Abstract
In this paper, we focused on pupils' response to TIMSS items about oxidization and combustion. We analyzed the written responses by seventh and eighth graders' of Japanese lower secondary schools. By surveying typical words in responses we found that many Japanese pupils refer to phenomena and facts but seldom mention theory-based explanation. We pointed that the result might be caused by lack of reference to ability of scientific theory-based investigation in the course of study in Japan. We suggested that it was better to refer expressly to such abilities in the school curriculum.
