The authors attempted to examine the pupils of a junior high school in natural science. In this examination, they paid special attention to testing their ability of scientific thinking and extracted the factors constituting the structure of science from the above result. This is the consequence which could be gained through these factor analysis. (1) Four are extracted as factors of ability in scientific thinking from the first division of science, that is, Ability of Inductive Thinking(a), Ability of Deductive Thinking(b), Ability of Understanding(c), and Ability of Quantative Grasping of Phenomena(d). (2) Also five factors are proved to be component elements of science in the second division, namely, Ability of Inductive Thinking(a), Ability of Drawing the Conclusion from the Diagram(b), Ability of Under standing(c), Ability of Grasping the Connection as to the Objects (d) and Ability of Deductive Thinking (e). Then, comparing that result from the first division, they recognize that in both fields, the importance of each factor are similar in its function except forth factor, Ability of Grasping the Connection as to the Objects. (3) Then, inquiring into these consequences from the synthetic viewpoint, Ability of Inductive Thinking are proved to be essential through two divisions, with the importance of Ability of Deduction and Understanding next to it. But, Ability of Quantitative Grasping of Phenomena is perceived only in the first division, while Ability of Grasping the Connection as to the Objects is characteristic only in the second division. (4) So, comparing these results with the "Process Skills" in A.A.A.S, they come to the conclusion that much importance should be given to Ability of Inductive Thinking in developing pupil's ability of scientific thinking.

The authors had pupils of an elementary school to study any subjects of science, they are interested in and to report their results. Next, they devided pupils into four groups according to the intelligence quotient and their development degree of the ability in scientific thinking.(A group is in the lowest degree, D is the highest.) Then, they inquired into the difference in their development degree between pupils of the highest intelligence quotient and the lowest. This report shows from the result that in lower classes, all groups scarecely made any remarkable differences between them, and also, the pupils of A group made no progress through all the classes, but the other groups grow in their scientific ability, promoted to higher grades, while A group showing more remarkable development than the others. This fact indicates that their degree of development seems to depend mainly on their intelligence quotient. So, the authors extract the conclusion from this fact ; in lower classes, pupils should be taught with the same method of science education, but in the upper classes, teachers are indispensable to take the method suitable to their development degree of ability in scientific thinking.

In his first report, the author has discussed about the principle of selecting the subjects for the science education in primary schools. In this second report, he discusses the desirable character and constitution of the subjects for science education in elementary and junior high schools. Then, he proceeds to inquiring into the contents of newly revised "Course of Study", and suggests some necessary consideration in teaching science in accordance with the new "Course of Study".

We are making researches in the formulation of models in science teaching through actual lessons. At the beginning, we looked over some literatures on this subject and discussed about the revolutionary approaches to science teaching. We will state these results in this 1st report. We studied about the function of a model in the scientific method. Dr. Marshall Walker's ideas of models in the scientific method is as follows; "The validation of a model follows a regular pattern which has been called the scientific method." "The scientific method 1) postulates a model based on existing experimental observations or measurements; 2) checks the prediction of this model against further observations or measure ments; 3) adjusts or replaces the model as required by the new observations or measurements." We examined these opinions from the standpoint of science teaching. The scientist's relationship to the models he constructs is am bivalent. On the one hand, the invention of a model engages his creative talent and his desire for successfully representing the operation of the system he studied. On the other hand, once the model is made, he seeks to uncover its limitations and weaknesses, because it is from the model's failures that he gains new understanding and ability to construct more effective models. Both creative and critical faculties are involved. We will promote our researches through actual lessons according to this principle.