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Beyond Fourth-Grade Science: Why Do U.S. and Japanese Students Diverge?

The Graduate School of Education, University of California, Berkeley. Her areas of specialization include education technology, gender equity, and science education

Catherine Lewis, senior research scientist

The Education Department Mills College in Oakland, CA, with specializations in Japanese studies and developmental psychology

Ineko Tsuchida, Associate Director

The Institute for Research on Women and Gender at Stanford University, CA. She specializes in Japanese and U.S. elementary education, in particular, staff development, teaching strategies, and teacher-student communication

Nancy Butler Songer, associate professor

The School of Education, University of Michigan. Her areas of specialization are science education and education technology

Between 4th and 8th grade, American students fall behind on international norms, whereas Japanese students continue to perform well. This paper brings diverse perspectives to bear on japanese late-elementary science education, in order to elucidate its instructional features and the broader educational system features that enable deep, coherent instruction.

Educational Researcher, Vol. 29, No. 3, 4-14 (2000)
DOI: 10.3102/0013189X029003004


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