Abstract
The purpose of this paper is to consider what kinds of factors influenced the changes of content and structure in school science in Japan. For the consideration of various factors, three types of curriculum changes were focused on here: the change of organization of subjects, the change of content and structure in each subject and the change of subject content. According to these types, two different methodologies were used: an analysis of materials and interviews with key people. In the case of the 1989 revised edition of the Course of Study in elementary school science, three facts based on the three types above were pointed out: 1 The relationship between a new subject "life and environment studies", and science. 2 A, B, C categories in science and introduction of the "human" content in category A. 3 The introduction of new content and material in each of these categories: the development of humans, the solar battery, the motion of objects, meteorological satellite pictures, and volcanoes. The results of this case analysis are as follows: 1 The three types of curriculum change influenced each other. 2 All of the facts included various factors which influenced their changes. 3 Especially through the interviews, key people had various viewpoints about the facts. Sometimes they didn't have the same viewpoints as in the written materials. In conclusion, the changes of content and structure in the elementary school science curriculum were influenced by various factors. Focusing on the three types of curriculum change and the use of interviews with key people were very helpful to the practical study of the science curriculum.
