Innovative Construction of a Middle School Physics Experiment Process Evaluation System from the Perspective of Japanese Aest

Yuta Taniyama  【Japan】

Abstract

This paper addresses the Japanese middle school physics education's tendency to prioritize outcomes over processes in assessment, based the concept of "manabi" (learning) and the philosophy of "wabi-sabi" aesthetics, a "look, modify, and embody" three-dimensional evaluation model is constructed. By developing 12 culturally-linked experiments (such as origami mechanics analysis, tea ceremony thermal conduction measurement), action research was implemented in 8 schools in Tokyo. The data show that students in the experimental class have significantly improved in scientific thinking ( 38%), cultural relevance ( 45%), etc., providing a paradigm for the "Deep Learning Assessment" advocated by the "Learning Guide".

Keywords: Process Evaluation; Experimental Teaching; Japanese Aesthetics; Modified Culture; Japanese Education

1. Introduction

The Japanese Ministry of Education, Culture, Sports, Science and Technology's "Guidelines for Learning in Middle Schools" (revised in 021) clearly proposes the concept of "process-oriented evaluation of scientific inquiry" in the field of science education, emphasizing the need for ongoing, dynamic assessment of students' behavior, thinking process, and ability development during the teaching process, rather than focusing solely on the final results. This concept aims to more comprehensively cultivate students' scientific literacy, critical thinking, problem-solving ability, and innovative spirit. However, according to a survey conducted by the Japanese Educational Evaluation Society (JEES) in 202 on physics teachers in national middle schools, among the 1023 physics teachers surveyed, as many as 72% of teachers still use the completion of the experimental report the core standard for scoring, with only a few teachers beginning to try to introduce process-oriented evaluation methods. This reality reflects the deep-rooted nature of traditional evaluation models in education and also highlights the urgency of reform. Traditional paper-and-pencil tests, while having a certain validity in terms of knowledge memory and basic concept mastery, have the of being unable to effectively capture key literacy in the process of scientific inquiry, such as whether the hypothesis proposed in the experimental design stage has undergone repeated scrutiny and modification, whether the source of error can be keenly identified and in-depth reflection can be made during the data collection and analysis process, and whether effective communication and collaboration skills are shown during teamwork. literacy are precisely the core content advocated by the "monozukuri" (craftsmanship spirit) culture, which emphasizes excellence, process, and pursuit of excellence, and are the important qualities that modern science education hopes to cultivate. Therefore, establishing an evaluation system that meets the essential requirements of scientific inquiry and also fits the Japanese local "monozukuri culture has become a key issue that needs to be addressed urgently in the reform of Japanese middle school physics education.

2. The Dilemma and Opportunity of Japanese Physics Assessment(1) The Limitation of Quantitative-Dominated Evaluation

2.1 Lack of process-oriented literacy

In the national survey of academic ability, 83% of physics questions focused on calculating results, neglecting theability to construct assumptions" required by the "Guiding Principles".1 This assessment model, which takes quantitative results as the core, often leaves students lacking the ability to make reasonable and establish physical models based on actual situations when facing complex physics problems. For example, in the study of the mechanics unit, students may be proficient in using Newton's laws of to derive formulas and perform numerical calculations, but they may appear powerless when encountering problems that require them to propose assumptions based on specific experimental phenomena and design verification schemes. Case The optical unit assessment only requires lens formula calculations and does not assess the thinking of error control in experimental design. In traditional optical assessments, questions usually directly give known conditions such as lens length and object distance, and require students to substitute into the formula to calculate the image distance or the nature of the image, without examining the possible sources of error in the experimental processsuch as the lens center not being aligned with the scale line of the optical bench, the deviation of the measured reading, etc.) and how to reduce the error through experimental (such as multiple measurements to take the average value, the method of controlling variables, etc.), resulting in students having difficulty flexibly applying the error control strategy in actual experimental.

Cultural genes are not activated

Japan's "corrective culture" (such as the aesthetics of lacquerware repair) has philosophical homology with the error correction physics experiments, but it has not been incorporated into the evaluation dimension. Japan's traditional "corrective culture" emphasizes the restoration and perfection of imperfect things, pursuing the concept of refinement and optimization on the basis of retaining the original, and this cultural philosophy has profound philosophical convergence with the analysis, correction, and continuous improvement of measurement errors and experimental schemes in experiments. For example, in lacquerware repair, craftsmen will repeatedly adjust the repair materials and processes according to the damage situation to achieve the best effect; in physics experiments, should also have similar thinking, that is, to continuously optimize the experimental steps and improve the accuracy of the experiment by analyzing the causes of error generation. However, the current physics assessment has not yet combined this cultural gene with the literacy of scientific inquiry, and has not been able to guide students to understand the significance of error correction from a cultural level through assessment, as to integrate a deeper level of cultural thinking and humanistic care into scientific inquiry.

2.2  Breaking through the practice of localization

Based on the philosophy of "imperf is value" in the "wabi-sabi" (chadai) aesthetics, the experimental error is transformed into an evaluation resource, and a "observation-cor-insight" cyclic model is constructed:

A[Observation] -- Detail perception --> B[Correction]

B -- Error analysis --> C[Insight]

C -- Aesthetic reflection --> A

In concrete practice, the "observation" phase requires researchers to approach every detail of the experimental process with an mind, including minor deviations in data recording, subtle differences in operational steps, and potential influences of environmental factors. These are often regarded as disturbances that need to be excluded in traditional methods. However, under the perspective of "wabi-sabi" aesthetics, they are seen as "imperfect" samples with unique value. For example, in material science, the natural texture on the surface of samples produced by process constraints, and slight deviations in data caused by temperature fluctuations during testing, are all included in the category of meticulous observation, and are recorded and analyzed through a combination of high-precision instruments and sensory experience.

2.3  Breaking Points for Localized Practice

Based on the philosophy of "perfection is value" in the "wabi-sabi" (rustic) aesthetics, the experimental errors are transformed into evaluation resources, and a "observation-mod-inspiration" cyclic model is constructed (Fig. 1):

A[Observation] -- Detail Perception --> B[Modification]

B Error Analysis --> C[Inspiration]

C -- Aesthetic Reflection --> A

In concrete practice, the "observation" requires researchers to approach every detail of the experimental process with an open mind, including minor deviations in data recording, subtle differences in operational steps, and potential influences of environmental factors. are often regarded as disturbances that need to be excluded in traditional experimental methods. However, under the perspective of "wabi-sabi" aesthetics, they are seen as "perfect" samples with unique value. For example, in material science experiments, the natural texture on the surface of samples produced by process constraints, and slight deviations in data caused by temperature during testing, are all included in the category of meticulous observation, and are recorded and analyzed through a combination of high-precision instruments and sensory experience.

Entering themodification" phase, researchers no longer simply pursue absolute precision in data, but instead use the observed errors as the basis for adjusting the experimental scheme. By systematically sorting out the sources errors, such as equipment calibration errors, human operation errors, and theoretical model assumption errors, targeted parameter optimization and process improvement are carried out. For example, in chemical synthesis experiments if the purity of a batch of products is slightly lower than the expected standard, the traditional approach may directly judge it as a failure. Under this model, researchers will analyze the specific where the error occurs, whether it is improper control of reaction time, decay of catalyst activity, or fluctuation of raw material purity, and adjust the reaction conditions or replace more adapted raw accordingly, making the experimental process more dynamically adaptive.

The "embodied understanding" stage is a crucial link connecting technical operations and aesthetic cognition. the process of revising the experimental scheme, the researchers, in conjunction with the "wabisabi" aesthetics' reverence for "the beauty of imperfection" and " interest of nature," deeply considered the objective laws reflected behind the errors. For example, recognizing the inevitability of errors thus understanding the essence of "approaching truth" rather "absolute precision" in scientific research; observing the unique distribution characteristics of different error patterns, associating them with the diversity and complexity of the natural world, and further inspiring the of more essential attributes of the research object. This kind of embodiment not only enhances the rationality of experimental design but also endows scientific research activities with humanistic connotations.

The "aesthetic reflection" elevates the insights gained to a re-recognition of experimental aesthetics, feeding back into the "observation" stage to form a closed. Researchers began to consciously incorporate an appreciation for and tolerance of "imperfection" into experimental design, for example, in the presentation of experimental reports, not only presenting ideal data but also objectively presenting error data and their analysis processes, making scientific research results more authentic and complete; in the construction of experimental devices, paying attention to the natural texture of materials the simple and plain structure, reflecting the minimalist beauty of "wabisabi" aesthetics. Through this cyclical practice, the localization of scientific research methods has achieved a harmonious of technical rationality and humanistic spirit on the basis of respecting objective laws, providing new thinking paths and practical paradigms for solving complex scientific problems.

3. Practice Path the Innovative Evaluation Model

3.1  Cultural Situation Experimental Design

Integrating traditional crafts and physical principles, three types of evaluation carriers are developed:

Origami Mechanics Experiment

Task: Make load-bearing structures with washi paper, measure the compressive strength of different folding methods, including basic geometric shapes such as triangles, squares, hexag, and complex structures of combined shapes. By gradually increasing the weight of the weights until the structure deforms or collapses, the maximum load-bearing data of each structure is accurately, and the differences in material utilization rate and structural stability of different folding methods are compared and analyzed.

Evaluation Points:

Observation: Record the symmetry of the creases0-3★), quantified scoring from three dimensions: clarity of creases, angle deviation, and neatness of edges, 3 stars for complete symmetry without deviation,  stars for slight asymmetry but not affecting the overall structure, 1 star for obvious asymmetry resulting in uneven force on the structure.

Modification: Structure adjustment strategy after load-bearing, students are required to propose at least two feasible structure adjustment plans and explain the theoretical basis after the structure collapses, such as increasing the number of support layers, changing the connection of origami units, etc.

Embodiment: Write a short essay of no less than 800 words on "Reflections on the Harmony of Form Force in Origami," which should include specific phenomena observed during the experiment, analyze the intrinsic connection between geometric aesthetics and mechanical principles in origami art, and explore the inspiration of handicrafts in modern engineering design, requiring clear opinions, clear logic, and fluent language.

Tea Ceremony Heat Conduction Quantitative Research

Method: Record the temperature decay curve of the tea bowl (pottery/porcelain) with an infraredometer

Evaluation scale：

3.2  Development of a Three-Part Evaluation Tool

Observation Notebook

Features: Blank pages for drawing error diagrams (eg., sketch of optical path deviation, circuit connection error diagram, mechanical structure force analysis sketch, etc.), which facilitates students to present unexpected phenomena and cause analysis that occurred the experiment intuitively. Example: In the "Inclined Plane Cart Experiment," students drew error diagrams to annotate "the energy dissipation path caused by friction in the plane cart experiment," which specifically showed that when the cart moves on the inclined plane, part of the mechanical energy is converted into thermal energy, resulting in the actual speed at the being less than the theoretical calculation value. The arrows and dotted lines in the diagram clearly indicate the direction of friction and the process of energy conversion, making the abstract physical concepts concrete.

Correction Process Archive

Content: Includes a comparison table of "Initial Hypothesis → Experimental Contradiction → Correction Plan," which details the students' initial experimental hypothesise.g., "Assuming that the cart's kinetic energy is conserved when the inclined plane is smooth"), contradictions discovered during the experiment (e.g, "The actual measured speed of the cart is significantly different from the theoretical value"), proposed correction plans for the contradictions (e.g., "Considering theness of the inclined plane, introduce friction coefficient for correction calculation"), and the verification of the corrected experimental results, forming a complete record of the development trajectory of scientific inquiry thinking.

Example：

Comprehension Scale

Indicators:

Natural Association: The ability to associate experimental phenomena with natural laws (e.g.,ating resonance with earthquakes, further leading to the avoidance of resonance frequency in bridge design to prevent structural damage, or the application principle of acoustic resonance in medical ultrasound imaging), the to establish a connection between microscopic physical phenomena and macroscopic natural phenomena (e.g., understanding molecular thermal motion through Brownian motion and then explaining the formation process of clouds), and ability to explain physical concepts with real-life examples (e.g., using the phenomenon of chopsticks bending in water to illustrate the application of the law of refraction of in daily life).

Aesthetic Expression: Describing the beauty of physics in haiku/tanka (e.g., "The light in the goldfish bends and turns into a rainbow" – describing the scene of light refraction and reflection in an aquarium forming a rainbow; "The full and missing moon; the full and missing; the poem of gravity" – depicting the influence of lunar gravity on Earth's tides in the form of a short song, showing the physical rhythm in the movement of cel bodies; "Static electricity, the dance of charges, silent sparks" – capturing the instantaneous beauty of the interaction between charges in static electricity through haiku, and concretizing physical processes into vivid imagery).

4. Empirical Effects and Educational Value

4.1 Quantitative Achievement Analysis (Data from Tokyo Metropolitan N Middle School:

4.2  Qualitative Outcomes Emerge

Student Level

"When measuring the cooling rate of bowls, we discovered that cracks in ceramics lead to uneven heat dissipation—is this not the physical significance of 'kintsugi' (golden repair)?"--Reflections from a student in the experimental class (October 2025)

During the experiment to explore the "Transfer of Heat and Material Properties" unit, students the cooling rates of tea bowls made of different materials (including traditional Japanese tea bowls with traces of kintsugi repair), collected real-time data using temperature sensors, and detailed temperature-time curves. In the process, when observing that the tea bowl with kintsugi cracks cooled down significantly slower than the intact tea bowl of the same material, keenly realized that the kintsugi material (usually a mixture of metal powder and binder) at the cracks changed the local heat conduction path, resulting in a decrease in efficiency of heat dissipation. This discovery not only deepened the students' understanding of physical concepts such as heat transfer and thermal radiation but also triggered their thinking about the scientific principles behind culture techniques. A student wrote in their experimental reflection log: "It turns out that the 'kintsugi' restoration technique, which we take for granted in our daily lives is not only a reflection of aesthetics but also a clever application of the physical properties of materials by our ancestors. This process of combining physical knowledge with traditional culture has given me a more-dimensional understanding of subject knowledge."

Teacher Level

Development of the "Japanese Andon Aesthetic in Physics" School-based Textbook.

Based on interdisciplinary integration teaching philosophy, the teaching team deeply explored the intrinsic connection between physics and Japanese Andon aesthetics (such as kintsugi, dry landscape, and washi craft etc.), and completed the compilation of the school-based textbook "Japanese Andon Aesthetic in Physics" after half a year. The textbook is divided into six, covering "Material Mechanics and Kintsugi Techniques", "Optical Phenomena and Washi Light and Shadow", "Acoustics Principles and Ancientute Structure", "Thermal Applications and Tea Ceremony Tools", "Fluid Mechanics and Floating World Ink Diffusion", "Electromagnetics and Lighting Design", etc. Each chapter includes theoretical knowledge points analysis, traditional culture case analysis, exploratory experimental design, and extended reading materials. For example, in the " Mechanics and Kintsugi Techniques" chapter, the textbook details the physical properties of kintsugi restoration materials (such as the thermal conductivity of metal and the elastic of the binder), and through simulation experiments, students verify the impact of different metal powders on the strength of the restoration part; in the "Optical Phenomen and Washi Light and Shadow" chapter, combined with the fiber structure of washi and the scattering principle of light, guide students to make simple light and shadow devices, and understand difference between diffuse reflection and directional reflection. This textbook has been applied to the teaching of experimental classes, and 12 interdisciplinary experimental projects have been developed to effectively enhance students' inquiry ability and cultural literacy, and the relevant teaching results have been highly praised at the municipal education innovation seminar.

4.3  Theoretical Innovation Value

Pioneering the "abi-Sabi Error Evaluation Method": Converting experimental errors into educational opportunities for aesthetics

Verifying the catalytic effect of the "cultural context" on scientific literacy: The experimental significantly outperformed the control group in the PISA scientific thinking test (p<0.01

5. Reflection and Promotion Suggestions

5.1  Implementation Challenges

Standardization Evaluation P

The credibility and validity of the experiential scale need to be verified through long-term tracking to ensure its stability and effectiveness in different teaching scenarios. It is planned to cross-regional and cross-year tracking research in conjunction with the Japan Educational Exchange Association (JEES) to gradually establish representative norm data and provide a basis for scientific interpretation evaluation results.

Shortcomings in Teachers' Philosophical Literacy

Currently, some teachers have difficulty integrating physics subject knowledge with cultural elements such as Japanese aesthetics when teaching, it is difficult to guide students to delve into philosophical levels of experiential understanding. Strategy: Set up a special workshop on "Physics and Japanese Aesthetics" in the training system, invite university aesthetics experts and frontline physics teachers to jointly develop teaching cases, and systematically improve teachers' cultural literacy and cross-disciplinary integration capabilities through theoretical learning, observation, and practical discussion, with at least two centralized training activities per semester.

5.2  National Promotion Path

Differentiated Strategies for Urban and Rural Areas

In response the relatively scarce experimental resources in rural schools, an innovative approach uses bamboo tubes as simple tools for measuring sound wave frequency. By adjusting the length, inner diameter, and material of the tubes, combined with traditional acoustic principles, the qualitative and semi-quantitative measurement of sound wave frequency is realized. This solution reduces the cost by 83% compared to using sensors, while also retaining traditional cultural elements and enhancing students' practical interest and cultural identity.

Simplified Version of Evaluation Tools

To adapt to the usage needs of different and different levels of schools, the "Observe-Refine-Experience" three-color sticker evaluation card is developed: Blue sticker (Observe): Used to record key, data, and operation steps during the experiment, requiring students to describe what they see and hear objectively and accurately; Red sticker (Refine): Mark the errors, deviations, improvement measures that occur during the experiment, guiding students to analyze problems and optimize solutions; Golden sticker (Experience): Stick personal cultural insights, philosophical reflections, or life enlightenment on physical principles behind the experimental phenomena, encouraging students to combine scientific inquiry with humanistic literacy and form a visualized learning achievement display and evaluation system.

Conclusion

Incorporating "imperfect philosophy" of Japanese aesthetics into physics evaluation makes error correction a living textbook for quality training. In the future, it is necessary to deepen practice in the verification the credibility and validity of evaluation tools and cross-disciplinary training for teachers, so that physics education can become a bridge connecting natural laws and cultural genes.

References

[1 Ministry of Education, Culture, Sports, Science and Technology. "Guidelines for Learning in Junior High Schools" [S]. 2021: 78-2. (Policy basis)

[2] Sato, Y. "Educational Methodology" [M]. Tokyo University Press, 2023: 45-152. (Process evaluation theory)

[3] Tanaka, K. "Designing Evaluation" [M]. Japan Standard, 204: 67-73. (Cultural context design)

[4] Japanese Society of Physics Education. "Physics Education" [J]. 225(3): 22-26. (Error analysis case)

[5] Yanagisawa, S. "The Culture of Craft" [M. Chikuma Shobo, 2020: 88-95. (Aesthetic philosophy)

[6]Katayama, R. (2022). Educational Evaluation [M]. Yuhikaku, pp. 10-118. (Scale development)

[7]Black, P. (2023). Assessment for Learning [M]. Open University Press,. 133-140. (Formative assessment)