It has been emphasized in the new movement of the science education in Japan that pupils learn scientific process through their inquiring activities. The author has studied the meaning of formulating models in the scientific process. In this paper, the signification of model in natural science is investigated through the history of science deeply and clearly. He thinks, mental model has the next four faculties. (1) It explains the objective things and phenomena. (2) It makes predictions. (3) It has limitations. (4) It is modified by gaining the new informations. According to these faculties of model in science education, he had not only investigated theoretically the models, but also practically confirmed the teaching effects of the pupils through observation in pilot schools.

The history of biological education in Japanese junior high schools has been established by the learning of system and life, and the editorship of textbook, too. The object of biological education is to learn life, but, it is not easy to find good teaching method about it. The learning of life has not modernized more than other sciences. The pattern of a textbook for beginners in biology is shown in "Hakubutu Shikyo" (1886). Its contents are as follow: "A typical living thing were described with the explanation of their shapes, structures and functions use and nature of each or organ, and finally it's classification." Once the aim of education was to teach the outline of living things and let the pupils learn them from the natural world. But the pupils could not acquire good knowledge about living things, so had lost interest in them. This tendency in biological education has continued to the present, except the period of the World War II. The textbook in the teaching of biology, reporting how to make experiments and observations, has not been able to pro mote pupil's interest in biology. The significance of biological education has been defined as the medium subject study between those of primary school and junior high school. Nevertheless, we have failed to study the essential of biological education and textbook.

The term behavioral objectives has been used first by the behavioral psychologist and introduced to the educational field by theorists on programmed instruction such as Skinner. And nowadays the concept of behavioral objectives is regarded to have an important role not only for the programmed instruction but also for establishing or describing the instructional objectives in general. In the old-fashioned guidance for learning, the teaching objectives are described in such a way as to make pupils under stand so-and-so or to let them know so-and-so. This makes it difficult to find out the clue for judgement of whether the objectives have been achieved by the learner and it gives only vague idea on what has been achieved by the learner. The concept of behavioral objectives is a new suggestion to solve these weaknesses at least to some extent. The objectives or results to be achieved or gained in learning about a specific topic could be analyzed and interpreted in terms of behaviors or performance of the learner. Then the teacher could infer, from the observation of the learner's behaviors or performance, what is happening and has happened in the learner's brain through -32-the learning process. In other words, the behavioral objectives are to describe the objectives in such a way that the learner should be able to do so-and-so as a result of learning about a specific topic; the objectives are described by using action verbs. Practically, the behavioral objectives will be mentioned in such a way that the learner would become to show some behaviors or performance in some situations after the learner had got some knowledges or concepts. The advantages of using behavioral objectives are not only that the teaching objectives can be set up concretely and clearly but also that the objectives and method of evaluation can be defined clearly. Furthermore, it is said that they are effective for formulating strategies to achieve these teaching objectives. On the other hand, there are many scientists and educators in the United States, who have raised a lot of questions and difficult problems about the behavioral objectives in the science education from various points of education. The author have examined these papers and tried to adapt the idea to some science topics. The discussion of these results mentioned still shows us that further investigation of the behavioral objectives in the affective domain should be done philosophically and practically.

The rapid development of physical science requires a thorough revision of the content and structure of school physics course. In order to improve the content of the existing sylla buses of physics of ten years school in the U.S.S.R., L.I. Reznikov published two reports. From the viewpoint of Gendaika (in Japanese) S.Hirasawa and K.Gomi investigated Reznikov's reports and reported the results in this journal in 1967. In 1967 new draft syllabuses of physics of ten years schools were announced. One of the most important improvements was to introduce the element of quantum mechanics and relative mechanics to the syllabuses. Then we studied how to teach the element of quantum mechanics in new syllabuses in the U.S.S.R..