What affects Japanese science teachers’ pedagogical perspectives in lower secondary schools? A case study of international comparison between Hiroshima (Japan) and Leeds (England)

Figures & data

Table 1. Cross-tabulations regarding Japanese science teachers’ beliefs and personal attributes.

The most important learning objective in school science
	1. Skills of laboratory work and observation	2. Knowledge and understanding about science	3. ‘Decision-making’ ability based on scientific evidence	4. Scientific thinking	5. Interest in science	6. Ability to explain scientifically	7. Investigation and inquiry	8. The relation between science and daily life	9. The others
Gender
Male (n = 48)	2 (4.2)	5 (10.4)	7 (14.6)	7 (14.6)	11 (22.9)	0	1 (2.1)	14 (29.2)	1 (2.1)
Female (n = 17)	1 (5.9)	1 (5.9)	3 (17.6)	3 (17.6)	2 (11.8)	1 (5.9)	2 (11.8)	4 (23.5)	0
Total (N = 65)	3 (4.6)	6 (9.2)	10 (15.4)	10 (15.4)	13 (20.0)	1 (1.5)	3 (4.6)	18 (27.7)	1 (1.5)
Teaching experience
0–10 years (n = 33)	1 (3.0)	2 (6.1)	7 (21.2)	4 (12.1)	4 (12.1)	1 (3.0)	2 (6.1)	12 (36.4)	0
11 or more years (n = 35)	1 (2.9)	7 (20.0)	4 (11.4)	5 (14.3)	11 (31.4)	0	1 (2.9)	5 (14.3)	1 (2.9)
Total (N = 68)	2 (2.9)	9 (13.2)	11 (16.2)	9 (13.2)	15 (22.1)	1 (1.5)	3 (4.4)	17 (25.0)	1 (1.5)
Teaching specialty
Physics & Chemistry (n = 38)	0	3 (7.9)	9 (23.7)	3 (7.9)	10 (26.3)	1 (2.6)	2 (5.3)	9 (23.7)	1 (2.6)
Biology & Earth Science (n = 29)	3 (10.3)	4 (13.8)	2 (6.9)	6 (20.7)	5 (17.2)	0	1 (3.4)	8 (27.6)	0
Total (N = 67)	3 (4.5)	7 (10.4)	11 (16.4)	9 (13.4)	15 (22.4)	1 (1.5)	3 (4.5)	17 (25.4)	1 (1.5)
Faculty of graduated university
Education (n = 24)	0	4 (16.7)	3 (12.5)	6 (25.0)	6 (25.0)	0	2 (8.3)	3 (12.5)	0
Other (n = 39)	3 (7.7)	3 (7.7)	6 (15.4)	4 (10.3)	7 (17.9)	1 (2.6)	0	14 (35.9)	1 (2.6)
Total (N = 63)	3 (4.8)	7 (11.1)	9 (14.3)	10 (15.9)	13 (20.6)	1 (1.6)	2 (3.2)	17 (27.0)	1 (1.6)

Figures in parentheses are percentages of n or N values relating to each row.

Table 2. Cross-tabulations regarding the approach used in designing lessons and personal attributes.

The most useful information for designing science lessons
	1. Textbooks	2. National curriculum	3. Textbook publishing company’s instruction books for teachers	4. Notebooks of your own composition (Your own experience)	5. Pupils’ current knowledge	6. The policy of your school	7. Materials of outside seminars and workshops	8. The others
Gender
Male (n = 48)	23 (47.9)	3 (6.3)	3 (6.3)	6 (12.5)	9 (18.8)	0	2 (4.2)	2 (4.2)
Female (n = 16)	6 (37.5)	2 (12.5)	2 (12.5)	3 (18.8)	2 (12.5)	0	1 (6.3)	0
Total (N = 64)	29 (45.3)	5 (7.8)	5 (7.8)	9 (14.1)	11 (17.2)	0	3 (4.7)	2 (3.1)
Teaching experience
0–10 years (n = 32)	12 (37.5)	4 (12.5)	3 (9.4)	4 (12.5)	7 (21.9)	0	1 (3.1)	1 (3.1)
11 or more years (n = 34)	15 (44.1)	1 (2.9)	1 (2.9)	8 (23.5)	5 (14.7)	0	3 (8.8)	1 (2.9)
Total (N = 66)	27 (40.9)	5 (7.6)	4 (6.1)	12 (18.2)	12 (18.2)	0	4 (6.1)	2 (3.0)
Teaching specialty
Physics & Chemistry (n = 38)	16 (42.1)	4 (10.5)	2 (5.3)	4 (10.5)	8 (21.1)	0	3 (7.9)	1 (2.6)
Biology & Earth Science (n = 28)	11 (39.3)	0	4 (14.3)	7 (25.0)	4 (14.3)	0	1 (3.6)	1 (3.6)
Total (N = 66)	27 (40.9)	4 (6.1)	6 (9.1)	11 (16.7)	12 (18.2)	0	4 (6.1)	2 (3.0)
Faculty of graduated university
Education (n = 24)	8 (33.3)	2 (8.3)	1 (4.2)	6 (25.0)	5 (20.8)	0	1 (4.2)	1 (4.2)
Other (n = 38)	17 (44.7)	2 (5.3)	5 (13.2)	5 (13.2)	6 (15.8)	0	3 (7.9)	0
Total (N = 62)	25 (40.3)	4 (6.5)	6 (9.7)	11 (17.7)	11 (17.7)	0	4 (6.5)	1 (1.6)

Figures in parentheses are percentages of n or N values relating to each row.

Table 3. Cross-tabulations regarding the method used in teaching science and personal attributes.

The most useful teaching material(s) for science lessons
	1. Textbooks	2. Exercise books	3. Explanatory diagrams	4. Worksheets of your own making	5. Worksheets of textbook publishing company making	6. Teaching materials for experiment and observation	7. ICT resources	8. The others
Gender
Male (n = 45)	15 (33.3)	0	2 (4.4)	13 (28.9)	1 (2.2)	8 (17.8)	5 (11.1)	1 (2.2)
Female (n = 16)	6 (37.5)	0	2 (12.5)	2 (12.5)	0	2 (12.5)	2 (12.5)	2 (12.5)
Total (N = 61)	21 (34.4)	0	4 (6.6)	15 (24.6)	1 (1.6)	10 (16.4)	7 (11.5)	3 (4.9)
Teaching experience
0–10 years (n = 33)	6 (18.2)	0	4 (12.1)	10 (30.3)	0	5 (15.2)	6 (18.2)	2 (6.1)
11 or more years (n = 31)	15 (48.4)	0	0	8 (25.8)	1 (3.2)	4 (12.9)	2 (6.5)	1 (3.2)
Total (N = 64)	21 (32.8)	0	4 (6.3)	18 (28.1)	1 (1.6)	9 (14.1)	8 (12.5)	3 (4.7)
Teaching specialty
Physics & Chemistry (n = 36)	11 (30.6)	0	2 (5.6)	11 (30.6)	1 (2.8)	5 (13.9)	5 (13.9)	1 (2.8)
Biology & Earth Science (n = 26)	9 (34.6)	0	2 (7.7)	6 (23.1)	0	4 (15.4)	3 (11.5)	2 (7.7)
Total (N = 62)	20 (32.3)	0	4 (6.5)	17 (27.4)	1 (1.6)	9 (14.5)	8 (12.9)	3 (4.8)
Faculty of graduated university
Education (n = 23)	7 (30.4)	0	1 (4.3)	10 (43.5)	0	2 (8.7)	2 (8.7)	1 (4.3)
Other (n = 36)	11 (30.6)	0	3 (8.3)	8 (22.2)	1 (2.8)	5 (13.9)	6 (16.7)	2 (5.6)
Total (N = 59)	18 (30.5)	0	4 (6.8)	18 (30.5)	1 (1.7)	7 (11.9)	8 (13.6)	3 (5.1)

Figures in parentheses are percentages of n or N values relating to each row.

Table 4. A Cross-tabulation regarding science teachers’ beliefs in Hiroshima (Japan) and Leeds (England).

The most important learning objective in school science
	1. Skills of laboratory work and observation	2. Knowledge and understanding about science	3. ‘Decision-making’ ability based on scientific evidence	4. Scientific thinking	5. Interest in science	6. Ability to explain scientifically	7. Investigation and inquiry	8. The relation between science and daily life	9. The others
Country (District)
Japan (Hiroshima) (n = 74)	3 (4.1)	9 (12.2)	11 (14.9)	10 (13.5)	16 (21.6)	1 (1.4)	4 (5.4)	19 (25.7)	1 (1.4)
England (Leeds) (n = 17)	0	7 (41.2)	0	1 (5.9)	2 (11.8)	2 (11.8)	0	5 (29.4)	0
Total (N = 91)	3 (3.3)	16 (17.6)	11 (12.1)	11 (12.1)	18 (19.8)	3 (3.3)	4 (4.4)	24 (26.4)	1 (1.1)

Figures in parentheses are percentages of n or N values relating to each row.

Table 5. A Cross-tabulation regarding the approach used in designing lessons in Hiroshima (Japan) and Leeds (England).

The most useful information for designing science lessons
	1. Textbooks	2. National curriculum	3. Textbook publishing company’s instruction books for teachers	4. Notebooks of your own composition (Your own experience)	5. Pupils’ current knowledge	6. The policy of your school	7. Materials of outside seminars and workshops	8. The others
Country (District)
Japan (Hiroshima) (n = 72)	30 (41.7)	5 (6.9)	7 (9.7)	12 (16.7)	12 (16.7)	0	4 (5.6)	2 (2.8)
England (Leeds) (n = 17)	0	5 (29.4)	0	2 (11.8)	2 (11.8)	2 (11.8)	0	6 (35.3)
Total (N = 89)	30 (33.7)	10 (11.2)	7 (7.9)	14 (15.7)	14 (15.7)	2 (2.2)	4 (4.5)	8 (9.0)

Figures in parentheses are percentages of n or N values relating to each row.

Table 6. A Cross-tabulation regarding the method used in teaching science in Hiroshima (Japan) and Leeds (England).

The most useful teaching material(s) for science lessons
	1. Textbooks	2. Exercise books	3. Explanatory diagrams	4. Worksheets of your own making	5. Worksheets of textbook publishing company making	6. Teaching materials for experiment and observation	7. ICT resources	8. The others
Country (District)
Japan (Hiroshima) (n = 70)	24 (34.3)	0	4 (5.7)	18 (25.7)	1 (1.4)	12 (17.1)	8 (11.4)	3 (4.3)
England (Leeds) (n = 16)	0	3 (18.8)	1 (6.3)	4 (25.0)	0	2 (12.5)	4 (25.0)	2 (12.5)
Total (N = 86)	24 (27.9)	3 (3.5)	5 (5.8)	22 (25.6)	1 (1.2)	14 (16.3)	12 (14.0)	5 (5.8)

Figures in parentheses are percentages of n or N values relating to each row.