The cognition of the conservation of energy by children is very poor. The reason for this is the shortage of the learning of the various phases of energy. The present condition of the children's cognition was studied on the concept of electricity, which seems to be most difficult to be understood by them among those phases of energy. The results of this study showed that it is difficult for children to understand this concept by the present elementary and middle school curricula, and many children are found to look upon electricity as material. On the contrary, many children think the static electricity as a kind of energy from their living experiences. These results lead us to conclude that the curriculum of electricity should start from the static electricity instead of dry battery and small lamp, in order to understand the electricity and the energy. From these considerations, a friction-type generator of static electricity and such accessary equipments as the Coulomb force measurement, the luminesence and glow light, the spark gap connected to the parallel-plate-condensors and the line of electric force are developed by this group under such philosophy that the equipments should reflect the children's living experience, be easy to understand the mechanism and to operate, and facilitate the quanitative measurement. The use of these equipments by the students of the elementary, middle and high schools and even by those of college was found to help the development of their concept such as the existence of two kinds of electricity, the analogy of various sources of electricity including the 100 V AC current, electricial quantity and voltage, and the relation between the generated quantity of electricity and the mechanical work. This report describes the actual conditions of the cognition of electricity concept by the students, the details of the equipments mentioned above and some of the effect for the students by using these equipments.

The author intended to investigate how the desire to learn had brought to effect on the school records in relation to the intelligence by means of calulating the correlation coefficient. The subjects employed were 43 boys and 46 girls in the second-year upper secondary school students. The findings are as follows: (1) There exisists no significant correlationships between the levels of the intelligence and those of the desire to learn. (2) The correlation coefficients between the intelligence and the school records are 0.216~0.337 (mean 0.294), and the correlation coefficients between the desire to learn and the school records are also 0.084~0.364 (mean 0.244). Therefore we find that the desire to learn as well as the intelligence is also an important factor to determine the school records. (3) From a sexual point of view, it appears that the correlation between the intelligence and the school records is stronger in boys, on the other hand the correlation between the desire to learn and the school records is stronger in girls. The effects of the desire to learn on the school records is, that is, stronger in girls than in boys. (4) Moreover in view of the correlation between the desire to learn and the school records according to the levels of the intelligence, the correlation in the high or low intelligent boys is strong, and the correlation in the middle intelligent boys is weak. But the correlation in higher intelligent girls is stronger. (5) If the low intelligent students have the high desire to learn, they can make better records than the high intelligent and low desired students. But the records can not exceed the standard score 50. And it appears that there is no difference by the intelligence in the school records of the low desired students.

The purpose of this study is to clarify the process of change in children's cognition through inquiry oriented science lessons, and then to identify some relationship between cognitive aspects such as achievement and affective aspects such as interests, attitude, and feeling about nature. The findings of the study are summarized as follows : (1) Through inquiry-oriented science lessons, desirable changes of children's cognition were found at statistically significant level. (2) In the progress of lessons, the interest about stars in children was elevated. This elevating of interest gives some effects for desirable change of cognition. (3) Many children in intellectually lower class got high achievement scores as a result of their active investigation about stars. (4) The desirable cognition about stars changes children's image of the Universe.

The most important things in science education is the formation of elementary conception on natural science. One of the basic concepts on the matter is the real recognition on Weight. The author made some presentation on Weight to lower secondary school students, and investigated into the actual condition on their conception of Weight. The investigation had been made at the revising period of Course of Study, then the author could examined the influence of the revision on Weight conception of lower secondary school students. The folloowings are main findings as a result. 1) On the conception of the constancy of Weight, the percentage of the correct answer is different in case by case, and the conception is formed by a pile of experiences. 2) The students are captured by a fixed idea, and carried away by a sense, and impressed on their one hand, on the problems which can be understood by a theoretical explanation. 3) The considerable number of the students confused Weight and density, cannot understand buoyancy, and some of them make mistake that a floating body dose not conduct Weight to the lower pars. 4) The number of the students who are getting the conception of the constancy of Weight, are increasing remarkably after the revision of Course of Study by the ministry of education.

The following items are reported ; i) the results of questionnaire to the students in training course of elementary school teacher in order to search the aims in my lecture : Science in Elementary School, ii) the aims, methods and effects of my lecture and the reading of the scisntific books for children on the improvement of the student's Impression.

The author made a survey on the papers about the "String Telephone" presented by the students of the elementary and lower secondary schools in Ehime prefecture. The subject papers presented were written as one of the free investigations in their summer holidays asked by the Ehime Educational Center to which the author had been belonged. The theme "String Telephone" was a project in which each student were asked to investigate the conditions the telephone operated. He analyzed and collected the elemental factors in the structure of the string telephone and methods of investigation. He also infered discussed from these data the main activities of each students. The findings were as follows. (1) Many students were apt to conclude alternatively "can hear" or "can't hear" and could not represent the condition of the telephone as "can hear loudly" or "can hear highly". (2) The student's conclutions represented as "good telephone" which included "loudly telephone" and "high pitch telephone", were supported enough agreement with the theoretical analysis by the author.