[Report on Networking Session]

• Where as Head of Agency Interactive Session was a formal scene, the atmosphere at Networking Night was very informal and I was able to talk with NASA's senior staff members fairly deeply. In particular, what I learned through detailed talks with them about what kind of stakeholders NASA has to coordinate with in order to pursue its goals and implement space development plans, as well as how decisions are made, are expected to be very useful when I consider space development in the future. This kind of deep discussion with those people will not be easily realized without a certain framework of a program. In this sense, I appreciate this experience as great significance of my participation in the ISEB program. I strongly hope that this kind of opportunities continue to be provided.

(Shunichiro Nomura, dispatched student)

[Report on STEM Engagement 1]

• Initially, a staff member of Space Education Center suggested to use Miura folding technology as a theme for our outreach activities. However, since one of the AXA students happened to specialize in curved folding, we decided to make it our theme. After the student generated patterns for curved folding, I refined them into more stylish designs. We repeated the process of improvement over and over again, which consisted of printing the designed patterns, folding them together with other JAXA-sponsored students and SEC staff, finding points to be improved, and adding necessary modification. While engaged in this loop, I tried to imagine how junior high school students in America would enjoy tackling the theme but it was difficult more than expected to estimate their abilities. As a result, they displayed a wide range of interest from rather little to pretty much. It may have been better if we prepared our materials so that they appeal to all the students with different degree of interest by providing our lesson step by step, such as playing → crafting → explaining the relevant principles, and designed the materials accordingly. However, it does not mean we actually had some problem in our real lesson; we managed it well by responding flexibly.
• On the day of our outreach activity, seeing that the booths around JAXA were presenting programs which rather emphasize the element of playing, I was worried for a brief moment that our lesson plan of just folding pieces of paper might be too simple. Fortunately, however, my worry proved to be groundless; many students took up the challenge of curved folding at the JAXA booth and successfully completed the tasks of linear folding and curved folding. Some students listened attentively to the explanation of why curved folding wraps better than linear folding and understood it. Most junior high school students were more intellectually curious than I had expected and I realized the importance of education programs which satisfy their curiosity.

(Shunichiro Nomura, dispatched student)

[Report on STEM Engagement 2]

• In the morning, I taught local middle school students who visited JAXA's STEM booth a folding method which is also applied to solar panels. Compared to the similar teaching experience on the previous day, the lesson was more interactive and proceeded in English. Contrary to my worry during the preparatory stage that local students might not show interest in our lesson, they tackled the tasks very seriously and when I asked them questions, they thought about them deeply and answered with their own opinions. I was surprised that some students actually saw through the essence. It was also a good experience for me that I was able to communicate thoroughly in English. In the afternoon, we presented experiments of pop-pop boats sponsored by VSSEC to local students in the same way. At first, I was quite worried because I had to communicate with six children in English, but thankfully again, I was able to communicate well and draw their interest in the experiment and eagerness to understand the underlying principle. It was a pleasure that I was able to stimulate the interest among children.

(Takuya Inoue, dispatched student)

[Report on STEM Engagement 3]

• In this ISEB program, I had many opportunities to talk at table with students from other countries and also had opportunities to provide STEM education for American elementary school children in English. They attentively listened to my poor English, which often fails to make a sentence, and answered my questions as well. Furthermore, not only the dispatched students who may be familiar with English as a foreign language, but also American junior high school students understood my explanation in English during the STEM education lessons and reported what they learned to their teachers.
• These experiences gave me a huge confidence that my English skills are sufficient enough to convey my thoughts to others. Until now, I had thought that my English is just all right for overseas travelling but not for business. However, thanks to my experiences through this program, I've come to think that I would like to actively undertake jobs that require English skills as well.

(Takumi Tamura, dispatched student)

[Report on the special lesson 1]

• Even before the lesson started, children came to us and asked questions. Listening to their questions coming out one after another, I felt their great interest in the space. During the lesson, I was impressed by the way the children boldly raised their hands and answered our questions. I still remember vividly how they tried to solve the questions cooperatively as a class, never giving up, despite answering wrong from time to time. I was impressed by the fact that no children just sat still but every one of them expressed one's own opinion while also respecting the opinions of others, and was convinced that our lesson plan was a success. I think they experienced the importance of discussions, competition through science, and the fun of experiment. At the end of the lesson, I was very happy to receive compliments from the local teachers and to see the children waving their hands to farewell us. Having seen the interest and curiosity of so many children in the space, I felt the necessity of space education all the more. And more than anything else, I realized the joy of being involved in education, which was a very valuable experience for myself.

(Soki Akutsu, dispatched student)

[Report on the special lesson 2]

• We presented a special lesson at a local Japanese language school. Since I provide group lessons for first graders of junior high schools as a part-time job, I had been imagining it would be like that; however, the elementary school children were infinitely more energetic and curious than I had imagined. The children were divided into groups of around five and asked to compete with other groups in finding when the voltage of the LED connected to the solar panel becomes the highest by illuminating the panel in various ways, and by applying light of different wavelengths or using cellophane sheets. Though we originally intended to use miniature bulbs instead of LEDs for the experiment when we were in the preparatory stage prior to the trip, having noticed that the current is too weak to turn the bulbs alight, we decided to use LED. However, LEDs did not show significant difference in illuminance, which should reflect the voltage corresponding to how and with what type of light the panel is illuminated. There were some cases that the difference in illuminance or voltage might be attributed to difference in individual LEDs. This is what I regret a little. However, the lesson itself was very successful. During the question time, a lot of hands were raised and we received a lot of astute questions. I was often impressed by the children's unexpected questions.

(Urara Kono, dispatched student)