as well as teacher trainees of my as developing the skills in the learners at institution in N-P method. lower level.Attempts have of course made in this lirection.However the difficulty of - Request the teacher training institutions developing the process oriented material through my authorities to incorporate in keeping in view of the local resources as well their syllabi the preparation of a picture still persists. book at primary level and train the teacher trainee in the same. Language is yet another problem.We have so many regional languages.As a result of Prepare materials for neo-literates as has which, it is very difficult to bring out science already being done in our programmes such text books in so many regional languages. as non formal education, CAPE Translation at times into another language (Comprehensive Access to Primary kills the very spirit of the material it is Education). 66 69 Continue to write on my own and edit intelligent guesswork. popular science books and request the appropriate agencies and Ministry of In 1987/1988 there were 26.6 million Education to subsidise the production of children in primary school and 10.2 million in science books so that more quality books lower and higher secondary schools.If the with coloured illustrations but cheap as former buy an average of 5, this would mean well may be brought out. that between them they buy a little over 100 million books.If this represents 75% of all Keep in contact with agencies at local, books sold, the remaining 25% would amount to national and regional levels working for some 35 million.Even if the number of the cause of promoting science books at textbooks is halved and with the number of primary level. non-textbooks the total of the latter would still be almost 17.5 million.If textbooks only Lastly,I would like to make a few represent 65% of the total the number, non- suggestions as follows: textbooks would rise to 28 million. Some discussion on psychology of learning The lesson to be drawn from these figures as itis the basic key for the development - however inaccurate -is. that Indonesians buy of behaviour particulary at lower levels. very few books.Publishers ask again and Some discussion on how we can provide a again why Indonesians do not buy books. link to upper primary class through our books. I think the real answer must be that Indonesians do not buy books because A two day programme where illustrator, Indonesian do not read books.The real writer, editor could sit together and question is therefore 'Why do Indonesians not develop an exemplary material for use at read books?' primary level. It would seem that once most Indonesian pupils leave school they rarely pick up a book again.Can it be that Indonesian teaching method and textbooks actually are partially Indonesia responsible for this phenomenon?It does seem that they are.The textbook is an essential part of the rote method of learning. by Mr. Saiful Muzani Education is all about passing examinations Editor and the textbook is the tool that enables Mizan Publisher pupils to pass examinations.Once the examinations are passed (or definitively failed) the textbook is of no more use. Books, particularly science books, seem unattractive to Indonesian pupils.If we try Although figures do not exist, it is to find why they are not interested in science reasonable to assume that at least 65% of all books, we will find that itis not a simple publishing activity through Indonesia relates to question.Its root can be explained from textbooks for primary and secondary schools. macro and micro perspectives. It is estimated that between 3000 and 4000 titles are published each year.Of these some Indonesian pupils generally come from 2000 are brand new titles, the remaining are families where literate culture is not yet reprints or new editions.The average print familiar to them.The pupils are socially not run is between 3000 and 5000 copies and this controlled, their parents are busy with their is considered to be about two years' stock. own problems of how they can feed their These figures relate to non-textbook children.The pupils are not either publishing.On the basis of these figures the accustomed to going to the library.Their total number of non-textbooks sold each year environment is not very conducive to is somewhere between 4,500,000 and internalize the fact that reading is a part of 10,000,000.This is certainly a substantial their essential need. underestimate, however there are no reliable statistics so it is necessary to resort to Besides, if we focus on objective condition 70 67 of primary science booksper se ,it will be organize them for the sake of book found that the objective condition of the production for children can be approached books also influences why the pupils are not with N-P method which I experienced in this very interested to read.In general, many training course. primary science books were written with such a highly abstract explanation that pupils N-P method has been known in my cannot understand it easily without further country, especially in the field of social explanation from their teachers or families. science research.I know this method theoretically and principally, and am trying to It is found that many primary science implement and apply it in wider field.But books use such technical terms which are I'm very poor of experiencing this method, strange to the daily life of the pupils that especially in connection with children book they get difficulty to understand the books. production.Therefore, I should enrich myself with experience how this method is applied in Many technical terms in primary science the field of book production for children in cannot be accurately translated into my country. Indonesian language.Such as 'community', 'society', 'energy', 'psychic', 'physical', etc. Theoretically, and practically have been All such terms are strange to pupils, and need proved by many activist of popular education, teacher and the like to explain.This N-P method helps people to be self-reliant. indirectly make3 the pupils very dependent, If this N-P method is applied seriously in book and finally .easy to get bored to read such production, it will give a revolution for popular books. culture, besides it will help people to minimize upper class domination and exploitation of Many primary science books are not very lower class of society.This method will help attractive, because of their cover design, people able to produce books in accordance layout, setting, and lack of illustrations, with their own need assessment. pictures, etc., whereas they determine the quality of primary science books in the eyes When I come back home, I want to of pupils. intensify my dialogue with my people in accordance with my capacity as editor and Many primary science books were published lecturer.The first step is how to strengthen with hundreds of pages.This is not very and empower our managerial ability for popular efficient to pupils.They generally prefer thin dialog as basic element for su..ial books with color pictures to the thick ones. transformation.The second is to learn with people what and how our real problems and Not all authors give their manuscripts with needs; the third is to transfer our problems, appropriate style of writing as primary science needs and the solutions into literal forms, such books.In terms of primary science books, as books, journals, etc., including problems and they should be edited.But appropriate needs of children culture (such as condition of editors is very limited and rare.There are children science books).For this purpose not many who are interested in editing people and I should produce books or journals profession for primary science books.Because based on our problems and needs as a part of that profession is economically not profitable, exploited class of society. and socially not prestigious. In my country, there are some intellectuals, scientists, artists, and social activists who are Part -II interested in popular education. Training course on book production for children can be organized inviting the personnel above as Japan is Japan, Indonesia is Indonesia. facilitators. And I'll try to These two countries have different socio- persuade my publisher to support this plan. cultural background.Yet, beyond the I'll understand if my publisher does not support differences,I see a common platform, that is this training, because it is financially not the need of more cooperation among those profitable.But I am sure, without any support who are involved in the existence of book of established publisher, such training course production (parents, children, teachers, can be carried out, and the ideas of popular scientists, edit illustrators, photographers, books for children can be implemented. educators, intellectuals, etc.).How to Because this training course on book production 66 71 for children basically and principly relies on reasons for their lack of interest in children's capability of people themselves. affairs are related to several factors the most important of which are discussed below: Before we go to the people for the training, it is important to carry out "pre- 1. Textbooks training", that is a "training for trainners". This training will help facilitators for the The problem of centralized system: training course OTT popular books production for children.We have enough human resource.It The system of education in Iran is is the work of "popular management" to centralized, so, following the decisions made in mobilize this human resource.This is the the Curriculum Development Center, uniform problem of cooperation and organization.We textbooks are recommended for students of should improve our skill and enrich our each grade all over the country. experience in the cooperation and organization to cultivate the human resource effectively. One result of such a policy is the lack of My students at university where I teach, can competition among authors and limitation of the be a part of important human resource for this variety of textbooks.Of course, the planning.Many of them are idealist, hard- Curriculum Center tries to employ the most workers, and radical.It is my work to come qualified persons for writing textbooks, but it to them to discuss this planning. is not always an easy job.The science As far as I know, there are some Non- teachers in remote cities have not easy access Government Organization (NGO's) in my to the center and the necessary references, so, country which concentrate on popular they do not have the opportunity to cooperate education.But I see this NGO's in crisis in writing textbooks, and the task remains to now, because their activity should be faced be carried out by a limited number of authors. with strong status quo.I am trying to solve Revision of textbooks takes place rarely and this crisis, to carry the NGO's out of the the format of books seldom changes crisis by increasing and intensifying considerably. consolidation, and trying to establish more NGO's focused on especially popular education, In 1980, the science department of including on book production for children. Curriculum Development Center decided to review the science syllabi and rewrite textbooks for the elementary level, but the problems related to the Gulf war, were a great barrier for starting it. Iran The preliminary studies are going on these by Mr. Hossein Daneshfar days and the work will actually be started Editor, Curriculum Development Center next year. (Science Section), Organization of Research & Educational Planning The problem of teachers: Ms. Tahereh Rastegar Because of the great increase in the rate Science expert, Organization of Research & of population growth, the number of students Educational Planning and classes is rapidly growing, and teacher training centers are not able to meet the need Part-1 for new teachers.This situation obliges the decision makers to show little strictness in Science books are not published for children selecting students entering teacher training very often in Iran, but great interest is being centers and consider shorter periods of training shown in the few books obtainable.The main programs.So, they are not well prepared for cause is the fact that there are very few good their jobs, and are not quite familiar with new authors who can write science books for teaching learning strategies.These teachers children, or in other words, they are not are not mostly able to enact the goals of the properly trained.They mostly know the basic program, set by the authors of the books and rules of science, but are not familiar with Curriculum Development Center.Obviously, concepts of education.They don't know having such unqualified teachers will bring the children's needs, language and interests.These job of revising and renewing the books to a authors mostly prefer to work for adults.The halt, because it takes a long time for the 72 60 teachers to get acquainted with the concepts some sort of teacher guides in general. in the books they teach. 3. Other books Publishing teacher guides and holding inservice-training courses cannot go together There are semi-governmental, a free with the growth rate of students and teachers. institute (Children Book Council) and several Moreover, the teacher guides usually do not free publishers who publish science books,but "guide" teachers properly as desired and their problems are far more than those of problems remain unsolved.Such teachers governmental institutes because: usually choose the method of "chalk and talk" for their classes because of the great number 1) The price of materials needed (paper, of students in the class, and don't want their film....) is high, so, the price of the books students anything but to memorize the facts published will be high, and it is not possible and figures written in the textbooks.So, for many families to buy them. there will be no opportunity for the students to improve their various learning capabilities. 2) Children are prepared for far future, and their world is small, but entering this world Moreover, the centralized system makes and touching their needs is noteasy. instructors teach all the concepts in the Working for children has no immediate textbook, because the students have to pass profit, so the people capable of writing some sort of final examination, and it is not science books, prefer to work for university their own teacher who prepares the tests and students.In recent years, many more questions. students are entering the universities, so they need more teaching facilities and more Using such strategies in teaching affects new books.The authors choose this simple the approach of authors and curriculum job which is more profitable and makes them developers.They cannot present the new more famous. methods of teaching in their books, because they know that their efforts will be neutralized Another reason why science books for by inefficient teachers.Besides, it will make university level are needed more, is that the teachers uncertain about what they are choosers of these books are the adult students, teaching. but the children's books must be chosen by the parents, and sometimes they do not feel the 2. Supplementary books need, especially if the family belongs toa culture different from those introduced in the In order to diminisn the above mentioned books. problems, The Ministry of Education has decided to publish supplementary books in many Part-II fields of science, reference books for teachers, and also, magazines for different age groups of by Mr. Hossein Daneshfar students.Because of low prices, the books are sold very quickly and considering that this sort In the latest report, we mentioned that lack of activity has started only a few years ago, of manpower (specially writers), is the main most of the books need reprinting. problem for most of us, either because good writers are not willing to work for children,or As the scientific concepts are the same all they don't know how!(In fact, I was one of over. the world, and only the methods of them who preferred to work on secondary representing them are different, the center has school biology mainly, but this course changed decided to translate good science books which my mind to a large extent.I think I would are more or less famous in western societies in certainly join the group which works for pre-university levels. primary level when I go back home).Another good result of this course was thatwe will There are also seasonal magazines for certainly arrange some trainingcourses for the science teachers in the fields of Physics, writers.I was always wondering what sort of Chemistry, Biology and Earth sciences.The subjects must be offered to these people who aims of these magazines is to improve the are mostly university professors, and how the scientific knowledge of the teachers and make training course must be held.We practiced it them familiar with the newest methods of once before, but most of them showed little science education.In other words, they are interest. perhaps because they were not 70 73 involved in learning as ACCU did here to us. production in Asia and the Pacific (Training We were always busy here.Even I prefer to Course on Producing Primary Science Books) call it a "Do It Yourself" course.The course was one of those training courses that Iranian increased our self confidence and I think we participants were looking for, because can follow ACCU's way of doing in our countryCurriculum Developing Center of Iran has too. decided to revise the science textbooks of elementary and junior levels, therefore it is The people we met from other countries very important that we get advice from were very good references.I always had the science experts of developed countries such as chance to share ideas with most of them if not Japan, America and European countries.Since all.These talks were of great help because this course was focused on producing the we always wanted to know what others do in primary level science books for children it similar situations. gave me an opportunity to share and exchange the experience of experts in different fields After all, there are always limitations for and also of different countries. us.Education is not something apart from other aspects of life.Teachers belong to the As it was mentioned in previous report, the society, they have a very important role in most serious problems that are faced by Iran educating our children.So, they must be well in producing and teaching science textbooks chosen, well trained and well paid.Those are are as follows: expectations and aspirations that do not happen to be true.It needs money and many 1) lack of professional writer, editor and facilities which all countries do not possess. illustrator in science book production Providing good books and other teaching facilities also need fund.Only educated people2) lack of qualified teachers in primary levels ask for better living conditions, and these people usually know how to earn money.So, 3) lack of suitable activities in science class we encounter a vicious circle having money due to: means having access to good education, and good education develops bright brains, and a) limitation of science hour time people who are eager to work hard see far b) lack of activities in science textbooks ahead and be dedicated.Education and brains c) lack of suitable kits and laboratory are not things that can be imported from other facilities in primary schools. countries, but good ideas and experiences can. In this respect, we must be thankful to i) Rapid increasing population which causes organizations like ACCU that provide the higher number of students in each opportunities for gaining good ideas and class every year.Producing a well experiences. qualified science books is not the solution for all mentioned problems, but can reduce To summarize my debate, going back to the severity of them.However each of Iran, I will: them has its own solutions which should be achieved simultaneously.Since I am a 1) Arrange training courses for personnel science expert in Research and Educational involved in textbook preparation. Planning Organization of Iran, the following suggestion will be submitted to 2) Prepare some sort of "Guidelines" as a the Curriculum Development Center: directory for those writers who cannot attend training courses. a) The syllabus of science textbooks should be activity oriented rather than content 3) Convince writers to work for children. loaded. 4) Arrange summer courses for school children b) The proper activities should be chosen about science activities. so that some of them might be done outside the school. Part-II c) Suitable and proper use of Kamishibai by Ms. Tahereh Rastegar (picture story-telling) in teaching or parallel to science books in first grade In fact the 23rd training course on book of primary schools can attract the 74 7 i interest of students much better than Laos the ordinary science books. d) Introducing scientific terms to the by Mr. Boun Xou Matmanisone students must be done very, carefully, Vice-Chief,Division for Natural Science i.e. after enough explanation and Curriculum and Textbook Development for activities related to each scientific term General Education, Research Institute of they may be introduced in order to Educational Science make the student get actively acquainted with concepts of scientific terms rather than memorizing it. Part-1 e) Science books producer must be exposed to overseas training courses to make Lao P.D.R. is a small country with use of the experience and advice of population of 4,053,000 inhabitants and its international and high qualified science territory covering of 236,800 square experts and get aware of modern kilometers.It's a landlock country with a technology of science book production. small scale, scattered production and its economy is based on agriculture and- forestry. f)The N-P method (New Participation method) can be introduced to the Education at all level is given in Lao students of teacher trainer centers and (National language).In general education, also make use of it in order that the school system is divided into five-years teachers get acquainted with that and primary school (ages 6-11), three-years lower make proper use of it when needed. secondary school (ages 12-14), three-years NP method is also useful for any group upper secondary school (ages 15-17).In work such as science book production. primary school, science is taught as compulsory subject.From grade one to three, g) Suitable reference material should be it's integrated into the reading, but from supplied with the help of some grade four to five, it's taught as an international organization such as integrated science. Unicef and Unesco. Since the establishment of Lao P.D.R. in h) The best oversea's supplementary 1975, the Ministry of Education has reformed science books should be translated to educational curriculum development and Persian language, in another word simultaneously textbooks, especially science attention should also be paid to textbooks for elementary school. translation rather than only local supplementary science book production. 1) The major obstacle we faced in writing primary science books in Lao P.D.R. is the i)Teacher's guide books should be written shortage of experienced teacher educators, so that it both helps and encourages experts on curriculum, and textbooks teachers to plan their lessons. development, science specialist, practicing teachers and psychologists. j)The importance of in-service training must not be forgotten. The lack of appropriate research to identify needs and to provide detailed k) Attention should also be paid to analysis of expressed needs priorities and produce supplementary science activity cost effectiveness, because such procedures books so that the students can learn can provide information on special science through discovery and also requirement of advantaged children and improve their science culture. disadvantaged children. 1) The workshops similar to the one which The content of science textbooks does not was delivered by Dr. Kako, can be used engage children's interest and does not in teacher trainer colleges, to make the arouse their curiosity. students get aware of their hidden abilities and also in-service training for Science textbooks do not suit the general teachers. levels of teachers (Low level of teaching 75 7 1-) staff, inadequate knowledge of child execute some measures prescribed by the development and educational psychology). strategy on education of Lao P.D.R. government for the year 2000. From the point of view of economic development of the country, the content Undertake the appropriate research about must satisfy the need to raise educational Lao pupils' psychology and achievement. level and the way in which schools should Collect information and data in each reflect the educational policies of Lao region: economic data, base of production, P.D.R. government and the social values of particularities to take into account in communities. elaborating new curriculum and in compiling science textbooks for primary About the preparation, trial and school. evaluation, the quality of textbooks is a direct reflection of the quality of those Special attention should be paid to attract who produce them.We are in lack of the concerned persons in involving in qualified, experienced and well trained writing and editing science textbooks.. authors, editors (reviewers, or evaluators) and illustrators and designers (art editors). Part-II 2) The second points of difficulties concern the publication, production and I would like to describe my new and distribution. practical plan of action for development of science book publishing in my country as - Shortage of fund available for the follows: publication Our urgent need is to provide good quality High cost of publication science textbooks in sufficient quantity for the whole country.Our natural science - 95% of equipments and materials forthe division, one of the five divisions of R.I.E.S. printing houses are imported from abroad. is responsible for curriculum and materials development for Mathematics, Physics, Science textbooks have not been available Chemistry, Biology, Agriculture and domestic in sufficient quantity.Many schools are science and for the design of didactic without science textbooks particularly in materials and teaching aid.In the period of the remote areas (due to the difficulties in 1987-1988 we carried out the subsequent buying science textbooks). revision of science textbooks, especially for primary level. But, step by step the Ministry of Education and Sports has made an attempt in Since 1988 we have been working out new order to overcome many difficulties by taking curriculum of science at elementary level by some actions as follows: introducing a new subject (from grade 1to grade 5) which integrates science and social Subsequent revision of the curricula and and moral education and reduces the number textbooks (especially science textbooks for of subjects from 11 to 8, in line with the primary school) current trend.In this subject, "the world around us", pupils will be encouraged gradually - Improvement of the distribution of revised to come to terms with current issues in the curricula and science textbooks world they live in, how to take care of their bodies and their environment, and about their - Special attention has been paid to she place and role in the community. supervision and inspection of curriculum implementation and to the teaching and Since 1989 we are compiling science leaning process. textbooks for primary school (for grade 1to grade 5).Actually we come to term with - Training the untrained teachers in primary prototype of science textbook and prototype school of teacher guide for grade one for the trial in school year 1990-1991.We have to From here to the year 2000 we have to compile, try out, revise and rewrite science 76 73 textbooks for grade 2, 3, 4 and 5 The aim of the subject is to bring about respectively.This process requires the an awareness that man has to live in harmony planning to meet needs for textbooks and with his environment in order to ensure the reading materials, preparation, trial and continuous well being and prosperity.This evaluation followed by production and will enable the pupils to function effectively distribution.In consequence, not only the in society, their physical environment and staff members of our natural science division simultaneously be able to nurture personal may be involved in this process, but also, characteristics which are congruent with the staff members of other divisions in our principles of the Rukunegara (National institute and other concerned persons should Ideology). be involved in the compilation, trial, and evaluation of these science textbooks. Hence, the subject would be able to provide knowledge, awareness, understanding, In order to fulfill this strategic task appreciation and sensitivity towards the assigned by the Ministry of Education of Lao environment.Besides acquiring and nurturing P.D.R. Government and according to the skills to obtain knowledge relating to man and solution proposed by group D of this 23rd his environment and related issues, the pupils training course, the urgent need to overcome would also be able to understand and solve obstacles is to update continually the problems pertaining to the subject. knowledge of teachers in primary school and of other concerned persons in writing science 2. Production of science textbooks textbooks for primary school in my country. Two divisions in the Ministry of Education Therefore I would like that national play a role in the production of the "Man and workshop on producing science books for the Environment" textbooks, the Curriculum primary school and for children should be held Development Centre (CDC) and the Textbook in Lao P.D.R. under the financial assistance Bureau (BBT). of ACCU and the guidance of resource persons from ACCU.This will be a precious The syllabus and the curriculum opportunity to encourage teachers and other specifications for Years 4 to 6 were produced concerned persons to involve themselves in by the CDC.Writers were invited to send in writing and editing good quality science books sample chapters to be selected by the CDC. for children. One writer was selected to write the Year 4 book for the whole nation and two writers for the Year 5 book.The book for Year 6 was written by CDC. Malaysia The BBT handled the technical aspects of the book and the Dewan Bahasa and Pustaka published the books. by Ms. Azian bt. T.S. Abclullah Assistant Director The production of secondary science Curriculum Development Centre, textbooks follow the same procedure as the Ministry of Education primary books.Publishers were invited to write sample chapters but this time, about 6-8 books will be selected by a panel of Part-1 evaluators consisting of lecturers, teachers, CDC officers and other educators.Once chapters and from time to time, the chapters 1.Introduction will be upgraded by the same panel of evaluators.This is to ensure that the books In Malyasia, science as a single subjectis maintain a certain quality. not offered at the primary level.Instead, a subject called "Man and the Environment" was CDC prepares the guidelines for the of fered to Years 4 to 6 pupils introduced in writers which includes factors to consider in 1985.This is an integrated subject which writing the textbooks.For example, writers includes elements of science, health science, are supposed to present the subject matter in history, geography and civics. various ways to make it interesting to the students, facts must be up to date, 7 4 77 illustrations must be proportionate and solve problems, pupils must be taught to suitable, sensitive issues to be avoided and so analyze and interpret whatever problems or forth. situations that are presented to them. This procedure was followed to allow a In this respect, science books (he it the certain standard and uniformity throughout the textbooks or supplementary books) play nation.This is also to ensure that what is important roles because they serve as teaching needed in the curriculum specification is being aids and references.If science books are not translated into the text. interesting enough and do not attract the pupils, their curiosity about science cannot be 3. Problems faced in producing science aroused.This in turn will produce a society textbooks which has no scienceand technology culture. The most serious problem we face in The Training Course producing science textbooks is in getting good authors.An author is considered good if The training course on producing science he/she is creative and able to make the book books for the primary level has given a lot of interesting to the pupils.The author should insight into the situation in Japan and what be able to capture the attention of the pupils pan be done to improve the production of and make them curious about science. primary science books in the respective countries.Presentations of the various The most serious constraint faced by the country reports show that many of the authors is time.Very little time is given to countries in Asia and the Pacific face similar them to write (due to some other constraints) problems and needs with reference to science and therefore, they are not able to do book production, although its seriousness may research before embarking on the job. differ from one country to the other.This Resource materials which are up to date are was followed by two workshops using the 'New also lacking. Participation' method to determine the problems and needs as well as the solutions to The panel of evaluators who are supposed the most crucial problem.This method is to analyse and evaluate the books are also good in the sense that it allows all the not trained to do so.They refer to the participants to express their views. curriculum specification to ensure that the contents adhere to what was wanted and the Almost all the lectures were very well facts are accurate. presented.Most of the lecturers were either writers or editors of various pulishing Most writers write in the conventional way companies.One aspect that was really and do not want to try anything new in case impressive was the dedication and their book is not accepted.Neither do they professionalism shown by these people in want to ask any questions during the briefing producing science books.A lot of research sessions in case other publishers gain from it. was conducted either by the writers or Therefore, we get books that are acceptable editors before a certain book is published. for schools but they are not interesting This aspect is lacking in most developing enough. countries. The most interesting part of the training Part-II course was the workshop conducted to produce science books for children.All the After five years of implementation of the participants were asked to produce an 8-page subject "Man and the Environment", it was science book on any topic of interest.This found that the teachers could not teach this. exercise was good and found to be useful subject very well.Those teachers who are because it gave the individuals a chance to not very well versed with science found it test their creativity in writing science books difficult to teach the science elements. for children. Therefore, we find that science is not taught as it should be, i.e. the inquiry way.One of Recommendations the aims of this subject is to enable the pupils to understand and solve problems From the lectures and discussions, many pertaining to the environment.In order to points of interest could be considered and 78 7 5 emulated from the Japanese with regards to Sains', the next step that should be taken to science books for children.Although we can solve our problem is to plan ahead and get find a lotof books for children in Malaysia, together teachers who can write to make be it local or foreign, it is quite sad to say plans for a better publication of the that science books for children are still very magazine. lacking.More writers could be encouraged by introducing awards for outstanding children's At present, our primary schools are not science book writers or establishing a equipped with science laboratories such as the Malaysian society for children's science books one we saw in a primary school in Tokyo.It to help promote its development. may not be feasible to supply equipments to primary schools in Malaysia because this will In Malaysia, there is an association for incur a lot of expenditure.Therefore, some translators established by the Dewan Bahasa form of guidebook for primary teachers could and Pustaka and a number of foreign books be produced which contains various innovative (mostly American and English science books) ideas on producing simple science apparatus have been translated to the national language from cheap materials, that teacher> or the but they are mostly academic books for the science society can make. higher level.Good foreign books for children need to be translated and a pool of translators proficient in English, Japanese, Russian, German, etc. should be encouraged to join the association. Malaysia As Prof. Hiroshi Ezawa mentioned in his lecture that what is important in science is to by Mr. Arshad Rawian stimulate the imagination of the children. Editor Good books can do just that and if primary Children's Book Section teachers can use supplementary science books, Dewan Bahasa dan Pustaka for instance picture books and also the 'kamishibai' for children in the science lessons, it would indeed arouse the children's Part-I interest in science and stimulate their minds. As it is now, most of the teachers depend only on the textbooks.The 'Man and the The production of general science books Environment' textbooks are written in an for children in Malaysia is very limited.Most expository form with questions at the end of publishers preferred to publish science every chapter.There are no teachers' guides textbooks rather than general science books. and this makes it difficult for the teachers to To produce general science books, they have conduct the lessons. to face some problems: Therefore, if it is possible, the textbooks 1.Problems to get a good manuscripts: should be reviewed to make them more inquiry-based with lots of activities for the Unlike writing a textbooks (which the children to develop their intellectual ability contents have been given by the curriculum and thinking skills.Teachers' guides should department), the writers have to determine also be provided to help the primary teachers the scope and contents of the books.They teach more effectively. have to select what topics to be highlighted, and how to write efficiently.From my The Science Unit of the Curriculum experience, most of the manuscripts sent to Development Centre produces a science news my department are not interesting and some letter called 'Berita Sains' for the secondary are not suitable for the target audience. science teachers.This magazine is published What we need is not books that just give every four months but the most crucial scientific facts and information, also educate problem is a lack of articles.Most of the children to understand and appreciate their publishers of magazines in Japan plan years life and environment. ahead on the themes for their magazines and there is good coordination between their They have ideas, but failed to develop the editors and writers as well as other idea properly.The informations are not personnel.As one of the editors of 'Berita written precisely, and some of them are too ( r%0 79 high for the target audience.From my b) Science books writing competitions:This observation, most of the writers have no program can be launched in order to experience in writing children's books.We promote and encourage people writing have to make heavy editing and guide the science books.This is the fastest way to writer to make good books.It wil, take time get good manuscripts of science booksfor and increase the cost of production. children.New potential writers and illustrators also could be identified. 2. There are onl" a few experienced editors for non-fiction, children's books, especially c) Translation:Translation of good science for science books.So far there is no proper books from other countries into local training for them. language should be continued.This is also a good and the fast way to getgood 3. Good illustrations are very important in materials for children. producing good children's science books.The illustration must be precise, clear and d) Science book exhibition:Good science attractive.But it is difficult to find good books for children could be collected from illustrators.Many of them have only very all over the world, and then could be basic scientific knowledge, and so could not exhibited to public.The aim of this "illustrate" and "simplify" the higher scientific exhibition is to show many kinds of books concepts for children. to the writers and readers, so that they can learn or get ideas to produce It is also very difficult to get good themselves. photographs for science books.Sometimes the real picture is very important as a supplement 2. Long-term plans: to the texts.It broadens the scope of the texts and gives more information to children. a) Seminars, conventions and workshops on Pictures of animals in their natural habitat, science book production should be for example, are very limited.The publishers organized from time to time. have to buy the pictures from other departments and individuals, but the cost is b) To promote formation of a group of very high. science books writers. 4.Scientific jargons.Editors often come c) To publish science magazines for children. across a scientific terms which are too difficult for children.To make precise, d) To promote publicity on reading science simple and interesting science books for books through library and mass media. children is very difficult and needs and experience. e) To develop and activate science clubs in schools. Part-II f) Use modern technology, e.g. computer aided design, and desk top publishing to accelerate the production of good science For the development of science book books. publishing in Malaysia, I would make some suggestion plans.These plans are divided into short-term plans and long-term plans. 1.Short-term plans: a) organizing seminars and workshops: This program can be held to promote and to train writers, editors, illustrators and other personnel involved in the science book production.Within the program, they could be exposed to the new trend of science books writing, and we could encourage them to write good quality science books. 7 80 Maldives Life on land and sea, types of soil, sun, moon, solar system, rain cycle, light and heat and many other topics are being incorporated. by Mr. Hussain Ha leem Teacher Educator Producing of these textbooks also has Institute of Teacher Education taken a long time.These books were produced only in the mid years of 1980's. Previously we were using other countries' textbooks such as Primary Science of India, Part-I Primary Science of Singapore, etc.Even now in the middle school we are still using the Caribbean Science textbooks. Republic of Maldives lies in the Indian Ocean approximately 670 km South West of Hence the need to develop locally suitable Sri Lanka.Maldivian archipelago of 1,190 textbooks is great in the Maldives. To coral islands cover an area of around 90,000 develop these books for the primary schools square km.Length about 150 km and the we had to face many hardships.The main widest point being about 120 km.There are hardship was lack of manpower resources to 200 inhabited islands which hosts a population write books.Since there were no expert of 214,000.Male' the capital has a population book developers and writers, first we had to of over 56,000.The Maldives is a 100% train personnel.Within this short period with Muslim country.It has a language of its own short term courses, consultants help.As developed over the .7enturies and a script Maldives was depending on expectorate called Thaana in which 95% of the population teachers mainly from Sri Lanka and India, are literate. needs to create locally able teachers were also generated.Hence teacher training grew Systematic education in Maldives began in formally in the year 1980 and as a separated 1927 with the introduction of secondary level institution in the year 1984. schooling in Male' .Arabic, Mathematics, language, poetry and navigation were the main Still there are very few local teachers, subjects covered.However in 196i formal educators, or even curriculum developers who English Medium education was introduced in are capable of undergoing such a task in the capital, Male' which has paved the way writing and editing books.This limited staff for the development of modern education in had to cater for all subject areas with the the Maldives.Atoll education system added burden of training the teachers, remained the same as 1927 with very little acquainting them with the curriculum and to development until the 1980's.When the try out the written materials. national curriculum was developed in 1984 need for producing teachers, textbooks and Illustrators, lay out makers, those who other material were created. could do graphics and other art work are also limited in the government sector.Hence a The seven subjects in the national lot of time and finance are also being spent curriculum are English, Mathematics, Islam, on this area.Limited facilities, financial Dhivehi, Physical Education, Practical Arts difficulties and lack of manpower add on to and Environmental Studies.Science is not these previous problems. taught as a subject in the primary classes in Maldives.In the middle school Environmental Printing in Maldives is another serious Studies is divided into Science and Social problem.No single printer (Private or Studies and is taught as two different Government) is capable to print all the subjects. necessary books.Hence the government has broadened its printing facilities but still most In the primary classes the Environmental of the books have to he printed abroad. Studies subject is organized in such a way Text books for the next year are already that the Science component is incorporated in being printed in Malaysia.However I would it.The syllabus is based on a thematic like to mark the willingness the few capable approach.Starting from himself, leading on personnel are showing towards the to family, island, country, neighboring improvement of producing books. countries outside world.Within these main themes the science topics are being covered. Private printers also tend to work mainly 0 81 for profit.A good example could be the c) Incentives should be providedfor the situation in which we are in.These printers people writing science books.These are willing to print pupils books andpupils could be in the form of financial work books which they know that there is a assistance, technical assistance, market.Nobody is willing to print teachers' fellowships or scholarships. books and hence this has become an added problem. 2)In order to create good books locally suitable and good reference books and At present very few science books other materials are required.The following than these are being produced, specially at steps could be taken to overcome someof the primary level.However the government the difficulties in this respect. is trying hard to improve the condition and is encouraging people to write and publicize all a) Teachers, writers, editors, students, types of reading materials.To help in the etc. should get familiarized and limited manpower capabilities I do hope to acquainted with libraries of the get a lot of ideas to broaden my knowledge schools, institutions and National and techniques on how to make interesting Library.Since all these places have a and effective primary science books. limited variety of books this could be one easy source of referencematerials. Part-II b) More emphasis needs to be given to create or translate the available materials to mother tongue in order to I would like to identify some of the steps help the students learning in the atolls that could be taken with joint co-operation to have some scientific reading and collaboration of the Ministry of Education materials. Curriculum Development Centre and Institute of Teacher Education.Depending on the c) Organize an exchange programmewith national need and education policy of the regional countries or ACCU member government some of these steps may not or countries.These could be done through could not be taken in the near future. the official contact bilaterally or Financial difficulties also may restrict some through international organizations. of the recommendations.However if the quality and quantity of locally suitable and d) Selected materials need to be ordered usable science materials are to be developed with the financial help of the and improved then some of the following government or other international recommendations may be helpful. organizatious. 1) The work of good authors, editors, e) Contact international organizationssuch designers and illustrators seem to be one as Asia Foundation, BritishCouncil, of the major elements of a good book. American Congress for assistance of Hence the need to develop the manpower selected reference materials. necessary is one of the major tasks.To do this the following steps could be taken. 3) Adequate time should be allocatedfor each process of the book production(textbooks a) Selected personnel need to be trained as well as supplementaryreaders or abroad, and through these people materials).These concepts should be decentralize the training of these organized systematically well,in an writers, editors, illustrators and interesting way, with accurate information designers. which has to be pretested. b) Strengthen the science component in 4) Field testing and evaluation of the the teacher training institute including materials should be done in different areas the writing, editing illustration and and necessary improvements should be designing of such science materials. brought within a target time range. This would in turn create interest and develop the scientific knowledge and 5) After going throug.i the whole ESsyllabus, capability of the graduating teachers. contents for a science kit needs to be identified and these experimental kits for 82 (3 science has to be ordered and provided to different branches.Before editing the books, the schools.Without these kits ES could editors must be acquainted with other books not be taught effectively. on the same theme, which will help to improve the contents and structure of our books. Ithink that the editors must have a deep knowledge of those branches, to find talented authors, choose the most interesting Mongolia themes for the readers, make advises for the contents and structures of the books and for this purpose must have a close contact with by Nadmidyn Sukhbaatar the authors and translators.In our country Head of Science Book Dept., one of the main difficulties in the publishing State Publishing House of technical books is the technological problem of polygraphy.The old and too large printing facility is unfit for the publishing of science books and manuals for high schools and Part-I secondary schools, which we need to publish in small copies.So we are searching the technology and equipments which fit for the In Mongolia rebuilding and a process of publishing of such books.We are starting to reorganisation of market economics had begun. alter the technology of all our polygraphies. And it also influenced on our publishing affairs and already several independent have There are many problems to be solved in been set up and began to publish and sell the publishing affairs.So I want to say at books privately and cooperatively.Mongolian last, that I am interested to know many State Publishing House publishes scientific- things from the experiences of publishers and technical, political books, fictions, editors who are taking part in thiscourse. translations, books for children, text books and manuals. We publish scientific-technical books as Part-II theoretical works, monographs industrial propagations, manuals and scientific popularized works.By the planning of the Ilearned much about the outline of books designation plan we choose themes scientific development in Japan, and the regarding the suggestions of the corresponding situation of publishing science books for offices, organisations and authors.Before, children, magazines and textbooks as well as this plan was affirmed by the higher offices the problems involved. and it planned for only one years term, but now it has changed and we make direct In order for children to understand science contracts with the authors. well and to develop their capability to think scientifically, various kinds of books and Also it has a tendency to be changed the magazines on creatures, plants, the earth and designation and structure of books.We had the universe have been published in Japan. planned and published many titles of thick And they are done on the basis of their books, and this method of work had its observing and knowing about children.These failure, because of long duration of printing, publications serve well to guide the interests difficulty in printing and less economical use of the readers into science.I was especially of paper and materials.So we will try to interested in children's books in which lives of reduce the pages and sizes of books and to creatures and plants are introduced in improve illustrations and designs of books. different life stages.Such books have not yet The readers also demandit.It is clear that been published in Mongolia. the knowledge of special branches is very useful for editing scientific books.Because I noticed through observing Japanese our publishing house publishes different kinds textbooks that teaching of scientific method in of books and we have not yet specialized primary school in Japan di ffers from that in publishing houses and editors for specialized my country.In Japan, the' experiment-and- books.Therefore we are expecting to have learn' method is valued in order to upgrade such books edited by the famous scientists of children's thinking ability.I understand that 83 80 to make children experiment themselves and Myanmar learn is the fundamental attitude in publishing any kind of books and magazines for children by Dr. Tin Tun Oo in Japan. Writer/Editor/Publisher Health Education Officer I am not a teacher but, looking at Japanese Department of Health textbooks from an editor's point of view, I found that they are very thin and present many experiments in photographs, whereas Part-I tetbooks in Mongolia have a lot of explanations and are quite bulky.I would like to make a special reference to how all those 1.Present situation and trends on publishing involved in making textbooks participate and primary science books cooperate together in the textbook production process, which is not the case in my country. Nowadays book publishing is flourishing all over the world.Many different kinds of It was very helpful to learn how to find books, journals and magazines are published in themes which can attract the readers' many different countries.They are the interests and which can appeal to the feelings sources of information and knowledge.They of all children irrespective of their ages; how also give entertainment to the readers. to select authors; what kind of responsibility editors and designers have, etc., particularly Our present life requires much scientific through the lectures of Mr. Uchida and Mr. information and knowledge at various spheres Takeda in the course.After I return to of the society. Mongolia, I must share this knowledge with my colleagues. Present situation of publishing science information and knowledge at various spheres Visiting the editorial office of "Asahi Paso- of the society. Con" and seeing the computerized editing system was a very interesting experience for Present situation of publishing science all the participants.Among the participants' books in Myanmar is as follows: countries, there are those where computers are used in publishing and others where they are not.Mongolia is now beginning to adopt computers in publishing work.Therefore, 1988 1989 seminars on utilization of computers in publishing are extremely valuable to us. Total No. of the titles 18242376 of all books* One of the biggest problems in Mongolia is that of printing.Unfortunately, printing was No. of the titles of the 45 72 not particularly dealt with in the course science books programme this time. Percentage of the titles 2.47 3.03 I am sure that the knowledge I gained from of the science books the course will be utilized to improve the publishing work in my country.First,I will Total No. of the copies of 62188260 report on the publishing situation of children's all books*(in thousand) science books, magazines and textbooks of countries in Asia/Pacific to my colleaguesand No. of the copies of the 150256 we will exchange our opinions and views.I am science books(in thousand) planning to start publishing a children's science series in my country, selecting Percentage of the copies of 2.41 3.10 interesting themes in conjunction with the the science books authors. (*= Not including textbooks) (Science Books contain pure science and applied sciences) According to the total number of the titles 84 81. and the copies of all books, the publications d) Promotion of science books reading habit in Myanmar is increased in 1989. among the community According to those number and percentage of titles and copies of science books, the publishing science books in Myanmar is in Part-I I increasing trend. But the percentage of the titles and the Our future action plans for development of coPies of the science books are mostly only 3 science book publishing are mainly based on percent.It means insufficient science books the possible solutions of these problems. publication in Myanmar.Major subjects which were published in 1988, 1989 are novels, 1.Suggestions and proposals stories, comic books, and textbooks. I have a plan to suggest the relevant There are only two monthly science authorities. magazines; one is purely a science magazine and the other is knowledge magazine including a) to organize the science teachers, writers, mainly scientific articles.Those all are in editors, illustrators, painters and publishers Myanma language. for proper professional coordination and cooperation. 2. Most serious problems and proposed solutions for editing and publishing science b) to give the international exposures to the books. various personnel involved in science book publishing. Most serious problems in editing and publishing the sf.:ience books in Myanmar are c) to modernize the editing and printing as follows: technology. a) Inadequacy of up-to-date scientific d) to upgrade the library services information e) to encourage science book publishing b) Scarcity of the reference books on science from other countries 2. Own activities c) Difficulties in appropriate translation of The followings are my future activities modern science terminology based on new ideas and experiences from this training course. d) Little international experiences in publications a)I will introduce the progress of Japan in modern science technology and science e) Scarcity of high quality papers book publishing to our people by writing, editing and publishing of the articles and f)Inadequacy of modern printing technology the books. g) Insufficiency of library services b) To the other writers, editors, painters and publishers,Iwill explain the activities h) Low reading habit of science books among conducted in Japan for science book the community publishing. The followings are the proposed solutions c)Iwill distribute the materials produced by for those problems. ACCU for science book publishing to the relevant departments. a) Increased cooperation and coordination in science publications among Asian and d) To improve in science book publishing,I Pacific countries will mention in appropriate periodicals about the activities of Kodansha Publishing b) Modernized editing and printing technology Ltd. which is well o-ganized and firmly established. c) Upgrading of the library services 85 82 e)I will introduce the NP (New The Ministry of Education had the policy of Participation) method and utilize it in selecting the textbooks from among the some decision-making meetings at my office available ones on a basis of competition and and at other relevant occasions. assigning a specific textbook for the specific district or zones of the country. f)To improve the reading habit among the community, I will introduce the idea of The National Education System Plan (1971- Bunko (home library) to the people by 76) propounded the following basic policies writing the articles. for the improvement of the quality of textbooks and the distribution. In conclusion, the training course has provided me with a lot of precious a) Janak Educational Materials Centre is to experiences and knowledge and I hope to be made responsible for publishing cooperate closely with ACCU for more textbooks on basic subjects and sample information to improve science book publishing textbooks in other subjects.It should be in my country. entrusted with the responsibility of distributing the textbooks throughout the country. b) The textbooks should be available at fair Nepal price and textbooks should be available free of cost to poor children and in the remote areas. by Ms. Shubha Lakshmi Pant Editor c) Research activities should be encouraged to Janak Education Material Centre improve the quality of the textbooks. At present, Janak Educational Materials Part-I Centre holds the total responsibility with regard to the publication and distribution of textbooks for all the levels of school Primary Textbooks education.Janak Education Materials Centre has its five regional depots from where it Prior to 1951, almost all the textbooks and distributes books to booksellers.JEMC shares other educational materials were imported from the responsibility of distribution with Sajha India for use in schools of Nepal.After the Publication which distributes/sells the books establishment of Gorkha (Nepali) Bhasa on a commission basis. Prakashini Samiti (now incorporated into Sajha Publication) some books got published in The Curriculum, Textbook and Supervision Nepali and some of them were used in Development Centre is responsible for getting Nepalese schools also.The Nepal National the textbooks written.It invites manuscripts Education Planning Commission recommended from local writers and selects the best one on the need of curriculum in 1954 and a competitive basis. subsequently, the Department of Education published primary and lower secondary Sometimes it commissions some writers of curriculum in 1958.The private publishers repute to work in certain textbooks.The started getting textbooks written on the basis CTSDC has a regular programme designed for of the curriculum and the government started improving the existing textbooks by getting the selection of textbooks and prescribing them reviewed by subject teachers and them for schools. experts.It has started a new policy of putting the textbook for trial use for one In 1961, the Ministry of Education year before it is mass produced for use. established Educational Materials Centre (now Janak Education Materials Centre, where the Process of Curriculum Development author is presently employed) equipped with trained textbook writers and a printing press. Since it is necessary that the curriculum Some textbooks were written by these trained be revised from time to time, the Curriculum, writers.The Education press printed the Textbook and Supervision Development Centre books and they were distributed to schools. has adopted a process which ensures a 86 83 continuous development and renewal of school 1. To give more facilities on publishing curriculum.This process consists of eight steps and is illustrated in the diagram given a)Science magazine below: b) Science picture books regarding to the primary level "1-11ire:ation of learn- Preparation of Inventory of ing needs of specific selects withpenes and students taocbses 2. To encourage to organize children science Evaluation offfecTtIve- ISWERair club new of Cunicultve outlines of curriculum DevehocerantOriWSZE. Finalisation of curriculum Diacussicelin subs an the basis of in co-ordination committee committees 3. To provide financial resource to schools curriculum for science library 4. To input 2-3 credit hour on editing science Problems Faced in Editing and Publishing book in higher level science course Science Books 5. To organize training for editor, writer, Editing of Science books needs careful illustrator and designer and teacher in consideration as regards to language and their relevant fields throughout the country diagrams.Photographs, pictures naturally add by NP method from time to time attraction to primary level children.The size and the correct layout of the figures, 6. To provide sufficient time for writer and diagrams and charts are very crucial in up to date supplementary science books conveying the correct information to students and magazine in an interesting way.Lack of modern facilities (such as multi-colour machines, So this is only a broad frame work within appropriate letter sizes, etc.) has been the which one can visualize the area that needs constraint in providing a lively textbook. further strengthing for concerted action. Such a textbook also fails in providing the correct scientific concept in an easily readable way.The know-how of modern technology in publishing science textbooks is also lacking in the country.There is hardly a Pakistan science magazine suitable for school children. The inclusion of illustrations and diagrams also makes the book expensive.There is a need by Mr. Jamil Ahmad for publishing a cheap, but attractive, Research Officer readable science textbooks providing clear Urdu Science Board science concepts to school children. Part-I Part-II Book production may be dividedmainly into four steps: In the 23rd Training Course organised by ACCU, I got good opportunity to work with 1) Script Writing honourable and distinguished writers, editors, 2) Illustration publishers and illustrators.Their valuable 3) Production/printing lectures, discussions, practical work hop, 4) Sale observation visit help to acquire and broaden my knowledge and techniques to publish Sccipt writing for science books requires science book in an interesting and effective persons who have master degree in science way.It will be very useful ifI could put in subjects.Masters of Science in our country practice going back to my country. do not have full grasp on language and grammar because they had read science in Curriculum of a country is guided by English while the medium of education at Government Policy.So the following primary and secondary level is Urdu.The suggested recommendation could be put up to books written by masters of science must be the higher authority. read and checked by linguistic experts.The need is to train the scientists in writing 61 87 scripts of science books which are not only difficult to produce and deliver good science free of language mistakes but also have the books to the public.Yet in Pakistan our mode to attract the attention of reader.This institution i.e.Urdu Science Board is doing may be done by refresher courses for scientist this job.We not only produce good science to write scientific scripts.Although Urdu books of primary, secondary and higher levels Science Board is trying to train scientists on but also sell them.Our sale is increasing script writing, yet such attempts are to be each year by more than 15%.We also accelerated. produce good illustrated science books for laymen and elementary readers to explain them The second step in book production is the principals and laws of science and to illustration.With appropriate drawings and teach them the fundamental processes of diagrams.On primary level science books nature. illustrations and diagrams play an important role to provide visuals on the subject.The Pakistan in Asian countries is on the problem is that good illustrators in our lowest ebb of education.My training in this country do not know the a,b,c of science. course, might open a window for better They can illustrate the book only in fine education and in books of low cost, which is artistic manner.So there is a need to train our primary need. the illustrator in illustrating the scientific matter and script.On the other hand, the printing of coloured photographs for science LPart-Ii books in our country are too costly to reach the reader. Before talking about my future plan of The third step in book production is action, after returning to the country, for the printing the script with illustrations.Science development of science book publishing in my books, in our country, are usually printed in country, referring to the training course,I one colour only.Multicolour printing is too want to tell you about the present situation expensive, and general reader cannot buy such of science book production in Pakistan. costly books.Although four to six colour printing units are working in Pakistan yet There are so many private publishing their speed and cost does not cut down the companies in Pakistan, but only a few of them prices of the books.Usually colour printing publish science books.Among these Feroz is done on mono colour printing units. Sons in Lahore and Shahkar Book Foundation Another related problem is of paper.Good and Sayyed Qasim Mahmocd in Karachi are and fine quality paper for science books in important. Pakistan is only imported which also increases the cost of the book;If we produce good Shahkar Book Foundation does not publish quality paper in Pakistan, we may increase science books for children or laymen (neo- the production of good science books on literate).:t only publishes some science cheaper price. magazines and some encyclopedias of science. It means that they only publish high level The last and most important problem of science matter.Moreover their publications sale arises after production.In our country are not so much attractive and not wide only 10% people can read the books.Out of spread. these ten percent, only a small number is interested in reading science books while Feroz Sons is basically a general book others prefer to read books other than publisher, but it also published so many science.Moreover, people prefer to buy and science books for children and laymen.Their eat a cone ice cream rather than to buy and publications are.wide spread and quality of read Look.Also, the system of education books is very good.But being a private does not encourage the student to buy and publishing company, prices of its books is too read, out of course science books. much high. Meanwhile, the most serious situation has arisen within the last ten years due to the In government sector there are about 5-6 influx of video technique which has completely publishing bodies which only publish science diverted the attention of people.Now people books and do not du other activities for the prefer to see video and not read the books. promotion of science.Among them are: So keeping these problems in mind, it is very 88 85 1) Department of 'Taleef-wa-Tarjama' the newspaper. Karachi University, Karachi 2) Urdu Science College, Karachi 2)In the same way science clubs play am 3) Department of' Taleef -wa-Tarjama 'Punjab important part in the cultivation of University, Lahore creative mind in children.Through this 4) West Pakistan Urdu Academy, Lahore type of bodies children not only learn some 5) Urdu Science Board, Lahore practical science work, but they also investigate the solution of some other First four publish only high level science problems of science.I think this type of books and quality of books of most of them is science clubs under the guidance of not so good.Moreover all of them are creative mind science teacher activate the general book publishing institutions, and none process of evolution of science and of them is confined only to science books technology.So returning to my country I except Urdu Science College, Karachi. try to promote this type of science clubs in every locality through the media of The fifth one Urdu Science Board Lahore communication.As the starting example I is an institution of science book publication will try myself to run such type of club in not only for children of primary and secondary my locality and also in my office. level but also for neo-literate and laymen. This institution also has two branch offices in 3) Kamishibai (picture story telling) is also a Peshawar and Hyderabad. new technique known by me in this course. Although this type of kit is also used in Urdu Science Board published more than Pakistan, but not for the purpose of 200 science titles including primary children scientific picture story telling. Iwill also books, science terminology dictionaries, try to introduce this technique in my encyclopedia of chemistry, books on new country for the promotion of science arid techniques of science, computer programming, book prcluction, through the mass media. books on different topics of botany, zoology, geology, astronomy, physics, chemistry, 4) As for more and beautifully coloured mathematics, live stock and printing, etc.Its science books is concerned, till now this publications are wide spread and prices are makes the book costly in my country.If not too high. paper is of good quality, printing and illustration is very clean and clear, surely Yet this is only a publishing institution and the cost of book will increase.So it do nothing for promotion of scientific becomes out of the reach of common knowledge except book publishing. people.I will try to keep such type of books as cheep as possible, so that every My practical plans of action person can buy' it.It is possible if we print some advertisements of book seller, For the development of science book book publishers, paper producers, ink publishing, my practical plan of action after producers or other parties concerned in my return to the country, referring to the any step in the process of book training course programmes which gave strong production. impressions to me are these. 5) Writing, editing, publishing and selling of 1) Home Libraries (Bunko) impressed me so books is a chain process.If there is some much.I think this type of libraries play sort of non-cooperation between the an important role in creating and improving persons concerned to any step of this scientific mind in the children.Simple process, the whole chain will be broken. activities associated with this type of So Iwill try to make this coordination and libraries create a working mind in the cooperation as strong as possible, creating children.Home libraries also promote the the atmosphere of confidence between the reading habit in children, and in this way writer, editor, publisher and seller.This increases the production of books.So also is possible, by writing columns and when Ireturn to my country, first of all, articles in newapapers, by calling meetings I myself open a home library in my and seminars for the persons concerned, locality and in my office and then try to and by holding training courses and promote this prograi, me throughout the programmes for the persons concerned. country by writing articles and columns in 89 6) A working coordination between the science colonial government. book publishing bodies is lacking.I will try my better to make a best coordination The language and origins of formal between these, so that the production and education, have always isolated parents and variety of science books may increase. their communities from schools.Until This also will be done by calling meetings recently the speaking of any language other and seminars for the concerned persons in than English was banned in most schools. these bodies. Traditional vocational skills and social, spirit A and ethical values were not a valued part of the formal school experience. Contrary to all education theory, the formal education system did not begin with the Papua New Guinea known.Existing language, number, scientific, social, spiritual and ethical concepts of children are ignored.Formal education has by Mr. Raho Kc:vau and continues to contribute directly to the Curriculum Writer alienation of children from their parents and Ministry of Education their way of life. The Education System General Background Papua New Guinea has built a complete education system within a short period.The Papua New Guinea (PNG) is a diverse country has adopted a four-tiered education country both geographically and culturally.It system; primary or community (grades 1-6), is a mountainous, rugged, tropical country of lower secondary (grades 7-10), upper approximately 3.5 million people of diverse secondary (grades 11-12) and higher cultures and over 800 different languages, education.Most of the primary schools are which is more than a quarter of the languages constructed by the local communityusingbush of the world. materials.A large number are in very isolated locations where the only means of Education in Papua New Guinea access is by one, or any combination of air, canoe or walking.The secondary institutions The societies of PNG have systems of are almost all boarding establishments, traditional education by which knowledge, constructed of permanent materials and skills and attitudes for each society are situated in or near to administrative centres. passed on.Our technology in agricultural, house building, and sailing are among the most We now have approximately 2,500 primary ancient known. schools.Lower secondary education is provided by more than 230 academic, Literacy and formal schooling have much technical and vocational institutions and more recent origins.They were first College of Distance Education.There are 9 introduced into PNG society by the occupying upper secondary academic institutions. colonial power to prepare a small number of Primary teachers are trained at 8 teachers people to meet the manpower needs of their colleges.Several provinces and NGOs train churches, business and later administration. teachers for vernacular preparatory classes. It took no little cognizance of, and was Secondary teachers are prepared by the four unrelated to the needs of life in the universities and a host of other tertiary larger community.Christian mission groups institutions.Most of these operate under the began using vernacular languages and lingua umbrella of the Commission of Higher franca for envangelistic purposes around the Education. year 1872.That situation contintml up to the end of the Second World War when. changing Primary Science Education global attitudes to colonisation saw Australia colonial government became involved in Brief History of Primary Science primary education.The National Department of Education was established in 1946.In The first major development of the primary 1950 a policy of universal primary education science curriculum in Papua New Guinea was in English was introduced by the Australian a Unicef/Unesco assisted education project 90 87 initiated in 1968.This project provided a practices, methods and experiences have also full-time Unesco science curriculum adviser been strengthened. who was funded for 3 years and who set up a Science Curriculum Development Panel Science is a compulsory subject in all of consisting of himself, a number of primary grades 1-6 of the national education system. teachers' college lecturers, one primary school There are nationally prescribed curricular head teacher and one primary science teacher throughout.Primary school science receives from a pilot school. only a small allocation of time; 30 minutes As a result of this project, the Three per week in grades I and 2, 40 minutes per Phase Primary Science (TPPS) course was week in grades 3 and 4, and 60 minutes in developed.it was designed to help children grades 5 and 6 out of a total weekly to understand some of the many new things allocation of about 1,650 minutes.In which were introduced in Papua New Guinea. addition, there is a 30 minutes science radio It introduced teachers and children the broadcast for grades 5 and 6. physical sciences.They began to learn about heat, light, electricity, magnetism and other Science is a way of finding out new things as well as about animals and plants. knowledge by activity and experiment. In They began to learn and experience the primary schools in Papua New Guinea, science scientific way of thinking. education is not a series of explanation of 'why' and 'how' things work.The main aim In 1973, the TPPS course was introduced of the course is to provide children with new to most schools throughout the country. experiences. Present Situation The major emphasis of all science lessons are on child activity and experience, designed A major evaluation of the material to exposed pupils to a range of science- produced was carried out in 1377.This related experiences with stress on the evaluation generally supported the material immediate environment.The lessons are based but made several recommendations.In the on the assumption that children learn best by late seventies, the TPPS course was revised. doing things rather than by hearing about As a result of the evaluation, the Primary them.The broadcasts relate the science School Science Advisory Committee which concepts introduced in the activities to consists of teachers' college science broader issues and applications.There is also lecturers, science curriculum officers from the a health programme for community schools and curriculum unit of the National Department of practical work in agriculture is undertaken. Education and experienced science teachers, recommended that the original aims, methods The course includes making careful and content be maintained while the observations of living things.For example, programme be revised beginning with Phase the children look at plants, animals, rocks, III. soil, and water.They also become familiar with man-made objects such as mirrors, During the early and mid eighties, new lenses, magnets and simple electrical Teachers Guides for each grade from 1-6 were apparatus.In grades 1 and 2 the children written.A Primary School Science Syllabus experience many enjoyable activities not with additional support materials were also normally available in the home, and are written.This primary science course was encouraged to talk about these observations based on the revised and expanded version of and to ask questions.Grade 3 and 4 is a the Three Phase Primary Science Course. series of simple experiments based on Most of the original aims, objectives, observation.The children are expected to concepts, and activities remain though in a observe accurately and report what they have simpler form which will help teachers who observed.Grade 5 and 6 science is a series have little scientific training, background or of more formal experiments.These experience.This was to give the teachers experiments involve comparison, measurement, the much needed assistance they wanted. recording of data, simple graphing, sketching and reporting. An attempt has been made to reduce the amount of imported materials needed through Most importantly, the course is activity- the use of locally available substitutes. based one.All lessons involve the pupils in Wherever possible links with traditional some kind of activity desizned to help them 91 ss form useful concepts.Formal instruction is materials for primary schools has been given a kept to a minimum.The children are very low priority.Other areas of discipline encouraged to learn by doing. such as English and Mathematics are given priority as these are considered to be important.This is evident in the vast Problems of Editing and Publishing Primary differences in the quality of materials Science Books currently in existence. In today's world, scientific knowledge is an The Science Office of the Curriculum Unit ever changing process, subsequently, more and is entrusted with the important task of more books are written each year about these planning, designing, and developing primary new information.In light of these changes; science books for curriculum implementation. the planning, development, and publishing of However, these tasks are difficult to achieve suitable relevant materials at low cost because there is a shortage of manpower targeted at primary school children is of within the office.Part of this constraint can paramount importance.In the Papua New be attributed to the kind of financial Guinea context, the seriousness of the problem allocations made available to the Science lies in the search and identification of good Office.If sufficient funds are made quality suitably relevant materials at low available, more staff would be trained and costs for children.If we begin from the employed permanently or specialist contracted world of the children, then science will be on temporary basis to develop and produce relevant to the children.We should materials.At the moment, there is a small discourage work which involves iron filings, number of staff available to undertake tongs, etc. to making of bush trails and writing, editing and publishing tasks.This measuring leaves.We should use real life small group of people are expected to develop materials and situations.This implies that; and produce science materials at grades 1-12 teachers and children use the local level which is an enourmous task.Currently, environment as much as possible, rural and the emphasis in science materials development urban science courses need to be different, and production has been directed at the and programming must be done locally by secondary level, the primary level has been teachers.Further, the relevancy and the very much neglected. suitability of the materials should be reviewed regularly as the need for science and In the Papua New Guinea education technology is playing an important role in the system, a lot of emphasis is placed on the lives of people. teaching of English and Mathematics and in many other aspects of the curriculum. In Generally, while science is seen as an terms of financial support and staffing, these essential core subject throughout the two subject areas have priority unlike education system, it does not at present Science, Community Life, Health, Agriculture, receive the emphasis in terms of time and Expressive Arts which are way down the allocation which it of ten does elsewhere. priority list.Similarly, the recruiting and There are a number of reasons for this.The contracting of writers to develop and publish limited science background of community materials has always favoured English and school teachers influences the amount of Mathematics in terms of numbers.This one- science that can be attempted at that level. sidedness has resulted in more officers been Due to the wide aims of the curriculum at recruited to develop and publish in the areas lower secondary level, specialised subjects of English and Mathematics than Science and stressing preparation for the next level, other subject areas. receive low priority.For many years now, primary school science education in Papua New Papua New Guinea like many developing Guinea has been given very little recognition. countries is burdened with financial constraints.Under such conditions the As a developing nation, Papua New uevelopment and production of materials in Guinea 's scarce resources and benefits are general is given low priority unlike other thinly spread to cover the many areas of development.When such situations developmental areas.Although, the arise, the quality of science curriculum Department of Education gets a larger portion materials produced is affected.In order to of annual budgetary allocations, the produce quality materials, a lot of money is development and publication of science required and similarly, more time is needed to 92 8(J attain better standards.Also, the chances of science course for each grade.This on the contracting expert writers from within the whole improves teachers background knowledge country or overseas to develop and publish the on scientific concepts. necessary materials, although expensive, becomes very slim. Possibly in the near future, a management system could be designed to enhance a Possible Solutions functioning science book provision system. The aspects of the system should helpensure Science is a way of finding out knowledge continuity such as staffing, technical through activity and experiment.The assistance and to control and monitor effective teaching of science in primary progress.Team publishing by officers from schools goes hand in hand with the various quarters of the society with development and production of relevant quality complementary skills works best to guarantee science materials.The development and the right level for each grade. production of these materials isan important element of spreading ideas and knowledge. It is equally important that primary science books provide concrete and simple Considering the limited resources the scientific knowledge as oppose to abstract and country has, primary science developers should complex knowledge to both the teachers and consider adapting books to suit local needsor the children.The provision of science books publish new ones to keeps up with the in this case is important to the teachers changes.Currently not many science books because they contain carefully designed guided for primary schools for use by childrenare experiments which enables teachers to teach being produced.Although, some teachers better the concepts that would facilitate the books have been developed, theseseem children acquiring new knowledge. inadequate.More teachers textbook, resource materials should be produced.The acquisition The whole process of science education of scientific knowledge by children is hindered should be seen as a bottom-up development of by the lack cf sufficient knowledge by the science, rather than a top-down system, that teachers and the lack of provision of good we need to generate; one which begins with quality appropriate science books for children. the world of the child. In order to develop and produce good Conclusion quality appropriate science books, it requires time to develop an integrated plan and Indeed, the time has arrived whenevery coordinated team work.There should be a effort should be made to boost primary framework created that encompasses the whole science at primary level education.Unless primary science curriculum from grades 1-6. teachers and schools are provided with good The books must be a unified series covering quality primary science books in order to specified topics in planned sequence to understand what science is about and to prevent gaps in coverage of any topics.the convey their ideas to children then no amount books should be clear and simple and at the of money spent on teacher trainingor right level.If the books are tough the superficial in-service courses will create real teachers and children won't use them. change within the classroom. In a developing country such as Papua New In conclusion, the benefits thata country Guinea, one of the major problems identified could enjoy through books are beyondmeasure is the lack of scientific training and because without relevant textbooks the growth background knowledge of many teachers.The of a country's education would be seriously provision of science books to this effect is hampered. important as to help alleviate thisproblem. This is because the books containthe necessary background information.The science materials (Teachers Guides,Resource Part-II Books) provide the teachers with themuch needed guidance, ideas, and suggestions in the effective teaching of the primary science Some of the practical plan of actions I course.The teachers are also provided with propose to undertake in this important area of the overview of the content of the primary science book development and publishinv for 93 so children in primary schools in Papua New superiors offer guidance and provide Guinea are as follows: professional support.This could be in determining the type of materials to be Firstly, it is important to keep in mind produced and in what form.Tne age, that there is a diversity of expertise and conditions, and geographical location of the experiences of personnel involved in the children should be given special attention so development and publishing of children's as to cater for the target group appropriately science books.These writers of science and to the fullest.This is considered books, supplementary readers, teachers guides important because science books cover such are teachers, parents, specialists,university wide range as:science textbooks, general lecturers and education supervisors.They picture books, science dictionary, science work in team rather than individually. cartoons, guides for teachers, etc.Moreover, Editing, book designs and layout are it is difficult to find qualified writers. undertaken by the staff of Curriculum Specialists in a subject area and teachers Development Division (CDD) of National cannot always write good textbooks and Dept. of Education (NDOE).Sometimes children's books.In this area, my plan of subject specialists and outside artists are also action would be to identify and bring together available to consider the manuscripts and a pool of human resources available in the illustrations.Maintaining the cooperation and public and private sectors to participate in consultation among these group of experts regular writing workshops.This pool of professionally is a problem.The action I experts could participate irregular workshops propose is to encourage the different to undertake specific writing tasks in the are' personnel to unite and harmonize their of children's science book publishing or activities professionally. discuss issues relating to science education for children. Secondly, the CDD has established the Primary Schools Science Review Committee Fourthly, I would use the defferent ways recently.The role of the Committee is to of communication to foster and promote review the entire primary science course. friendly and professional relationship among The committee comprises of curriculum the private publishers to cooperate with the writers, science book writers, teachers CDD and NDOE in the development of science educators and community representatives.An book publishing for children.I could important task of the committee is to plan encourage the NDOE to initiate dialogue in the actual development and publication of informing private publishers of the national science books for children. I plan to utilize plan of the production of science textbooks this opportunity by organizing a workshop for and children's science books to meet the the committee members which I hope to requirements of the current curriculum. I conduct during one of their seminars. Iplan would also suggest to the NDOE by giving a to organize the workshop along the similar to special subsidy to help some publishing houses the one offered at the ACCU during the 23rd to select and distribute good science books to training course.However, the actual design school children. could be modified greatly to suit PNG needs. The New Participation Method could be :l'ifthly, the mass media could be introduced and utilized during the workshop encouraged to play an important role to and other decision making meetings.During campaign for the promotion of science in the workshop Iwill share the experiences, primary schools.One way of achieving this ideas and knowledge I gain from the ACCU would be the broadcasting of special course.I could highlight the important points programmes by television and radio concerning and characteristics in various forms of science science and its necessity.Another could be books for children such as science textbooks, in the publication of book reviews with science journals, science picture books, attractive designs and contents to introduce science photo books, etc.The workshop could interesting and readable science books to the be a forum where participants could share public.There could also be an introduction idea and experience, discuss problems and of new publications in TV, radio and propose workable solutions. periodicals.In addition it could also be suggested to the NDOE to launch a Thirdly,I would act as a resource person nationwide campaign for the promotion of to the Primary School Science Review science in general and science books for Committee. Icould in collaboration with my children, 94 91 Sixthly,I could suggest to the responsible basic textbooks, workbooks, and teacher's authorities for the professional staff in the manuals to public elementary and secondary science section in particular the writers and schools nationwide, and to date, it has illustrators to be given adequate training in improved the textbook-to-pupil ratio from 1:10 their relevant fields from time to time.Such to 1:4.The books are given on a free loan exposure should not only be necessary to new basis to children. staff but other senior staff to give them enough exposure and to learn new ideas to What is the role of private or commercial enable them to produce good quality science publishers?They may submit textbooks for books.It would be suggested that such use in the National Textbook Project in which training be made available locally so more case, publishing and printing are carried out people could be sent by having a rotation by the Instructional Materials Corporation system. (IMC).To qualify, the publisher's textbook has to be approved by the Textbook Council, In conclusion, itis important to state that after which IMC buys the right to publish and there are a numerous and various practical distribute a government edition of the book. plans one can propose.However, how to Private publishers may also submit their books implement these action plan needs an for approval by the Textbook Council as integrated programme which requires the reference mateiais in public schools.These utmost cooperation, complete dedication and reference books are published and printed by commitment and full support from parents, commercial publishers and subsequently sold to teachers, trainers, publishers, illustrators, the Department of Education, Culture, and editors, researchers, mass-media, non- Sports (DECS).Lastly, the private sector government agencies, leaders, as well as develops and publishes books to be used by government.No matter what the burden is, students in private schools which constitutes if we cooperate, it will work.These about 10% of the total student population. cooperation and coordination of the action plans are a must.Let's work together more There are instances when IMC commissions closely to make our society better. the writing of textbooks to curriculum development centers (CDCs), particularly when a major curriculum reform is about to be implemented by DECS.The Institute for Science and Mathematics Education Philippines Development of the University of the Philippines, is the designated CDC for science and mathematics.In addition VI writing by Dr. Lourdes R. Cara le (Ms.) textbooks for the National Textbook Project, Supervising Education Programme Specialist our institute is also tapped by a Foundation, Institute for Science and Mathematics the Foundation for the Improvement of Education Department, University of the Science and Mathematics Education in the Philippines Philippines, to develop textbooks for private schools. Development and Production of Science Part-I Textbooks The developmental process is initiated by Introduction the formulation of a rationale, scope and sequence, and objectives on the basis of The importance of the textbook in a national goals, needs and interests of students developing country like the Philippines cannot and society, and international developments. be overemphasized.It is the basic learning tool and may be the only reading material The writing team consisting of subject area available to school children particularly in the specialists with classroom teaching experience, small villages or barrios of my country. and elementary teachers with special training in science teaching, proceeds to develop an The need for textbooks in public schools is outline and to write the manuscript.The met by the government through its National writing team works closely with consultants Textbook Project.The project has provided composed of science educators and subject 92 95 matter specialists until the revised materials textbook should not merely inform, but are ready for trial testing. should direct pupil activity.Exposition, besides being boring, encourages passive Tryout of materials are carried out in absorption of information.Rather than schools all over the country for a one-year exposition, the book should encourage the period, in the case of the National Textbook reader to use and hone their thinking skills Project.With regards to the Foundation- by answering questions, analyzing and commissioned textbooks, tryout is done on a solving problem situations, and interpreting smaller scale and may consist of small groups data.Emphasis is on how to think, not of children who come to our Institute, as what to think. well as classes in cooperating public schools. How to present scientifically accurate Feedbacks from students, teachers, information that considers the level of the observers, and consultants are utilized by the child.Writers, editors, and artists must be writing team in revising the materials.After careful in their presentation of concepts final review by the consultants, the revised and science ideas.These should be materials undergo editorial work, and are then correct and acceptable to the scientific ready for production. community.At the same time, said concepts and ideas must be within the Editorial and production work are taken level of understanding of children. care of by IMC for the National Textbook Project and by the private publisher for the - How to strike theright balance between Foundation-commissioned textbooks. local and universal color/situations.The book should utilize national scenery, Problems in Textbook Development and examples, and experiences but must also Publishing expose the reader to situations happening in other parts of the world.The book For the initial part of this discussion, should be able to exca d the child's challenges, rather than problems would be a horizon, so to speak. more appropriate terms to use.These Some major problems met by writers, challenges confront the writers, editors, and editors, and artists are as follows: artists. Delay in meeting deadlines.The problem How to effectively communicate ideas commonly occurs on the part of writers using a minimum number of words.Since and artists in view of the creative nature the textbooks are addressed to children, of their task.It is to be recognized that their language level has to be carefully conceptualization and presentation of ideas considered.Sentences must be short, and take time.However, a delay in one stage words must likewise be short and simple. of development disrupts the entire process. Instead of verbal communication, there The people concerned should set realistic should be a liberal use of illustrations. expectations and an achievable timetable to avoid frayed nerves, ruffled feelings, How to make the presentation interesting rising expense, and possible physical illness and attractive.The pages in the book on the part of people with weak hearts must capture and hold the interest of and weak stomachs. children so they will have a desire to continue reading. Short supply of qualified people needed in One way is to make the artwork alive or the different phases of textbook animated.Action must be observable in production, i.e. the illustrations. Situations presented must be close to the o writers with the adequate science children's experience, thus relevant to background, teaching experience, and the them. necessary writing style to capture the Stories, folk tales, and a varied format attention and interest of children; can all be utilized. editors who, in addition to being How to stimulate the reader to interact communications experts, are also with the written page.Science learning is knowledgeable in science content, active process, not passive.Thus, the pedagogy, and educational psychology; 96 93 °artists who are truly imaginative and produced in the Philippines use newsprint creative with inherent talent and/or and are not colored.With the high cost training in making illustrations that of textbook production, the books are not appeal to the young; they must also have within the reach of the poor.Most of a grasp of the basic science concepts them can only avail of the free loan discussed in the books. extended by the National Textbook Project where the book is shared with other Conflicts arising among the writers, children. editors, artists, and the production staff. Lack of trained personnel in the production It is not uncommon for writers to keep on process. Training and retraining of revising their manuscripts until the very last typesetters, layout artists, and printers stage of production, of course, with the have to be undertaken so they can operate intention of coming up with an excellent piece up-to-date machines when these become of work.While it is true that rewriting is available. the secret of good writing, authors must realize when to stop making changes, when to let go of their work. Part-I I In some cases, writers are hesitant to accept the sugg ested changes of the editor because of perceived conceptual errors arising PLAN OF ACTION from the changes. On the part of the editors, some go Although science reading materials overboard in their corrections, changing production in the Philippines is confined to practically everything the author has written textbooks and science magazines, the ideas to suit the editor's own style.Editors have expressed in the course mostly in relation to to exercise care such that the author's ideas science books are relevant to what we are are not taken out of context, which may doing.For instance, all the sessions result in an erroneous presentation of emphasized that science reading material concepts.When making revisions of particular should captive and hold the interest of approaches to be used by the teacher and children, and should be presented in an classroom activities to be done pupils, understandable and logical manner, with a recognize the classroom experience and liberal use of illustrations.I believe this expertise of the writers.In other words, general rule should be followed whether one editors must know the point at which they are is developing and producing a science book, already impinging on the responsibility that textbook, or magazine. belongs to the writer. To share the benefits obtained from the There is a need for artists to work closely training course, with children, teachers, with the writers from the time artwork is editors, and writers in the Philippines,I being conceptualized up to the inking or intend to do the following: finalization of the illustrations. 1. Recommend a national level seminar To avoid these conflicts among writers, workshop in science book development and editors, artists, and production staff, each production to be sponsored by ACCU, jointly group in the development process must have a with the UNESCO National Commission of the clear idea of each other's particular roles. Philippines, and to be organized by UP-ISMED More importantly, there must be mutual as host institution. respect for each other's ideas, and a spirit of cooperation and trust in the capabilities of This particular training program will not be fellow workers. exclusively for writers and editors, but will include book designers, illustrators, layout There are also problems inherent to the artists, and photographers. technical aspects of textbook production, namely, Resource persons, training materials, and other forms of support will be requested from - High cost of printing, eoz. in terms of ACCU. Participants will come from various paper and ink.For this reason, books agencies in the Philippines, both public and 9 .1 97 private, involved in science book production. on the science materials we aredeveloping, to wit. 2. Share the experiences of the training course in an informal session with UP-ISMED a) Do not be in a hurry to teach abstract staff, particularly the members of the concepts to children.Content selected elementary science work group. should be within the cognitive level of children.For children, the process of The work group is presently involved in finding out, rather than the content, should the development of science textbooks for grades be emphasized. I to 6 for use in private schools.It the been commissioned by the Foundation for the b) Regarding superstitions, it might be Promotion of Science and Technology to difficult to touch on them in science books undertake this project. Many ideas learned or magazines for the purposeof disproving from the present training course can be them because of their large number. inputted to the .extbook project. Instead, authors can concentrate on how to carry out scientific investigations,and Editors and writers of interested publishing develop a scientific way of thinking. houses, canbe invited to attend. c) Meeting deadlines is not a problem of 3. Conduct a short-term course of 18-hours publishing houses.Science magazines have duration on science book production.This a concrete plan way in advance, somefor course will consist mainlyof a workshop as much as 12 months.In the case of starting from the preparation of the text, textbooks, the series for 6 grade levels is illustrations, layout, and production (following finished in 2-years time. the model used by Dr. Kako.) (Note: We, in the Philippines, shouldmake it a point to meet deadlines through Our Institute, UP-ISMED conducts short- careful planning.) term courses for teachers of scienceand mathematics, and exposure to science book d) When arguments/discussions arise among production can form part of our reportoire of writers, editors, artists, and production courses. staff, they should learn to arrive at a compromise. 4.Incorporate a workshop on science book production in the one-month training program e) The use of a vari format and for elementary science teachers. UP-ISMED illustrations includi, _irtoons, realistic has been deligated by the Departmentof drawings, and phtographs, make science Education. Culture and Sports (DECS) to books interesting.(Note: Personally, I conduct his in-service training p, gram forthe believe this variety, should be used in purpose of upgrading the contentbackground textbooks as well, so they will not be a and teaching methodology of teachers. Science bore.) book production can be an additional component inasmuch as good andqualified f)Usually illustrations rather than teachers can be tapped to write books and photographs are very useful when a textbooks, or at least science modules for use composite representation is needed. in local community schools and science Photographs, on the other hand, are more articles for magazines_ convincing when a realistic effect is desired. 5. Use the N-P method at the startof textbook production or curriculum development, whereby teachers and writers from different parts of the countrywill be asked to bring out problems encountered in teaching particular science topics, come up with possible solutions, and suggest examples of local real life situations for inclusion in the syllabus/textbooks. Finally, certain ideas brought out in the training course will have a profound influence Or"a 98 Republic of Korea Gamhsk Dong -A Monthly Daily Dons -A ilbo Science S. Monthly magazine/General Nat'l Federation of Technology Scientific L by Mr. Bae Yong-pha Technological Editor Organizations Korean National Commission for Unesco Major Publishers Specializing in Independent Volumes: Ungjln Publisher Audio-Visual Education Co.. 1.Outline/ Introduction iteumeung Publisher Specializing In complete works Nally. Publisher Dang-A Publisher As of 1989, the total number of books Seeming Publisher Game World Publisher Also publishes a monthly published in Korea amounts to 197,224,978 Dee-II Publisher copies of some 38,837 kinds, all of which Ncon-Gong Si Samsung Idea Speolalizing In complete works were published by 5,100 publishers nationwide. Co Yuk Si Among them, the number of books for children Dritenica Korea leumho Publisher is 40,387,130 copies (some 20%) of 7,976 kinds St. Pawl's Publisher published by some 500 professional publishers. Ntyungeoondeng Publisher Considering an elementary school enrollment Sang So Gak Publisher Deemoong Publisher Specializing In complete collections as of 1989 of about 5,000,000, the average Sao Seek Publisher number of books for children (including Ye RI. Deng Publiaher Specializing in complete works Deily° Munhwe Publisher kindergarten pupils) is 8 copies per child of Jikyungsa Publisher the total, however, science books for children leuesoorme Publisher Boescose fUblisher were only 3.7% at most, or 299 different Children's Literature Publisher titles. Mingo Publisher Heneol Culture. Publisher Kyunguongak Publisher In the earliest stage of publication Dwnevng Publisher programmes of books for children in Korea tilnwargo Publisher foreign publications for children were Kookmunme Publisher translated or simply imitated.In recent years, however, books for children have 3.Present Situation and Future Trends developed rapidly, both qualitatively and quantitatively keeping pace with the nation's What are the problems in developing high growth in industrial development as well science books for children in Korea today? In as living. cultural, and educational standards. short, one can say that science book Such trends appear in the publications' publishers are pioneers working in adverse editorial contents, for example, - from basic conditions.Until 1970, generally speaking, sciences through the ultramodern including the world of science journalism appeared4o space science, astronomy and the genetic be a wasteland.There was not even one engineering in order to help them meet the general magazine on science, notwithstanding rapid changes of contemporary society. In the nation's strong policy on science and short, publication programmes for children in technology and the movement to popularize Korea today are growing rapidly, though there science launched widely at that time.Under have not yet produced satisfactory results nor such circumstances, several conscientious enviable profit for their publishers. scientists and science organizations including a daily newspaper have made every effort for 2. Major Science Books and Monthlys for the purpose of diffusing/disseminating Children journalism of science in Korean society.They have greatly contributed to the introduction Title Content Publisher, etc. of enlightened era of science in the country. SCIOPICO Choson General Science Magazine Inaugurated In 1933/ In enumerating science books for children, stopped publishing Student's Science published since 1964 by the Student's For Elementary I Secondary Dolly 'Unimak Ilbo Hankcok Ilbo, one of leading daily newspapers Science School Students /Monthly in Korea, has been a most representative Weekly Guahak Only Newspaper in this monthly magazine targeting elementary and Shinmcon field/Plans to become a Deily soon secondary school students.Another influential daily newspaper, Dong-A Ilbo later joined with Monthly Science Monthly Gyemong-sa publisher the publication of Science Dong-A whose 99 96 BEST COPYAVAILABLE editorial content includes a variety of color Moreover, interest in science is growing photos and pages in each edition.These two rapidly. monthly science books for children by two leading daily newspapers also contributed Today's publishers and their editorial staff greatly to the development of science book can develop their publication programmesby: publication programmes by making best use of them as sister magazines. A number of 1) Encouraging professional cartoonists of publishers followed suit publishing science science books, books for children, furthering the 2) Fostering editorial staff specializing in this popularization of science.The nation's rapid field, industrial progress, too, functioned as an 3) Strengthening financial support from the important plus factor and ..encouragement. government, 4) Training of career/eligible translators, In 1980s as a consequence, numerous 5) Expanaing opportunities for advanced science books for children have appeared in training courses/workshops for editorial book markets throughout the nation, most of staff so as to share their experiences and which are well printed with attractive color knowledge, pages and photos, and are likely to help 6) Investing science book development for the children approach the world of science and future, and nature easily.In the late 1980s, some 500 7) Strengthening government's support and publishers in this field become fiercely related policies including the popularization competitive in the book sales market and of science. sales promotion.Analyzing these circumstances, Korea can be described as at All these are the very tasks to be solved in the beginning stage of publication activities in the years ahead. science books for children although there are still a number of problems, and current As for Korea, today's science books for situation is not too satisfactory. children require more professional editorial techniques and improved contents as well as 4. Major Problems and Proposed Solutions more attractive formats to have a competitive edge in the flood of books and publications In the process of developing science books available today.In this way they can for children in Korea, there appears, as usual, contribute to students' learning and admiration a number of problems and barriers seriously of science. threatening the spread (expansion) of science book publication despite its bright prospects of the future.Major problems are as follows: Part-II 1) Shortage of competent writers/authors/contributors/cartoonists; In my future editorial work, the following 2) Shortage of eligible translators of foreign follow-up plans of actions for the development publications in this field; of book producing are expected to be included 3) Difficulties in securing editorial and further carried out; professionals in this field; 4) Lack of editorial skills and technologies, 1) Dissemination and diffusion of knowledge i.e., cover design, illustrations, graphics, and information gained during the training lay-out and binding, etc.; course; 5) Financial constraints - higher publication costs and smaller profits compared with 2) Making effort to further develop and other publications; complete various kinds of methods and 6) Insufficient opportunities for professional ideas which I learned through the training training courses/workshops/meetings, and course, to be accorded with the domestic for exchange of informationand materials, conditions and circumstances; etc. 3)'I u make every effort to train personnel The future of science books for children through sending him/her to training courses is, in general, bright.Our contemporary and workshops in the field of science book world is changing fast and the global village publication; (i.e. world community) appears very near. 100 97 4) Establishment of a friendly network of From this number the children's books 23rd training course pa-ticipants for the were published 8,000 titles and 43,000,000 purpose of 'further prompt exchange of copies in all.It is about 20% of the whole informationand materials between number of published books.This is the second participants' countries, and strengthen biggest number of the reference books.There mutual international friendship; is approximately 5,000,000 children who are (Chairperson to be according to either in the kindergarten or primary school. alphabetical order of nations of all the That is to say, one child has at least 8 participants) copies.500 publishing houses out of 5,100 publishing houses are making children books. 5) Closer contact with ACCU in the fields of This is 10% of the whole publishing houses in culture, publication and others for the Korea. purpose of not only promoting mutual cooperation but also strengthening friendly Among these the specialized publishing relations also because of ACCU staffs' houses for children books are Woong Jin dedicated effort shown in this training Publishing Co., Ke Mong Sa, Kum Sung, course. Hollym, Kuck Min Sue Kwan and Sam Sung. They are publishing books mainly in series. In short, it goes without saying that There are also other publishing houses for effective utilization of the acquired children, which make books in single edition. knowledge and information in my future Ye Lim Dang, Dae Kyo Moon Wha, Chi Kyng editorial activities as well as wider Sa ana Kui Su Re are the ones belonging to dissemination of my experience to the this category. relevant figures and organizations as well in my country are actually the very Most of the children's books currently subjects.Therefore, the following-up plans published in Korea are on literature and arts, so of actions are to be focused on this.For it is hard to say that there is enough this, various kinds of meetings, discussions, children's books on science.For instance, and consultations concerning science book there are only 300 titles on science out of publishing are expected to be made.At 8,000 in total.This is just 3.7%. the same time, needless to say, a number of problems and weak points are also However, the children's titles have been expected to be arisen as circumstances and continually increasing in latest years, and conditions surrounding Asian countries are because of social and economic development in sometimes quite different from country to the country, not only the grown-ups but country.In this context, ACCU seems to children is aware of the importance of the be in a position to initiatively coordinate children's science books. and improve such .situation. Nowadays the Korean government and the publishing houses have put a great deal of efforts to make good progress on this matter. At present, the science books for children Republic of Korea published in Korea are mainly on the basic science (mathematics, physical) or cosmo- science and astronomy.These books are by Ms. Lee Soon-duck usually well explained for children.In Korean Publishers Association addition to this, in particular we find the cartoon is very good approach to attract children's attention.This method has been PART quite successful. However, there are some problems we are The books published last year in Korea is facing at the moment in publish' g children's 40,000 titles in number and about 200,000,000 science books. copies in all. First of all, most publishing houses trying At present there are about 5,100 publishing for more commercial profits have not taken up houses, and each published 8 titles and 40.000 positive attitude in publishing children's copies in total. science books.It is because there are some 101 98 difficulties in making profits.That is, included were as follows:To make science recovery term of the investment resources is books attractive, there should include many long compared with heavy investment, and colored illustrations, activities, cartoons, there are also some difficulties in increasing stories and folk tales and other varied copies sold. presentations in interesting formats on good quality paper. Second, the more developed editorial skill is required in publishing children's books. 3. Reading habit Especially in designing the cover page this Reading class in school and competition on problem is well presented.Whereas the varied topics among students should be cover page of the general books are well organized and due incentive must be given for designed, the children books are poor. the same to sustain children's interest in reading science books. Lastly, there are fewer authors in children's science books than in children's The solutions suggested above can be literature or biographies.Though they are carried out effectively if there are no specialised authors, it is very difficult to shortage of funds.Publishers should take write easy and interesting for children's part in book fairs to attract local and foreign taste. investments.Financial assistance could be sought from the government especially for the However, it is hopeful that our life are small publishers. very much related with science.Therefore, we foresee the development of the children's Good writers and illustrators alone cannot science books will increase in the future. determine the popularity of the science books among the children.If the general public is For this purpose, it is required training the not aware of the importance of science, they specialized cartoonists and editors for will not buy science books for children. children's science books and inducing Therefore, it is very necessary to create a government's investment for science science and technology culture to enable our publishing. children to enjoy science books. Part -I I Sri Lanka 1.Motivating personnel with high monetary incentives by Ms. Vimal K. C. Siritunga People who have a talent for writing, Chief Editor illustrating and taking good photographs should Educational Publications Department be encouraged and motivated by giving high monetary incentives or royalties.Without this people who are able to write and illustrate Part-I would not be willing to do the job. In order to write books for primary Sri Lanka since gaining political children, writers must have teaching independence almost four decades ago, has experience at the primary level of the primary been relying on the promotion of education as pupils more than others.Therefore they an excellent means for development.The should be encouraged to write books for present school system is largely the primary children with high monetary cumulative outcome of various educational incentives. reforms introduced during the last four decades.Introduction of free education 2. Quality of books scheme from Year 1 up to the University level, the subsequent adoption of mother There is a need of good quality and tongue as the medium of instruction in all affordable books written in popular style using schools, and distribution of free textbooks to real life situation.Proposed solutions all students irrespective of their income 102 99 groups, are the conspicuous land marks inthe population in Sri Lanka comes from the lower country's educational history.The main aim income groups.They do not have access to of these reforms was to provide equal any other reading material especially in educational opportunities to all the children science.Therefore, the science textbooks throughout the country. published and issued free by the State remains the only source of knowledge.Thus The expenditure the government has the need to produce a textbook of high incurred in implementing these reforms has quality is imperative. proved to be a success since Sri Lanka over the years has achieved a literacy rate of In Sri Lanka, the Private Sector too is approximately 90%. involved in the publishing of books.Books on science written by private authors are With the introduction of the mother tongue insufficient to cater to the needs of the as the medium of instruction, there arosethe younger generation.However, in order to need for providing text books in Sinhala and promote the production of supplementary Tamil especially for subjects like Science and readers, assistance is given and incentives are Mathematics.This was fulfilled with the provided to the private authors by the State. translation of English books.Similarly the distribution of free textbooks led to the need The Library Services Board and the to produce textbooks at a lower cost. National Book Development Council are two Therefore, in order to fulfill these urgent organisations which help the private authors needs more effectively and efficiently, the to publish their work with state assistance. production of textbooks from Year 1 to Year 11 was taken over by the State.At present, Many resource constraints both ht:-.;an and the Department of Educational Publications material, and other problems are encountered under the Ministry of Education, is solely especially in the process of producing science responsible for the writing and publishing of books in Sri Lanka.These could be school textbooks both in Sinhala and Tamil. summarized as follows: (1) The writers awell as editors very of ten Ozie of the most significant changes has are academically highly qualified.However, been the introduction of integrated science except for a few, most of them lack the and making it a compulsory subject for the professional skills of writing and editing Years 7 - 11.In 1985, "Introductory science books.They have not been trained Science" has been introduced as a subject at professionally and thus lack the writing and the primary level in Years 4, 5 and 6. editorial expertise required in producing a good science book. In Sri Lanka there is a common curriculum for all the schools, developed by a centralized Therefore the available human resources authority and the textbooks are written have to be trained and developed by providing according to these syllabuses.Writing is done them with specific skills in writing, editorial by a panel of writers selected by the management, production management and even Educational Publications Department.This marketing management.Seminars, Workshops panel consists of experienced teachers of and Training Programmes should be organised. science and officers of the Science Unit in Opportunities should be made available by the the Department.Writing is done under the State for in-service persoimel as well as fresh guidance of an editorial team headed by a graduates who wish to take book publishing as Chief Editor of the Educational Publications a career to gain professional training. Department.The final manuscript is submitted for approval to an Advisory (2) Lack of competent illustrators for science Committee appointed by the Department.This books where the illustrations play a vital role Advisory Committee generally comprises of in the text. University Professors, Senior Lecturers, Senior Personnel from the Educational Publications ( 3) Limited availability of reference material Department and experienced curriculum on production of science books. developers.The illustrations for the text are also done by the illustrators attached to the (4) Constraints arising out of the lack of Educational Publications Department. sufficient supportive literature in science, leading to a tendency to overload the text A greater percentage of the student with facts. 100 103 (5) Constraints arising out of limitations in the (1) To commence on the writing of the text indigenous science culture. books for Grades 3 and 4 (as no science textbook has been written so far for these (6) Difficulty encountered in giving a local two levels).Since the syllabus is already touch to science texts employing local prepared for the introducting science for material and processes. these two grades, the prescribed topics have to be included in the tea.However (7) The usage of science technical terms in a suggestion would be made at the Sinhala and Tamil, especially at the primary departmental level to have a review of the level, makes the text difficult to be two syllabuses before commencing on the understood by the beginners.This is because writing of the text.This review the technical terms used are outside the committee in addition to the curriculum common vocabulary. developers, writers and editors should also include the teachers who are actively (8) Difficulty in selecting the form of involved in the teaching of science in language to be used at different levels since these grades. there is a difference in the written and spoken forms of the language both in Sinhala (2) Proposal to change the normal form of and Tamil, i.e. whether the spoken form is writing: preferable for the primary levels and written form for the secondary level. a) Writing should change from a content oriented to a more activity oriented (9) Lack of a graded vocabulary for the form.More activities have to be science terms.Research in this field should included to provide opportunity for the be done either at the university level or at students to experiment on their own (as the departmental level. was observed in the primary science class at Yodobashi Daini Primary School). In (10) Constraints on the use of colours other words an inquiring type of approach because of high production costs.This is a has to be adopted.The activities should critical draw-back in producing especially be selected and included in the text in books on biology where illustrations play an such a way that teachers without a important part in the text. scientific background should be able to follow the text. (11) Financial constraints in the use of good quality paper which result in illustrations b) The text should be very illustrative and being limited to line diagrams of a single the illustrations should carry a lot of colour. information to the child.The illustration should compensate the reduction in (12) Inconsistency in the use of science content material i.e. the visual aspect of words by the mass media leading to relative the book has to be emphasised. confusion in the minds of students. c) The technical terms should not be (13) Field testing and evaluation of the text introduced at the beginning of a chapter. before printing exists at a very rudimentary On the contrary the process has to be level.Information about the effective use explained with the aid of illustrations and and efficiency of a text must be discovered subsequently the correct relevant from the real teaching - learning situation in technical term could be introduced if the class room.The comments, critiques or necessary. suggf;stions will be helpful to the editorial staff to renew the manuscript and produce a d) Reference could be made to the Japanese quality i..?.xtbook. Science Textbooks that were provided free to all the participants on request. (if translations could be made available.) Part-II (3) A proposal will be made at the departmental level to request the The following are same of the plans which institutions such as the British Council, to would be proposed at the department level for provide reference material on science action: activities for the primary level. 104 10:1. (4) A suggestion will be made to the generations of children will be encouraged to Department of Educational Publications to be aware of science concept and the trends initiate a programme for preparing of science book publishing will also be activity-oriented teaching aids such as satisfactory. those materials that had been produced by the ACCU under Asian/Pacific Joint However, as being in charge with this Production Programme of Materials for work, I have found that some problems rising Neo-Literates in Rural Areas.(AJP) as the following: These could be in the form of booklets, posters, games, etc.Such teaching aids 1) Lack of qualified authors of science books; will even help the teacher to generate the concept of science is so difficult for other additional activities on their own. children and the presentation of writing is also difficult that lew authors can write this (5) A proposal will be made at the kind of book.Besides, texts and illustrations departmental level to organise an in- or pictures in science books must be proved service training programme for the correct as the principles of science, so the writers, and editors who are involved in authors have low inspiration in creating the the writing and editing of the primary science books, except scientists who are science textbooks.A workshop on the not good authors for children books. - same guide lines as that which was organized by the ACCU during the 2) Not only unsatisfactory number of training programme could be organised authors, the illustrators of science books are locally.Due to constraints in available also in small number. funds, the services of foreign experts on book production may not be possible at 3) Mostly the authors of children books in the moment.However possible attempts Thailand are not the professional, but they would be made to conduct a workshop on are lecturers in universities, and their words science book production at a national and presentation are not appropriate for level with the assistance of experts from children.This causes the books not attractive countries such as Japan. and interesting, furthermore it causes difficulties in editorial work. 4) We have small market for science books and some of those books are not interesting Thailand for children, and some with good quality are too expensive.Tnus the books are not widely spread. byMr. Anek Ratpiyapaporn Educational Officer 5) Thai children have low reading habit. Book Development Centre They read only textbooks.So the government Ministry of Education declared the national campaign on the promotion of reading habit and encouraged the children to read general books.They love to Part-L1 read stories and cartoon books.That makes us have to present the books into comic cartoons and scientific stories. Most serious problems in editing and publishing science books 6) As for the problem in editing, some editors who work in government sector which has no Due to Thailand is agricultural country, in its own printing press, have no experiences in the former time, used manpower for its printing process, have no ideas to deal with national production, therefore the people has the printers, and with the designers in order low awareness in science.The number of to make the books more attractive.They are general science books, except science just only proof readers. textbooks, was unsatisfactory and we had less competition in science books production.But Suggestions for solving the problems for today the government tries to promote the use of science and technology for developing 1.To organize training or workshop on the courary.i do hope the present and new editing, publishing and printing for writers, 105 102 editors, educational officers and persons 2. To promote anattitude in favour of concerned to enable them to do their environmen....al conservation and protection duties correctly and completely. 3. To exhibit this increased awareness and conservation attitude through behavioural 2. To encourage children and people to be change such as through school or aware of important and advantage of community activities science, then promote them to read science 4. To promote students love of reading habit books and utilize what they learn from the books in their daily lives. Steps of the work 3. To give reward and certificate for good 1. Collect and study information focused on writers and publishers in science books for science and environment for primary school children in order to offer them goodwill 2. Planning and management of the content, towards science book publishing. format, illustrations, photographs for science and environment magazine 4. The local, national or regional 3. To contact and co-ordinate the writer, seminar/meeting on the production of illustrators, photographer and publisher science books should be organized for 4. Make sure the manuscript is complete providing opportunity for the science books 5.Printing and implementation of science and personnels to exchange the experiences and environment magazine to primary school point of views. 6.Evaluation of magazine Time and place Part -.I This project will take place from April 1991 - April 1992 at Book Development f ter Ireturn to Thailand I would like to Center, Dept. of Curriculum and Instruction conduct projects and practical plans of action Development, Bangkok, Thailand. for development of science books.The plan of the project follows: Project: Children's science and environment magazine Thailand Background and Information by Ms. Wanpen Sutthagard It is aied at primary school children of Education Officer grades 5 and 6, and it has 24 pages, full- Book Development Centre colour produced on a bi-monthly basis.The Ministry of Education magazine uses an innovation cartoon format in presenting and the most important points in making science and environment magazine. Part-I The magazine should be interesting in presentation and content with simple concept on science and environment.Content and The most serious problems in Thailand in language should be suitable for grades 5.6. producing science books for primary schools It's information in a colourful and lively way are editing and publishing.They can be so as to achieve maximum reader interest. divided into 2 sections and summarized as The magazine is used as a supplementary follows: reader in primary school and the magazine not only includes information but also practical 1.Government section:Department of projects on the promotion of reading habit and Curriculum and Instruction Development encourage the children to read science bouks. a) The time spent in holding meeting between Objective of the project scholars.In addition, these meeting did not yield much work. 1.To improve awareness among primary school students of science and environment b) Lack of knowledge and experiences in book value production e.g. making layouts. 106 .103 c) Thy editors hadn't have full authorities in similar to those in other developing countries changing the manuscript.Besides, are the lack of qualified and skilled manpower conflicts between the authors and editors in writing, illustrating, editing and designing, are sometimes inevitable. poor quality of science book, ineffective system of book distribution and inadequacy of d) Lack of illustration from the original science book.These problems are on many objects.In additim, the illustration factors.As a educational officer, without usually hadn't have sufficient scientific authority for direct changes or improvement background to convey ideas. for publishing science book I would make suggestions to those who are involved in this 2.Private sector:Only few companies are field. interested in producing science books for primary schools.Problems in editing and By my own activities,I plan to develop publishing are as following: the science book publishing in two aspects. a) The theme of the story is inappropriate 1.Improve production of science books for for children.Most of the authors are children, through a committee consisting of specialistE who use words that are too scientists, teachers, editors, illustrators, tough for children to comprehend. educational officers and designers. b) Insufficient scientific knowledge among the to improve quality of science books for editors themselves. children.Science books must be printed on high quality paper and colour.Printing c) Problems in illustration.Most of the techniques must not be neglected. pictures are taken from foreign magazines. On the other hand, most of the native - to improve style of working.Everybody in artists lack scientific knowledge. the of committee must be met to plan the work at the beginning until final. Publication problems to produce various style of presentation. a) The relatively low demand in the market is The style of presentation must be suited the main reason of high price for science for reader and nature of subject. books for children.Sponsors are needed. Many magazines cannot continue because it 2. Improve quality of manpower. could not be non-profitable. - Organizing workshops or training course on b) Most scientific magazines cannot meet producing science books for children. dead-line for circulation.It is too late because some contents are finished but to train more good writers, good editors, some illustration has not.Many contents good designers, good illustrators.The best are too hard for children.The authors personnel should be awarded. and the illustrator cannot go together. the local, national or regional seminar and c) Poor quality of the books produced by meeting on the production of science books some small publishers. should be organized for providing opportunity for the science books d) The price of science books produced have personnels to exchange the experiences and been controlled by the Ministry of point of views. Education. Suggestions and proposals Part-II 1.Improve distribution activity - The government should be cooperated with Planning for development of science book private publisher to exhibit the product of publishing science books for children and to promote reading among them. Some major problem in publishing science books for children in Thailand which are - The government and private publisher 101 107 should utilize search result for book The revised curriculum, however, is more production and the reader's interest.They conformed to the advanced technology and should provide book shop in all major present circumstances.Science, for example, district throughout the country and improve aims at acquisition of knowledge on nature book distribution system to enable the book and environment, scientific skills, abilities to to reach everyone. apply scientific and technological knowledge to every day life and deep understanding of - The government shouldprovide sufficient relationship between human and environment budget to publish the book for school both naturally and artificially. throughout the country. All science books for primary students can 2. Promote the reading habit be divided into 2 types - textbooks and supplementary books or children books. - The people in the countryshould be persuaded to realize an importance of Textbooks science books.The school libraries should cooperate with school teachers in using Only state textbooks are allowed in science books and reading both for primary schools according to the policy of the education and recreation purposes. Ministry of Education and the organization in charge of manuscript preparation is Book - The private publishers can help promote Development Centre, Department of Curriculum reading habit by selling science books to and Instruction Development (DCID). In school libraries at a special discount. producing textbooks the DCID department will appoint a committee consisting of university - The public libraries shouldbe increased by lecturers, supervisors, teachers and the DCID the government.They should have children officials to write manuscripts and have them to come and conduct a lot of activities. edited before sending to Kurusapha for printing and distribution.All these textbooks - The government, a committeeof library are purchased with government budget for should conduct seminars and workshops on students to borrow throughout the semester. development of reading habits for the school teachers and parents. Supplementarybooks or children books Presently, there are inadequate supplementary books or children books for primary students to read or study. Thailand Organizations responsible for science textbooks for children are both governmental, i.e., Book Development Centre, Department of by Mr. Sura Damapong Curriculum and Instruction Development, and Educational Officer the Institute for the Promotion of Teaching Book Development Centre Science and Technology, and private, i.e., Ministry of Education publishers numbering about ten.However, bookshops, both small and big, proliferate only in Bangkok and big cities.Not even Part-I1 one emerges in the country. Problems and proposed solutions General situation There are four problems in editing and In Thailand, six-year primary education is publishing science books for children in compulsory.Starting from 1991 onwards the Thailand, all of which are interrelated and current primary school curriculum which has affected one another. been used since 1978 will be replaced by the revised primary school curriculum.According 1.Writers of science books for children lack to the current curriculum, science is not a knowledge and skills in manuscript separate subject but a part of Life Experience preparation. subject which includes social studies, science and health education. Most writers of science books for primary 108 105 students in Thailand have never been trained Moreover, production of science book is in textbook writing.They are scholars in difficult because it needs expert writers of science who are interested or motivated or which numbers are very limited as stated in requested to write through self-study from the 1. To solve the problem, different methods books available in the markets.Undoubtedly, should be used to encourage parents and they lack needed knowledge and techniques in children to realize an importance of science book production and, thus, their works become and to read more science books. uninteresting and ineffective.Moreover, they are not widely recognized when appear in the 4.Distribution of science books is markets.. To solve the problem, a practical unfavourable in Thailand. workshop or training in science textbook production should be arranged for interested In Thailand, cities are absolutely different writers with an assistance from leading from the country.Most people in the country organization in this field particularly the are farmers with low-income who can not Asian Cutural Centre for Unesco (ACCU). afford any books for their children.Thus, children books particularly science books are 2. Capable editors are in shortage. unavailable in the country but in big cities and the heart of provinces where powers of Most editors of science textbooks for purchase exist only.This, in turn, leads to children particularly those responsible for the production of unfavourable numbers of private textbooks have never been .trained on science books.To solve the problem, people editorial work.They are mostly graduates in in the country should be persuaded to realize science who are either interested in the work an importance of books, while publishers are or just want to be employed.Thus, science promoted to distribute science books to the textbooks edited by those people are country.Parallel with this, small bookshops ineffective and uninteresting.When appear in should be set up in schools or offices with the marketz, they not only unattract readers, government support to manipulate the books but also discourage them to read other distributed to. science books. Studies on production of children books in Part -I I many universities in Thailand are unsatisfactory because most students have no practical experiences in book production or This training course programmes gave me editorial work except in theoretical exercises. many strong impressions, then after I return Moreover, when graduation, they find least to my country, I will have new and practical chance to work in publishing companies.To plans of action for developing science book solve the problem, constant training through publishing as following: the cooperation of government, private and international agencies, particularly ACCU, 1. My first impression is the knowledge and should be arranged for concerned people in capabilities in production of science book for publishing houses. primary students, i.e., textbooks, children books and science magazines that I obtain 3. Publishers pay least interest in production from the lecturers, from visiting, from sharing of science books. and exchanging various experiences with participants from other countries and from the Publishers of children books in Thailand workshop on producing science book for produce all kinds of books required by the children.This training course programme markets.No publishers aimat production of makes me know the methodology and science books in particular.Buyers, mostly techniques to make interesting and effective parents, try to select most useful books for science books and procedures of book their children, i.e., those that can develop production which include manuscript writing, reading habits and abilities and teach moral editing, trends on publishing and book promotion. ethics in order to lessen parents' burden. Science books with general knowledge do not a) Iwill arrange a small period to share my attract parents because their contents are knowledge and experiences thatIobtain 'd regarded too far from actual life of children. from this training course programme to my Thus, publishers are interested to produce office-staff. books in other fields rather than science. 106 109 b) Iwill write an article about the Viet Nam methodology and technique to make interesting and effective science book. The article will be printed in the magazine by Mr. Nguyen Van Minh that my department is the owner and will be Translator/Journalist distributed to primary schools. Head of English Section, Foreign Languages Publishing House c) Planning to share the knowledge and experiences in a) and an article in b) are not enough because in my country not only my office produce the science book The Vietnamese people are now living in a but other private publisher produce science changing society.Publication in general and books too, soI have a plan to arrange a publication of primary scientific books in training course on producing science book particular, its social activities, have undergone in my country.The participants of this these changes too.While the former may training course will be writer, editor, gain some advantages the latter suffers a lot illustrator and translator from government from them.Of course for us Vietnamese sector and private sector.This training renovation is indispensable for the survival of course will not succeed if it will be the country and we are in favour of it, and without kind cooperation of Asian yet the seamy side of this process should be Cultural Centre for Unesco to sent the examined carefully in order to find a way to trainers and lecturers for this training solve it, especially in the field of publishing course. scientific and technological books. 2. The second impression is the science club To get some ideas about this issue, let us where children can enjoy studying science take a look at the picture of publication some through puzzles, handicrafts and experiments. three years ago.Until 1987 publication like so many others such as housing, health AfterIreturn to my country I plan to do service, etc., were State- Subsidized.By saying about this impression as following. "State-subsidized" I mean "paid by the State for the most part."All techno- a) Iwill write an article to tell about the scientific publications as well as textbooks science club in Japan and it will be were sold at dirt-cheap prices, far cheaper printed in my department's magazine that than their real costs.All the loss and will be distributed to primary schools. payment for their compiling, translation, b) Iwill contact the organization in Ministry printing, circulation even the cost of paper of Education and others that have primary were settled by the State.Publishing houses school to involve to their school. did not have to pay attention to the matter of profit or loss at all.What they had to do 3. The last point is N-P method. then was to edit enough the total of titles of This method can oring ideas from every books as they had planned early each year participant.Every participant is important with their superior organs, namely their for the group.This method can get the real ministries or corresponding bodies.And what needs and problem from the participants. they gained went directly to the ministry of finance for the most part and the rest, the After Ireturn to my countryIwill use small one, to the writers and the printing this method in my office, share this method to houses.As for these printing houses, they my office- staff, and Iwill write an article used the amount of paper supplied to them about this method to disseminate in my country.every year by the State to print the manuscripts given to them by the publishers which would pay all the expenditure needed for their circulation.That sum of money was small in comparison with all the expenses on the maintenance of machines and the pay for workers, etc.The deficit was thus paid by the State.The books that had already been printed and bound at the printing works were returned to the publisher for distribution at very cheap prices. From the organs in charge 110 107 of distributing all publications books went to understanding of the masses. shops at various levels from the central down to the local to serve the reader in general or The level of scientific knowledge of the the public libraries in particular.On the Vietnamese people in general is still rather whole, owing to their cheap prices scientific low.It takes then a lot of time, energy and books reached the ordinary reader easily. money to keep abreast with other nations. They could be found in abundance in all Therefore, the popularization of techno- libraries, big and small, and were displayed scientific knowledge among them is a vital for sale in every bookstore. problem.For the sake of this special cause, scientific co-operation with other advanced But things have changed alter the countries should be taken into consideration. announcement of the policy of cost-accounting The recent foreign investments and assistance business by the State.According to this line given to us have so far been hopeful for the all publishers and printing works will have to ailing economy of Vietnam.Nevertheless, a support themselves financially; no more lot should be done for it and the following amount of money will be given to them by the steps might be useful for the advance of the State.These establishments have to earn scientific field of the country: profit so as to pay for all their expenses including the staffs and workers' wages and 1.Popularization of scientific knowledge salaries and pensions.Publishers of scientific cannot be regarded merely as a profitable books are now standing at the fork of two business.The publication of primary roads: either to spread techno-scientific scientific books must be done steadfastly, knowledge systematically and rationally with no matter how much loss the publisher can great losses or to edit what can be profitable suffer; for their operation in the field of publication to support their own existence without help, 2.Publishing houses on scientific books should regardless of the goals previously put be helped by the State in terms of forwardto them by the State.At this financial matter so that they may juncture, the publisher's subsistence comes compensate for all the loss on the one first.As a result techno-scientific books hand and improve the living condition of become more scarce and more expensive their staff and modernize their equipment (usually five times as high as the 1987 cost). on the other; For a common reader, he has to make both ends meet in a hard situation where his 3.Public libraries should be further invested income is getting lower and lower in time of or freely supplied with scientific inflation.Meanwhile the living cost is publications, especially when they are out increasingly higher, so buying a book ranks of reach of the ordinary reader; last in the list of daily shopping.With the reduction of circulation, books become all the 4.Techno-scientific books should be much more expensive.The more expensive the book cheaper as against other publications with is, the fewer buyers get it.If for some a view to encouraging people to buy them, reason a publisher tries to produce something thus making a noticeable contributionto useful in its opinion but not to the liking of the spread of general techno-scientific the reader, it may be refused by distributors. knowledge; This leads to a very bad situation: thousands of copies may be piled up in its storehouse, 5. The fee paid for scientific works by therefore the publisher's fund may lie idle for various writers should be further increased months even for years.In the meantime so as to stimulate them to write much money needed for reproduction is unavailable more for this cause; and the staff have no work to do.To the final analysis, scientific books cannot be 6. The system of book distribution, especially spread far and wide as before and that of scientific publications, should be consequently the ordinary reader's level of strengthened from central down to local techno-scientific knowledge can hardly be levels so as to smooth over the obstacles improved.Another difficulty for the publisher in the circulation of basic scientific is that the cost of newsprint is too high, so materials. high that unprofitable manuscripts must wait for their turns indefinitely although they may Willy-nilly, in Vietnam scientific be very suitable for enhancing the apprehension should be stepped up, the 111 108 scientific revolution must be carried out, extent applicable more or less to them.Ot scientific achievements must be studied and course, we still have to do a lot more in this applied and scientific cooperation should be field, but we alsoneed a balance on editing further promoted.Scientific field should have our publications.So we cannot do as want a worthy place in the life of theVietnamese to.And yet the lessons I have been given people at present and in the future.Only here can be of great help to me.With the when scientific activities play a major role in books that you have generously supplied us I the development of Vietnamese society can will be in charge of distributing them to the people of Vietnetn proceed steadily to a relating publishers or institutionsso that,I promising future on a par with advanced hope, they may have a wider view on what technological countries in the world. and how they should zio for the younger generations.Children in our country lack primary science books to read, contrary to Part-I I Japanese youngsters who are luckyenough to enjoy what an advanced and affluent society can bring for them, so the responsibility to My job in the Foreign Languages Publishing lead them into the scientific world is still House in Hanoi is mainly to edit books or lying heavy on our shoulders.We also magazines for foreign readers in all fields: understand that to fulfill this task is a matter cultural, political, sport, scientific, etc. In of decades with a lot of assistance from such the field of scientific books alone, what we countries as Japan on the one hand and with has done so far is to write booklets to our own efforts, money and time on the present to Third-World countries, namely those other. who are having such problems as ours, illiteracy, family planning, sanitary issues in Anyhow, I also hope that with the rural or mountainous regions, nutritious foods excellent work you have been doing for locally available for the little ones, upbringing Japanese children shown to us we could and of infants in creches and kindergartens, etc. need do a lot more for our children. These experiences, we think, are to some 112 109 APPENDIX : (1)General Information Organization Purpose The TrainingCourse onProducingPrimary The 1990 course will focuson the primary level Science Books - 23rd Training Courseon Book of science books for children. Production in Asia and the Pacific is organized Itaims at providingthoseengagedineditingprimary bytheAsianCulturalCentreforUnesco science books for children including (ACCU), with assistance from Unesco and with children's the books, scientific magazinesand textbooks, etc, cooperationoftheJapaneseNational with an opportunityto acquire and broaden Commission forUnesco,theJapan Book their knowledge and techniques Publishers Association and the Japanese Board on how to make on Books for Young People. interestingandeffective primaryscience books, and to exchange experiencesand views ontheiruniquepublicationsinrespective Time and Place countries. The coursetakesplacefrom8November, Thiscoursetriesto Thursday, to 27 November, Tuesday, 1990at contribute,through the lecture-discussions,practicalworkshopand Japan Publishers Building (No.6, observationvisits,tothe Fukuromachi, Shinjuku-ku, Tokyo, 162, Japan) developmentof as the main venue. science books in the Asian/Pacific region. Background Participating Countries In order to contribute to book development in Asian/Pacific Bangladesh,Bhutan,China,India,Indonesia, countriesthroughtrainingof Iran, Laos, Malaysia, personnel, ACCU has been organizingan annual Maldives,Mongolia, training course on book production since 1967. Myanmar, Nepal, Pakistan, Papua NewGuinea, Philippines,RepublicofKorea,SriLanka, The courses in the past dealt with general Thailand and Viet Nam. publishing as well as specific themes suchas children's book publishing, periodicals publishingand promotionofreadinghabits, Qualifications of Participants basedontherequestsofthe participating countries. 1.They have engaged themselves inediting primary science books formore than five The presentliferequires much scientific years. information and knowledge at various spheres of the society and the demand and needsto 2. The science books they have actually provideinterestingandup-to-datescience edited orproducedarerecognizedwidelyand books are growing greater and greater. In considered to be most excellent publications view of such situation the Meeting of Experts maintaining highest standard. for Planning Book Development in Asia and the Pacific (Tokyo, 21-25 July 1987) proposed that 3. Theywillcontinuetoeditandpublish producing science books focusingon primary science science book publishing and scholarly publishing booksinthefutureandare responsible for developing sciencebooks in of science books should be takenup as a theme the country. for ACCU 's regional trainingcourses. ACCU, therefore, organizes two consecutive 4. They are able to reporton the present courses on science book publishing, the first situationofpublishingsciencebooksin yearin respective countries and participatein the 1990 on primary science books for discussions in English. children and the second year in 1991on science books for scholarly level (tentative). 5. They should agree to observethe course schedule strictly and in its entirety. 6.They are between 25 and 45years old and 110 113 applications in good health. * Itshouldbe notedthatall shouldbesubmittedthroughtheNational 7. They have not participatedin any annual Commissions for Unesco concerned, andshould training course in Tokyo organizedby ACCU reach ACCU by theclosing date. Neither in the past. direct application from individuals nor applicationthroughbodiesotherthanthe concernedare Application Procedure UnescoNationalCommissions acceptable. 1. TheNational CommissionsforUnesco desiringtorecommendparticipantsinthis Working Language torecommendthree coursearerequested is English. personsbysendingApplicationFormsduly The working language of the course ACCU not Simultaneous interpretation between Japanese filled in by each of the applicants to delivered in later than 6 October 1989. and English is provided for lectures Japanese. 2.After examining Application Forms,ACCU selects one participant each from the respective countries.(Also up to two persons Correspondence who attend the course at their own expenseare Director General selected, if any.) Asian Cultural Centre for Unesco, Shinjuku-ku,Tokyo, 162, 3. ACCU informs oftheacceptanceof 6, Fukuromachi, participants to the participants themselvesand Japan totheNationalCommissionsforUnesco cable: ASCULCENTRE TOKYO concerned. fax: +81-3-3269-4510 phone: +81-3-3269-4445, 4435 are. BEST COPY AVAILABLE 114 111 List of Participants BANGLADESH Ms. Tahereh Rastegar * Science Expert Mr. Chittaranjan Saha Research and Educational Managing Director Planning Organization Muktadhara Ministry of Education 74 Farashganz, Bldg. No.4, Iranshahr Shomali Ave. Dhaka 1100 Tehran Phone: 231374, 235333, 259867 Phone: (021) 839261-4 ext. 77 BHUTAN LAOS Ms. Maina Kumari Kharga Mr. Boun Xou Matmanisone Science Curriculum Officer, Vice-Chief, Curriculum and Textbook Division for Natural Science Development Division, Curriculum and Textbooks Department of Education Development for General Education Thimphu Research Institute for Educational Phone: 22252 Science Ministry of Education & Sports CHINA Vientiane Phone: 2726 Mr. Zhao Zhan Liang Editor, Biology and Science MALAYSIA Department, People's Education Press, Ms. Azian bt. Tengku Syed Abdullah 55 Sha Tan Hou Street, Assistant Director Beijing Curriculum Development Centre Phone: 4016633 ext.235 Ministry of Education Persiaran Duta, Off Jln Duta INDIA 50605, Kuala Lumpur Phone: 2541522 ext. 145 Dr. Harish Chand Jain Fax: 2541861 Reader in Physics, Regional College of Education, Mr. Arshad Rawian* Ajmer, Editor, Dewan Bahasa dan Pustaka 305004 Rajasthan P.O. Box 10803 Kuala Lumpur, 50926 INDONESIA Phone: 2481011 ext. 137 Fax: 2482726 Mr. Saiful Muzani Associate Editor MALDIVES MIZAN Publishing Co. (residence) Mr. Hussain Haleem Jl. Empang Tiga 31A, Teacher Educator Pasar Minggu, Jakarta Selatan, Institute for Teacher Education Phone: 7992651 Han'dhuvaree Higun, Male' 20-01 IRAN Phone: 322566, 323172ext. 227 Mr. Hossein Daneshfar MYANMAR Research and Educational Planning Organization Dr. Tin Tun Co Ministry of Education Health Education Officer, Bldg. No.4, Iranshahr Shomali Ave. Central Health Education Bureau, Tehran Department of Health. Phone: (021) 839261-4 ext. 81 36, Theinbyu Street, Yangon Phone: 31900, 92900ext.390 112 MONGOLIA Phone: 733-8402 Fax: 738-5414 Mr. Nadmidyn Sukhbaatar Head, Science Book Dept. SRI LANKA State Publishing House, 28th Post Office, Ms. Vimal Kusuma Chandra Siritunga Ulaanbaatar Chief Editor, Phone: 20231 Educational Publications Dept. New Secretariat Building NEPAL Maligawatta, Colombo 10 Phone 425081, 21872, 29041 ext. 212 Ms. Shubha Lakshmi Pant Editor THAILAND Janak Educational Materials Centre, P.O.Box 1090, Kathmandu Mr. Anek Ratpiyapaporn Phone: 6-10160 Educational Officer, Book Development Centre PAKISTAN Dept. of Curriculum & Instruction Development, Mr. Jamil Ahmad Ministry of Education, Research Officer Bangkok 10300 Urdu Science Board, Phone: 2817168 299 - Upper Mall, Lahore Phone: 878168 Ms. Wanpen Sutthakard* Educational Officer PAPUA NEW GUINEA Book Development Centre, Dept. of Curriculum & Instruction Mr. Raho Kevau Development, Curriculum Writer, Ministry of Education Curriculum Development Division, Bangkok 10300 Dept. of Education, Phone: 2816146, 2828118 P.S.A. Haus, P.M.B., P.O. Boroko, Phone: 246439 Mr. Sura Damapong* Fax: 255902 Educational Officer, Book Development Centre, PHILIPPINES Dept. of Curriculum & Instruction Development, Dr. Lourdes R. Cara le Ministry of Education, Supervising Education Program Bangkok, 10300 Specialist Phone: 2816185, 2829318 Institute for Science and Mathematics Education Development, VIET NAM University of the Philippines, Vidal Tan Hall, Diliman, Quezon City Mr. Nguyen Van Minh Phone: 99-35-45, 98-42-76 Head, English Section, Foreign Languages Publishing House, REPUBLIC OF KOREA 46 Tran Hung Dao St., Hanoi Phone: 53841 Mr. Bae Yong-pha Acting Editor Korean National Commission for Unesco 50, 2-ka, Myung-dong, Jung-ku Seoul 100 Phone: 776-2804 Ms. Lee Soun-duck* Korean Publishers Association 105-2 Sagan-dong, Chongno-ku Seoul 110-190 116 113 (3)Programme Schedule d Nov. 1990, Thursday 10:30 Registration 11:00 - 11:30 Opening ceremony 11:30 - 13:00 Welcome party 13:20 - 13:50 "Introduction to ACCU" (Mr. Sasaoka, Executive Director of ACCU) 13:50 - 14:30 Video show 14:30 - 14:50 Coffee/Tea break 14:50 - 15:50 Course orientation 9 Nov., Friday 9:30 12:30 Reports of the participants: "Present situation and problems on primary science books in Asia and the Pacific" 12:30 - 14:00 Lunch 14:00 17:00 Reports of the participants:(continued) (Theatregoing: "NOH PLAY" - traditional Japanese theatre) 10 Nov., Saturday 9:30 - 12:30 "Who Has Seen the Atom?" by Prof. Hiroshi Ezawa, Gakushuin University (Theoretical Physics) 12:30 - 14:00 Lunch 15:00 - 17:00 Visit to Suginami Central Library (collection of science books for children) - Introduction to Japanese science books for children by Mr. Hiroshi Tsukahara My science' books for children by Ms. Chie Fujita 11 Nov., Sunday Holiday 12 Nov., Monday 9:30 - 12:30 "The Roles of Science Books" by Mr. Akihiko Okabe,Science Journalist 12:30 - 14:00 Lunch 14:00 - 17:00 NP-Method discussion & analysis: "Information exchange on science books in Asia/Pacific countries" 13 Nov., Tuesday 9:30 - 12:30 "Photographic Science Books for Children and Science through Picture Story - telling 117 - looking intolife through science books" by Mr. Tsutomu Okazaki Editor, Akane Shobo Publishers 12:30 - 14:00 Lunch 14:00 - 17:00 "Two Ideas of ScientificBooks for Children" by Prof. Shoziro Ishii Professor Emeritus, KyotoUniversity (Entomology) and Mr. Takashi Seino,Editor, Kaiseisha Publishers Play & Dance 18:00 20:30 Kabuki Play - Traditional Japanese 14 Nov., Wednesday 9:30 - 12:30 'Editing Science Textbooks for PrimarySchool Level" by Mr. Atsushi Choji Managing Director, Tokyo ShosekiPub. Mr. Wataru Nomachi Director, Science Section, TokyoShoseki Pub. 12:30 - 14:00 Lunch 14:00 - 17:00 "Producing Science Experiment Kits forChildren Gakken's science journals for differentgrades" by Mr. Yasuhiko Uchida Director of Science Section, GakushuKenshusha Pub.) 15 Nov., Thursday 9:30 - 12:30 'Planning, Editing and Publishing'KAGAKUNO TOMO' (Science Companion) - a monthly sciencejournal for children" by Mr. Hideto Takeda Editor-in-chief, Science Companion,Fukuinkan Shoten 12:30 14:00 Lunch by the Director General of ACCU Picture Books" 14:00 17:00 "The Roles of Editor in Making Science by Mr. Kazu Yamada Editor-in-chief, Science Section, FukuinkanShoten 18:00 - 21:00 Friendly gathering with the Group "I inAsia" 16 Nov., Friday 10:15 Leave for Hachioji (University SeminarHouse) Group work: p.m. (1) Introduction of materials of theAsian/Pacific Joint Production Programme of Materials forNeo-literates in Rural Areas in Asia/Pacific 17 Nov., Saturday a.m. NP-Method Discussion & Analysis: (2) "How to improve the qualityof science books for children in Asia and the Pacific" 118 .4 .:t .115 p.m. "Play with Nature" - science activities for children by Ms. Yoriko Nakahira Children's Science Book Writer Plenary session:group reports 18 Nov., Sunday Leave University Sethinar House for Tokyo 19 Nov., Monday 9:30 12:30 Workshop on Producing Science Books for Children" by Dr. Satoshi Kako Specialist of Children's Culture 12:30 - 14:00 Lunch 14:00 - 17:00 Workshop(continued) 20 Nov., Tuesday 9:30 - 16:00 Workshop (continued) 16:00 - 17:00 Plenary session: presentation of works and comments 21 Nov., Wednesday 10:00 - 12:00 Visit to publishing house (Kodansha) and aiscussion with science book/journals editors 12:20 - 14:00 Lunch given by Kodansha 15:00 Visit to 'science club' (Wakaba Science Club) Visit to home library (Suzuran Bunko) 22 Nov., 'Thursday 10:30 Visit to primal:), school (Yodobashi Daini Primary School) science class, laboratory & A-V media 15:00 Visit to National Science Museum (science theatre) 23, 24 & 25 Nov. Observation trip to Kyoto 18:00 - 20:00 Reception by the Japanese Board on Books for Young People (West Japan Branch) 26 Nov., Monday Preparation of individual final reports 15:00 - 17:00 Observation visit to computerized editing system "Asahi Pasocon" 27 Nov., Tuesday 10:00 -12:00 Final discussion 12:15 -13:45 Closing ceremony & Farewell party 116 119 (4)List of Lecturers Prof. Hiroshi Ezawa Prof. Shoziro Ishii Professor of Theoretical Physics, Professor Emeritus (Entomology), Gakushuin University, Tokyo Kyoto University Born in 1932 in Tokyo.He took B.Sc. and Born in 1915. Served as chairman of D.Sc. from Univ. of Tokyo. He was Visiting Entomological Society of Japan and in other Associate Professor in Univ. of Wisconsin- important positions including the president of Milwaukee (USA). Visiting Scientist at the II 16th Intn'l Conference of Entomological Institut far Theoretische Physik, Univ. Society in 1980. His unique researches on Hamburg (Germany), and Member of the cockroach's pheromone and nutrition demands Commission on Mathematical Physics and of insects have been highly evaluated world Intn'l Union of Pure and Applied Physics. His wide.His main publications include works for juniors include "Who has Seen the "Introduction to Entomology", "Chemistry and Atom?", "Lever and Work", "Fun with Razzing Insects", etc. His latest work for children Tops" and two chapters on relativity in Junior "The Mystery of the Cocoons of the Oriental Science Series by Iwanami Shoten.Received Moth" received the Akashiko Science Book Sankei Prize for Books for Juniors in 1977. Award in 1990. *Address: 1-25-5 Honkomagome, Bunkyo-ku, *Address: 1-44, Wakaba, Kukizaki-cho. Tokyo 113, Japan Inashiki-gun, Ibaraki, 300-12, Japan Mr. Akihiko Okabe Mr. Takashi Seino Science Journalist Editor, Science Book Section, Born in 1929 in Gifu, Japan.Graduated Kaiseisha Publishers from Faculty of Science, Hokkaido Univ. in 1952 and joined Chuo Koron Pub.. He was *Address: Kaiseisha editor-in-chief of its science journal "Shizen" 3-5, Ichigaya Sadohara-cho, (Nature) from 1967 to 1983 and is now a Shinjuku-ku, Tokyo, 162, Japan freelance science journalist. Member of the jury for the children's science books award in Japan.His publications include: "Kagakusha Tenbyo" (Sketches of Scientists). Mr. Atsushi Choji *Address: #202, 17-26 Senzoku 2-chome, Managing Director Meguro-ku, Tokyo, Japan Tokyo Shoseki Publishers Since 1957, he is engaged in editing science textbooks for primary, junior and Mr. Tsutomu Okazaki senior high schools. He is responsible for entire editorial operation of textbooks of all Children's Science Book Editor the subjects by Tokyo Shoeki. Akane Shobo Publishers *Address: Tokyo Shoseki Co., He has edited numerous science books for 1-5-18, Taito, Taito-ku, Tokyo children including "Science Album" series (104 110, Japan titles), a pioneering photographic science books for children in Japan. *Address: Akane Shobo Publishers, 3-2-1, Nishi-Kanda, Chivoda -ku, Tokyo, Japan 117 120 Mr. Wataru Nomachi type. Director, Science Editorial Dept. *Address: Fukuinkan Shoten Pub., Tokyo Shoseki Publishers 6-6-3, Honkomagome, Bunkyo-ku, Tokyo, 113, Japan Since 1959 he has been editing science textbooks in Tokyo Shoseki. Since 1983 he is director of science textbook dept. *Address: Tokyo Shoseki Co., Dr. Satoshi Kako 1-5-18, Taito, Taito-ku, Tokyo 110, Japan Expert on Children's Culture Born in 1926 in Fukui, Japan.He is one of the leading figures in writing and Mr. Yasushige Uchida illustrating children's science books in Japan. He has publishes: numerous picture books Director, Science Editorial Dept. mainly on science, stories, and children's folk Gakushu Kenkyusha Publishers plays, and they are very popular among (Gakken) children. He has been editing monthly science *Address: 5-22-4, Kataseyama, Fujisawa-shi, journals and educational comics since 1963. Kanagawa 251, Japan He was editor-in-chief of monthly journals for different graders of primary school, and also (ADVISERS) of educational comics. Mr. Hiroshi Imamura, President, Kaiseisha Ms. Yoriko Nakahira, Writer *Address: Gakushu Kenkyusha Co., Ms. Chie Fujita, Writer/Translator 4-40-5, Kami-ikedai, Ohta-ku, Mr. Hiroshi Nakagawa, Science Book Expert Tokyo, 145, Japan Mr. Hiroshi Tsukahara, Science Book Expert (5)List of Secretariat Members Mr. Hideto Takeda Editor-in-chief of "Science Companion" Fukuinkan Shoten Publishers Toshiyuki Hattori, President "Kagaku no Tomo" (Science Companion) is Tadashi Inumaru, Director General one of the leading monthly science journals for children in Japan and they are presented Taichi Sasaoka, Executive Director in picture book style. They are generally highly evaluated by librarians and mothers Akira Moriyama, Director nationwide. Book Development Division *Address: Fukuinkan Shoten Pub., Shinji Tajima, Chief 6-6-3, Honkomagome, Bunkyo-ku, Book Development & Literacy Section Tokyo, 113, Japan Mieko Tase (Ms.), Deputy Chief Book Development & Literacy Section Mr. Kazu Yamada Taeko Kurokawa (Ms.), Assistant Chief Book Development & Literacy Section Editor-in-chief, Science Section Fukuinkan Shoten Publishers Shigent Aoyagi, Assistant Chief Book Development & Literacy Section He has been engaged in editing many science books for children and in particular he Misako Ohnuki (Ms.) edited unique books of picture dictionary Book Development & Literacy Section 118 121 (6)Reference materials Wakaba Science Club boy soon brought him a boomerang made of a milk pack, saying "it can fly and come back." "Wakaba Science Club" is where children The teacher who never thought boomerangs enjoy studying science through puzzles, could be made of paper was deeply impressed hadicrafts and experiments.They make a with his fresh idea. variety of experiments; drinking juice with a 10 meter straw from the top of a building; "Children's school record doesn't directly devicing paper or small wooden boomerangs; reflect their abilities.Even if they are behind flying polyethylene bag ballons using the heat the class, they can get along well in the of candles: making molecular models with society.I hope they gain self-confidence styrofoam balls. enough to overthrow such false ideas through studying here," he says. The owner-teach :, Hiroshi Nakura says, (from a newspaper clip) "Here, they can do whatever they are interested in.It draws a line between the club from so called cram-schools."He underlines the enjoyable side of it.But it is not a place just for Pin.What makes the club unique is the teachini, method, "Kasetsu Jikken Jugyo" (reasoning-experiment teaching method), he uses as a guideline. "Kasetsu" is a unique method of teaching in which a teacher develops a theme following the procedure, a reasoning, an argument and then an experiment so that it can help children develop their scientific point of view and way of thinking.If the theme is "coins and magnets", for example, a teacher shows children one-yen coins and asks if a magnet attracts them or not.After they choose an answer from "yes ", "no" or "others", they start arguing why they choose them.The children will probably make the most of their knowledge Japanese Children's Science Book Centre in and experience to support their points.In this Suginami Ward Central Library process, they can change their answers.After they settle their reasoning, then an experiment The Japanese Children's Science Book comes.And they can identify the result. Centre was founded at Suginami Ward Central Library (3-40-23 Ogikubo, Suginami-ku, Tokyo "I knew this method, 'Kasetsu', some twenty 167, Japan)in 1979. years ago which was developed by Kiyonobu Itakura, the head of physical science The collection of the Centre is based on department of the National Institute for the books published during the past two Educational Research.How and why you make decades, which were donated by the family of up your thoughts is much more important than the late Akashiko Yoshimura, a founder and the how much you know.Even if your reasoning is first representative of the Japanese Society for supported by the majority of your friends, it Children's Science Books.In response to the may finally turn out to be wrong, and you can appeal from the Japanese Society for realize that the majority isn't always right.It Children's Books at the time, publishers sent is like elections in the adult world, isn't it," newly published books to the Centre.The he laughs.He says he couldn't remember Japanese Society for Children's Science Books chemical formulas in junior high and was has donated science books for children to the always behind the class in chemistry and Centre.The Centre houses about 5,000 titles science."Now I study science with children. of science books for children, some facsimile Life is a mystery" he adds. editions of children's literature, and some journals on children's literature in 1990. Sometimes children bring new ideas.Two years ago, when he saw boomerangs somewhere The Centre is designec for researchers and with the children, one of them, a fifth-grade other interested persons. 122 113 INN 4.14-\,/ 40a. 1111L_ - a BEST COPYAVAILARi r /OW