Inspiring Children's Curiosity: Resonac Science Lab – Hearing from Educators on Resonac's Support for Next-Generation Science Education
May 13, 2025
Resonac, whose purpose is “Change society through the power of chemistry,” is addressing the social issue of children losing interest in science by sharing the joy of science and chemistry through various activities at its domestic and overseas sites. One such activity is the science experiment class for children called “Resonac Science Lab,” held at nursery schools, kindergartens, and elementary schools. “Resonac Science Lab” is an initiative where Resonac Group employees conduct science experiment classes at nearby facilities (such as kindergartens, nursery schools, and elementary schools) to support next-generation education in local communities. Employees themselves serve as instructors, sparking children’s curiosity about science. This initiative also encourages employees’ autonomous activities and is positioned as an opportunity for their personal growth and as a seed for future business.
This time, we spoke with two important stakeholders and co-creation partners in this activity: Mr. Kazuhiro Miyamoto of Kaisei Junior and Senior High School and Ms. Masako Seki, Principal of Yahata Mizunotou Kindergarten in Nakano Ward, Tokyo, about valuable insights into next-generation science education.
(Conducted on January 16, 2025, at Yahata Mizunotou Kindergarten in Nakano Ward, Tokyo. Profiles of Mr. Miyamoto and Ms. Seki are as of the time of the interview.)
(Left) Mr. Kazuhiro Miyamoto: Chemistry teacher at Kaisei Junior and Senior High School, supervisor for NHK High School Course “Science and Human Life,” educational member of the Chemical Society of Japan (Vice Chair of the Outreach Committee, Vice Chair of the Chemistry Lovers Club Subcommittee, Vice Chair of the Junior and Senior High School Members Subcommittee, Editorial Board Member of “Chemistry and Education” journal), member of the Japan Society for Basic Chemical Education
(Right) Ms. Masako Seki: Principal of Yahata Mizunotou Kindergarten, Chairperson of the Tokyo Private Kindergarten Education Training Association
Mr. Miyamoto supervised the science experiment workbook “Discover the Wonders! Try Science Experiments,” which is used as teaching material for Resonac Science Lab. He actively participates in activities, including conducting experiments using this workbook.
Our relationship with Ms. Seki began when an employee’s child attended Yahata Mizunotou Kindergarten. Since 2012, we have been using our experiment workbook to hold science classes for the senior kindergarten class.
Cover of Science Experiment Workbook “Discover the Wonders! Try Science Experiments” (in Japanese only)
─Mr. Miyamoto, please tell us what inspired you to start conducting science experiment classes for children, especially preschoolers (senior kindergarten), outside your workplace.
Mr. Miyamoto: I started conducting experiment classes after participating in outreach activities for elementary school students organized by the Chemical Society of Japan. When I actually began experiments with preschoolers, I unexpectedly heard comments like, “That’s strange. Why does that happen?” Feeling this way is the first step toward developing an interest in science and is very important for learning science in the future.
Scene from the experiment class
─Ms. Seki, your kindergarten has continued science experiment classes for many years. Please share the purpose and your thoughts on children and science education.
Ms. Seki: In early childhood, inquiry-based learning through exciting experiences is essential. Science experiments are full of surprises and wonders, and through curiosity—asking “Why?”—they help develop the foundations of thinking, judgment, and expression, nurturing the basis for learning. In Mr. Miyamoto’s classes, there are warnings like “Pay attention or it could be dangerous,” which we don’t usually have in regular childcare. However, no child becomes defiant. Even children who usually require special attention from teachers stay focused and engaged without moving around.
Children engaged in experiments
─As part of its community contribution activities, Resonac conducts outreach programs and experiment classes across the group. Could you share any tangible results you’ve observed from these classes or feedback from parents?
Ms. Seki: Many parents say things like, “Science experiments feel approachable and very fun,” or “My child loves science.” On experiment days, I often hear stories of children excitedly explaining at home, “The ice changed like this, and when you do this, it becomes like that!”
Mr. Miyamoto: I’ve also heard from parents that “My child loves experiments and is always doing them at home.” There are even high school students who say that participating in experiment events when they were little inspired them to pursue a science-related path. I feel that experiment classes and chemistry events often spark a love for science and lead to science-oriented careers.
─What are your thoughts on activities centered around Resonac’s experiment workbook as support for children who will lead the next generation? Also, what expectations or requests do you have for chemical companies like ours?
Mr. Miyamoto: I believe the experiment workbook is very helpful for promoting science (chemistry). A parent once consulted me, saying, “My child loves experiments and wants to do them, but I’m worried about safety.” I recommended, “Read this experiment workbook together and try the experiments.” The experiments included are simple and safe, designed for preschoolers, and useful not only for experiment classes but also for home activities. I think making more people aware of this workbook will help support children who will lead the next generation.
Ms. Seki: I sincerely appreciate the wonderful opportunities for excitement and learning you provide to children. I truly feel you are sowing seeds that will grow into their future. Rather than just watching adults conduct experiments, children themselves carefully engage, asking “Why?” and “How?”—their hearts stirred—and sharing discoveries with peers. Seeing this learning process also inspires teachers to incorporate a scientific perspective into daily life with children. This is invaluable, and I hope you will continue these efforts.
We will continue working with various stakeholders to nurture children’s curiosity through the power of chemistry and support the growth of the next generation.