There is concern that Japanese children generally are not as interested in science as they used to be. Although the government has adopted countermeasures, it seems that they are not producing the desired effect.

In March 2007, fourth graders and middle school second-year students in Japan sat mathematics and science tests as part of the Trends in International Mathematics and Science Study conducted by the Amsterdam-based International Association for the Evaluation of Educational Achievement. In each category, the average test score of Japanese students was either third, fourth or fifth highest of any nation. Japanese students' average scores were also slightly better than in the previous TIMSS, held in 2003.

But in a survey conducted in conjunction with the tests, only 59 percent of the Japanese middle school students said studying science was interesting, compared with the international average of 78 percent. Only 40 percent found mathematics interesting, against the international average of 67 percent.

The education ministry in early August made public a comprehensive strategy to strengthen abilities in basic science. The ministry says Japan won't have a future unless the scientific abilities of its youth exceed the international average, and warns that Japan lacks a sense of crisis in this area.

The strategy calls for drastic reform of graduate schools, world-class research centers, and improved education in mathematics and science from elementary school through university. Eye-catching projects include enhancing training for science teachers and having universities establish a professional development system for current teachers.

But the program appears to be oriented toward how to feed scientific knowledge to children. Why not also let children experience the joy of science? The ministry should develop a system that encourages children to ask questions and try to solve problems themselves, by conducting experiments, making calculations and writing reports about their trials and errors. The foundation of such a system should be to give teachers more freedom to develop courses that nurture scholastic curiosity.