The auther made a fact-finding research into the senior high school students' knowledge on the history of science, asking to answer the following three questions; the names of the authers of the classics on science, the names of persons who are closely related to the scientific terms and their ages, the stage of the development of scientific concept. Consequently the individual variation of the levels of the knowledge was very large, but the following result could be generally obtained by this research. (1) The levels of the knowledge are deviated by the fields of questions, but they increase as the grades of students do. (2) There exisists week, but positive corelationship between the levels of the knowledge on science and tho3e of the history of science. (3) The degree of interest and the de3ire to study the history of science and the recognition of its importance grown large as the grades of students increase. But those three and the levels of the knowledge on the history of science can not be corelated.

The information through questionaire as to the interest of the teachers of elementary and lower secondary schools in natural science books except textbooks and the utilization in science teaching are reported. The subjects employed were randomly selected from the members of Society of Japan Science Teaching. The main items of questionaire are as follows: (1) The activity for reading in class. (2) The interest of teachers in books for children in every field. (3) The interest of teachers in the science books for children and the utilization of them in science teaching. (4) The interest of teachers in the popular science books and others. (5) The teacher's opinions of the popular science books.

An experiment concerning Ohm's law was given to students of the elementary school teacher training course of Miyazaki University. A spiral wire of nichrome was mounted between two terminals one meter apart. A 100 watt lamp and an ammeter were connected with wire in series. The lamp was changed to those of 60, 40 and 30 watts respectively. The A.C. supply of 100 volts was used and the current was respectively controled to constant values by the lamps. The potential differences between any two given points on the wire were measured with a voltmeter and they were plotted against the lengths of the wire between the two points. The plotted lines did not intersect the origin of the graph. Most of the students concluded that the voltage was proportional to the length of the nichrome wire in spite of the lines largely missing the origin and that the phenomenon was due to the errors of experiments, without trying to find out the causes. Similar tendencies were observed in junior high school pupils to explain away unexpected results by way of errors of experiments. Such tendencies are often observed in case of those experiments whose results are well known to pupils. The teacher should be careful to have his pupils pay due attention to the given conditions of a particular experiment and its results.

In order to investigate the relations between logical operation and pattern cognition which affect an equilibrium operation in the balance, clinical experiments and ability tests were administered for sub jects in the preoperational stage (Substage II-B: 6 Years) by using the Piaget's balance. It was obtained from the experiments and the tests that achievement rate of equilibrium operation in the balance are higher for the balance presented in a symmetrical situation (horizontal balance rod) than for those in an unsymmetrical situation (inclined balance rod), and that the achievement rate increases as abilities of logical operations (counting and coordinating abilities) become a good score. We may interpret as follow: In the case of equilibrating the balance, subjects in the preoperational stage (Substage Ⅱ-B) find out a datum point in the balance rod by using the pattern cognition, and then keep in equilibrium the balance by the logical operation. Consequently, the children in this stage are situated in an undifferentiated mental structure in which they can not equilibrate the balance only by logical operation without the pattern cognition.

In order to get the informations about the developing processes of the classificatory ability of the children, the author investigated the children in the kindergarten and the lower elementary grade by clinical method imposing them some tasks developed by the Eary Childhood Curriculum of U.S. A. The data gathered from them were analyzed discussed, and, consequently, the following findings were obtained. (1) The children acquired the single classificatory ability fully until the 2nd grade, but they could not develop the multiplicative classificatory ability even in the 3rd grade. (2) Most of the children who failed the single classificatory tasks could solve these tasks when they were given some suggestions to classify them. (3) Although many classificatory activities are included in the Japanese Course of Study for the kindergarten, but not at all for the elementary school. (4) Most of the foregin science textbooks include many classificatory activities and arranged them progressively from the lower grade to the upper grade. The contents and the arrangement of these activities are good consistent with Piagetian theory. Moreover, they stress that it is necessary for the acquisition of the classificatory ability to have the ability of the observation, identification and seriation of the object's properties.

Recently, the importance of the formation of humanity in science education has received emphasis. It is the formation of humanity in science education that children acquire a high competence of cognitive and affective aspects including the development of knowledge-understandings, skills, and attitudes. Until now, many studies concerning cognitive aspect in the process of the recognition of nature were made. There is, however, little research relating to affective aspect. In the present study, affective aspect of the competence is concentrated upon. The purpose of this study is to identify what part of affective aspect can be developed in the process of investigating nature and how affective aspect relates to the formation of the recognition of nature or cognitive aspect. When scientific competence is divided into two aspects, i.e., objective aspect of knowledge-understandings and (problem solving) skills and subjective aspect of attitudes, this development of scientific attitudes is deeply concerned with the affective aspect of the formation of humanity. To be concrete, it is expected that the development of scientific attitudes of independency, indefatigability, and ingenuity in science learning greatly influence traits of character of independency, indefatigability, and ingenuity as personality. In this study, lower grade children in elementary school have learned intensive integrated-subject course for about half a year. Because, it is anticipated that the development of scientific attitude and the change of personality can be obtained while children mJ.ke suitable learning [activity such as modeling, painting, and body expression for their own traits, investigate nature with interests, and deepen their recognition. The main results obtained from the study, all of which agreed with these ideas mentioned above, may be summarized as follows : 1. Through integrated-subject learning desirable change of scientific attitudes and traits of character as personality were found at statistically significant level. 2. It was proved at statistically significant level that the more participation and understanding of the learning activity children showed, the greater they changed in scientific attitude and personality. 3. It was also found at statistically significant level that the rise of scientific attitude caused the rise of personality.