抄録
A series of classes on systematic water and environmental studies for upper-grade elementary school students were implemented on a trial basis. The effects of the classes were examined on the basis of students’ free descriptions of their understanding (e.g., “non-elaboration” and “elaboration, organization”) of the contents of the classes. The results were as follows: classes in which students found it easy to elaborate their knowledge were those on things living in lakes, such as fish and plankton (which interest students but are difficult to observe); also on aquatic food chains and water purification, topics that they had been previously taught. Classes in which students found it easy to apply their knowledge were those on the lives of living things (e.g., classes on nutrient salts and phytoplankton).
