Historical insights into British, Japanese and US general science from the first half of the twentieth century

Abstract

Historically, science at the secondary education level has been taught through separate sciences. However, there has been some conflict between the separate sciences and balanced science. In this research, the triangulation of cultures in historical context approach between the United States, the United Kingdom, and Japan was used to analyze the nature and the development of general science as humanized science study in the first half of the twentieth century. Through this examination, historical and fundamental question emerged: what can we learn from the history of general science in the three countries? This case study of general science can prompt us to reconsider why science is taught, which of its forms are best suited to producing citizens well-informed about science, and how to humanize science without comprising the academic respectability required by professional communities.