The author had studied the cultivation of scientific consideration. Then I said that the mutual action between the constructional elements and the promoting elements in the researching process of scientific teaching and the method for_ the cultivation of scientific consideration for these mutual actions, There fore I found that the next problem lies in the constructional working process for the promoting elements of scientific consideration.

The education system (Gakusei) in 1872 gave a curriculum based on natural science, especially physics. The experience of natural science education during some dozen years after that may have brought about the establishment of the science education in 1886. That is.in the practice of the natural science during these years, it had been groped for earnestly if it was really satisfactory, or what was the most worthwhile science education suitable for children. As the result, a subject "Rika" was born. The term can be considered to have essentially had a posture which holds good for science education as general culture as well.

Summer institutes for secondary school science teachers have increased in number during recent years in U.S. A. Hundreds of colleges and universities located all over the Unit ed States have designed special courses for science teachers in the summer vacation. Financial support for many of the programs has been obtained from the National Science Foundation or other public and private Educational Foundation. The institute programs of these Foundations had great influence on the improvement of the academic backgrounds of science teachers, and added a new dimension to teacher training in American education. The purpose of this study is to make clear the nature of these summer science institutes. According to the survey of the literature, the results may be summed up as follows ; (1) The chief goals of the program are……… 1. to be prvide with the opportunity to keep up-to-date in their subject field in order to keep up with the rapid progress and changes which are taking place in these fields. 2. to give the opportunity to work side by side with outstanding research scientists in the university, and acquir new techniques and become acquainted with the application and use of new procedures and equipments. 3. to increase teachers' capacity to motivate their more-able science students to consider careers in science. (2) Organization of the course Most of the summer institutes range in length from 6 to 8 weeks in summer, and they are scheduled from 4 to 8 hours daily and the teachers are required to spend from 2 to 4 hours in daily preparation. During the twelve-year period ending in 1965, more than 85, 000 teachers attended these institutes, and in order to compensate teachers for possible loss of summer employment, they receive an honorarium of $ 75 per week. The menbers of the instructors are professors of sciences and personnels from the various science centers. (3) Course Content Most of the lectures during the session are held in the mornings from 9:00 A.M. to 12:00 noon, covering the subjects of recent developments in the various sciencess such as chemistry, and biology. In the research program, the techers are allowed to utilize modem laboratory techniques and instrumentations; and as a result they can well get versed to them. Many field trips are also scheduled; they are to include trips to the mountatins, the seashores, the deserts, the zoos, and the industrial research centers. Evening seminars are also held under the attendance of eminent guest scientitsts.

The author intend to represent the historical study examining biological education in high schools from 1940s via in bringing abo ut BSCS to the production of BSCS Special Materials. In this study he took the educational standpoints including the contents and processes of science teaching. The following results were obtained. The first. Summing up the change of the modern biology, he clarified the impact to the biological education by this change. The next. High school biology teachers w ere not much reflected by core. curriculum movement of the 1940s. At the end of 40s there were prototype of the new science curriculum. In 1950s there were two kinds of BSC S pretype which were midletype of the correlated teaching contents and processes. The third. He found two characteristics of BSCS biological education as follows; teaching contents in biological education are fulld of the contents and processes of biology as science; he regards the process of inquiry as the teaching process under organic correlation of teaching content and process. The fourth. Since it was recognized by the stuff of BSCS that there were many accademically unsuccessful students, they had produced Special Materials which showed the variety of learning content and process. Therefore, he recognizes educational value of this Special Materials as one of great factors in curriculum building. These historical studies of biological education in America shall suggest one of the ideal features of biological (science) education.