In this study, we developed a “Foldable Moon and Sun Model” that promotes understanding of the moon’s appearance for the learning unit of a natural science course entitled “Moon and Sun” in the sixth grade of Japanese elementary school. We also devised a unit structure that aims to form concepts in a multifaceted and phased manner using various teaching materials including our model and tested the lessons in classes. The number of children who could correctly grasp and infer the “phase” and “diurnal motion” of the moon increased after using the model. In particular, the “Foldable Moon and Sun Model” enabled them to clearly and visually grasp the positional relationship between the moon and the sun and diurnal motion, which demonstrated the model’s high effectiveness.

This paper verifies the academic appropriateness of illustrations on the stratigraphy of a coastal area in junior-high school science textbooks published after 1962. The illustrations varied according to the textbooks and were classified into seven types, Types A to G, on the basis of the characteristics of stratigraphic accumulation. Comparison with stratigraphic models published in academic articles and textbooks revealed that Types E and F were appropriate. Types E and F were like the models that assumed no relative sea-level change. There were no appropriate illustrations in the current textbooks. Appropriate illustrations should be published in the next editions of these textbooks.

Igneous rocks must be divided on the basis of the type and abundance ratios of rock forming minerals. However, beginners tend to use magnetism or color tone as criteria for dividing igneous rocks. To avoid this, in this study, rock specimens to be observed by the learners were limited to granitoids. Learners began to divide these igneous rocks on the basis of their mineral types and abundance ratios. In addition, they actively tried to find differences and similarities by comparing specimens.