Abstract
It is generally said that in science lessons we are instructed to do observations and experiments. However, in the actual science classroom situation, it is difficult to evaluate each student's experience with, and understanding of the observations and experiments performed. The objective of this study was to examine how the student performs the observations and experiments in science lessons, and to examine the relationship between operations and mental recognitions. Within this framework, the following facts were established:1) According to the classification of operations of observations and experiments in science lessons, some experiments are done many times while others are done only once during science lessons in Junior High School. 2) In the Junior High School science curriculum, steps of operations of observations and experiments in the first field of science are done more than twice to get mean measurement results. 3) Some students find the practical experiments and observations interesting and see these lessons as useful, mentally stimulating and enjoyable. But as the operational steps increase, others often find them confusing and difficult to do and do not gain the necessary understanding from these lessons. 4) The students' mental recognition about whether they like or dislike science lessons involving observations and experiments depends upon their ability and skills to understand how to go about these practical activities and understanding the imagery of their titles.
