¹School of Environment and Society
Institute of Science Tokyo
Meguro-ku, Tokyo
Japan
²Department of Design and Techno-Digital Futures
University of the Arts
London, United Kingdom
Title
Early STEAM Discourses in Postwar Science Textbooks in Japan
Synopsis
This study analyzes the stylistic characteristics of Shōgakusei no Kagaku (Science for Elementary School Students), a postwar Japanese science textbook imported and translated under the supervision of the GHQ. Focusing on the use of metaphorical and appraisal expressions, the analysis reveals a distinct narrative and child-centered style that contrasts with contemporary, content-focused science textbooks. Metaphors appear more frequently and are often sustained across entire sections, accompanied by corresponding illustrations. Their frequency and variation across units indicate an imaginative approach to science education.
Drawing on theoretical perspectives that frame metaphor as a bridge between the known and unknown (Nakamura, 1977), the findings underscore the textbook’s emphasis on emotional engagement and imaginative exploration. Appraisal expressions serve to blend empirical content with subjective responses, positioning learners as active participants in the construction of scientific understanding. This narrative-driven style aligns closely with current STEAM education principles, which advocate for the integration of logical, cognitive and creative dimensions in learning. Although this pedagogical approach was largely displaced by conventional models in subsequent decades (Shiba, 2000), revisiting it offers valuable insights into the development of more learner-centered, inquiry-based science education in the contemporary context.