It has been pointed out that the structual divisions (inner flame, outer flame) of the candle flame which had been taught in the 6th grade in the elementary school had been erroneously defined as referring those to combustion theory. Because of there has not been the apparatus for observing the structure of flames, above mentioned error had seemed to be prevailed. To solve this problem, authors have manufactured and modified the apparatus which had been used in combustion study. Viewpoints of modification are as follows. (1) using raw materials which can be made reasonable and can be processed easily. (2) being structured which someone can construct easily. (3) being structured which someone can operated easily. Using this apparatus, the structure of a cross section of flames when air is non-pre-mixed or pre mixed can be observed easily. And, it can not be ovserved that there exists inner flame on diffusion flame like the candle flame.

Observation is a basic proceess skill of the scientific inquiry and can be defined as an activity to gather information about natural objects and phenomena by using ones'sense organs fully. In order to develop the ability of observation of the pupil in the classroom, it is necessary for the science teacher to know the conditions of the pupils’ ability to observe natural things. For these purposes, asked the pupils (the 4th grade-9th grade) to observe and record these observation of two stratums, namely, the Kanto loam and the alternated sandstone and mudstone. After these observational activities, they gathered and analyzed the pupils’ records and obtained the following findings; (1) The pupils did not use all their five sense organs in the observation except two senses, the sense of touch and the sense of sight. (2) Many students in the lower secondary level could not discriminate between interpretation and observation and confused with each others. (3) It seems for authers that generally speaking, the pupils’ observing abilities develop through two stages, a growth stage and a fixing stage. The first growth stage appears at 5th or 6th grade, and the pupils in this stage are able to observe qualitative characteristics of the natural thing around us. The second growth stage appears at 8th grade or 9th grade and the students in this stage are able to observe quantitative characteristics of the natural things.

It was intended to show how the teachers in Shiga Prefecture understand environmental education and what they teach about it. The replys of the inquiry were classified and counted up according to the school classes, the scales of schools, the regions of schools, the age or the subjects of curriculum. Their understanding about the pretectural ordinance and the comprehensive development of Lake Biwa-ko was satisfactory, probably owing to mass communications. But about the subjects or methods of environmental education it was yet uncertain and their activity was insufficient. In other words, they teach science, social studies, morals or cleaning separately instead of environmental education.

This study aimes at investigating how capabilities of the 3rd grade pupils to observe clouds from various viewpoints are affected by motivation using VTR pictures and classroom lessons. In the experimental class pupils were first motivated by either the motion-picuture-video (MPV) or the still-picture-video (SPV) on clouds, then, they had a series of classroom lessons on "clouds" in the ordinary manner. After the lessons, their capabilities to observe clouds were tested by observing the clouds presented by the video for evaluation (VE). In the control class pupils had the classroom lessons without motivation and their capabilities to observe clouds were tested in the same way. In order to know the readiness for the capabilities to observe clouds pupils without having the classroom lessons were also tested on their capabilities to observe clouds. The 3rd grade pupils could observe clouds from such viewpoints as "color", "form", and "size", before they were motivated or had classroom lessons. Classroom lessons promoted their capabilities to observe clouds from such viewpoints as "spread", "height", "thickness" and some other composite ones, but suppressed them from ones like "motion" and "wind". Pupils motivated by MPV could observe clouds effectively from the viewpoints, "motion", "weather", and some other composite ones, while ones motivated by SPV tended to be inhibited to observe clouds from the viewpoints, "size", "spread", "height", and some other composite ones. Difference among experimental and control classes in the numbers of the standpoints, from which pupils could observe clouds, indicated that both classroom lessons and motivation using MPV could independently enhance the capabilities to observe clouds, while motivation using SPV could suppress them markedly, and classroom lessons after SPV motivation could not have them to recover to the level of the control class. Differences between boys and girls in capabilities to observe clouds were found only in the case in which they had attained a higher level of capabilities to observe clouds. Capabilities to express what one saw in sentences might be responsible for this phenomenon rather than those to observe clouds themselves.

In the reformation of science education arising from PSSC, Bruner proposed propagation of the heuristic learning method. Upbringing of intuitive thinking was an important part in the learning method. The intuitive thinking is essential in the creative thinking which has ben attention to in the educational world. Pupils' creativity will be brought up effectively by the learning method. We concentrated upon evaluation of the intuitive thinking in practical lessons which originated in the heuristic learning method, and tried to evaluate pupils’ creativity in science lessons. We took note of the quantity and quality of pupils' speakings in the lessons. The speakings were estimated whether they took any importantrole in lessons and had any originality. As a result, we found out that the most of the pupils who frequently state their opinions of high quality get better marks than average in achievement tests and creativity test. When we rank the pupils by considering both achievement tests and analyses of their speakings, we found out that highest-grade pupils get high marks in creativity test as well. On the other hand, ranking by only achievement tests made it difficult to select those creative pupils.

Now, we have designed the large-scale stop watch which indicates the time by the digital system, and many students, by the use of this apparatus, can measure the time at the same time in large class room. The present apparatus consists of a large number of IC and LED which are arranged in seven-segment form, and a figure in the digital plate with four figures is 7.8 cm high by 5.2 cm wide in size. The apparatus is able to measure the time for sixty minutes in one second unit, and the oscillating sound from this apparatus is able to sound at intervals of one second or one minute. The management is very simplified and easy as well as the usual stop watch. When this apparatus was employed the demonstration of the period of simple pendulm in the course of physical lecture at our university, this apparatus fascinated many interests and concerns of students. This desirable results wese ascertained from the enquete and the impression on the application of the apparatus.

The author made the students in training course for elementary school teacher make up the nature maps around their homes. The effect on the students' interest in the nature near themselves are reported with the information through questionaires done before and after making up the nature map.

The history of science education in American secondary schools begins with the establishment of an academy in 1751. From 1751 to the 1910's is considered to be the most important period to clarify the process how science education started in the U. S. This study reviews the process how science education were introduced and organized in academies and high schools using the data surveyed by Miller, G. F. (1922), Stout, J.E. (1921), and Mulhern, J. (1933). 1.The number of kinds of school subjects on science increased as academies developed. After 1850, however, the number of kinds of subjects on science continued to decrease until the 1910's, because some of the subjects were integrated. 2.Physics (or natural philosophy) and Chemistry kept the position as the most important subjects in academies or high schools since when they were introduced in the 1750's. 3.Some of the subjects on natural philosophy started to change their names for the physics from the first-half of the 1860's. By the 1890's, physics became popular as a subject name. 4.Botany and physiology were introduced in academies around 1830. Zoology was introduced around 1845. 5.Natural history was introduced in academies around 1830. After 1870, however, the rate of offering of the subject in high school curricula started to decrease, and could not be found in any schools by the 1900's. 6.Astronomy was introduced in the 1810's. Since the 1870's, the rate of offering of astronomy in high school curricula has been decreasing. 7.Physical geography kept the position as one of the most important subjects between 1830 and 1910. However, the offering rate of physical geography in high school curricula has been decreasing since the 1910's. 8.A subject called biology was introduced in high school curricula in the 1880's. Since the first introducing, the subject got a position as one of the most important high school subjects. 9.A subject called general science was introduced in high school curricula in the 1910's.

The author analysed the treatments of the science history which are in twenty three "Science I " textbooks for the upper secondary school. The findings are as follows ; Quantitatively, one kind of textbook has about four times as much contents on the science history as others, But the gap of the quantity of contents on the science history between "Science I " and previous textbooks becomes narrower. And the description of items on the science history have increased in general. Concernig in the concrete contents on the science history described in textbooks, it is greatly different in each textbook. Concerning in the treatments of the science history, there are some textbooks in which the proccss of researching a certain fact is historically described over several pages. But in most of textbooks, the items on the science history are only enumerated. There are neither any textbook in which the conventional border of a cource is crossed considering "Science I " as a general science, nor the nature and methods of science are described by means of the historical examples.

It was in the latter part of the nineteenth century that U. S. science education grew systematic out of catechismatic. That is to say, it was after the period when Object Teaching could no longer meet the demands of rapidly advancing science and technology following the industrial revolution. The problem was how the "number, form, and language" of Anschauungsunterricht (Object Teaching) in the lower grades could be connected with modern scientific subjects to be taught in the upper grades. Harris introduced natural science into the curriculum to solve the problem of Object Teaching. He succeeded in giving practical form to a phase of Pestalozzi's doctrine that has since been fruitful in making more concrteand objective the study of the world of nature. His one defect was that he directly introduced the system and knowledge of natural science into the curriculum and taught by the Object Teaching method. To Harris, the educational value of natural science was to learn the habits of regularity, silence, and industry which would preserve and save civil order. Thus, he thought that science would give people great wealth and comfort o~ improve their lives, in the end, the juvenile delinquency and crime could be prevented. Though there were some problems of his educational works in St. Louis, his idea of science education was influential in all parts of U. S. and developed into "Nature Study". Harris was between Mann and Barnard, and Dewey, and contributed to the development of modern scientific education. It was he who first introduced natural science into the perceptional framework of the Pestalozzian "number, form, and language". In this thesis, after analyzing the events, the educational idea, and works of others that influenced Harris's educational theory, the author will examine his theory of science education.

The author has argued the studies of the Science-Technology-Society (STS) Forcus Group in the part of the Project Synthesis monograph. In the United States, one of the main objectives of the school science education for the'70s has been to structure the science, technology and society issues into the science curriculum. To develop the curriculum reflected this objective, the STS group has engaged in analyzing the objectives of this curriculum. The following the three procedures has besn employed for this study. (1) Defining the desired student outcomes : It was necessary for the STS group to identify and describe specific areas of concern in Goal Cluster Iー IV. In I and II, these areas are Energy, Population, Human Engineering, Enviromental Quality, Utilization of Natural Resources, National Defense and Space, Sociology of Science and Effects of Technological Development. In III, these areas are Background Knowledge, Shifting Knowledge and Continuing Education. In IV, these areas are Career Oppotunities, Career Desisions and Holistic View of Science. (2) Analyzing the current status of STS teaching: The science courses taken by most teachers in upper secondary school has been generally quite theoritical and present much information within narrow disciplinary boundaries. There has been very few courses which attempt to meet the STS goals or areas concern. (3) Recommendations for the preparing the desired students outcome : The recommendations by the STS group are to develop the STS related curriculum, to develop the preservice and inservice teacher education program for preparation of teachers to teach STS related courses effectively, and to establish the National Center for leadership in STS education.

This paper aims at the development of a method of how to make the students learn effectively the so-called "Process Skills" (elemental technique of science) in science education. Firstly, the guiding principle underlying the present study was constructed based on both my teaching experiences and the study of references relevant to the matter concerned, using the inductive method derived from the geologic study. Secondly, the concrete plans were made tentatively as follows : ① A structuraly figure of fieldwork concerning materials ② A figure on the curriculum of "the Process Skills" ③ An major observation table for geologic materials Thirdly, the above conrece plans were inspected by performing the field work of stratum intended for the above inspection. (1) The tentative plans（①，②, ③） made it easy to design the field observation lesson of stratum (e.g. (i) planning for teaching, (ii) establishing the objectives, (iii) developing the method of evaluation, etc.). (2) Judging from the manner of activities of the students viewed in the lessons and the data obtained from the evaluation of the lessons, the students successfuly accomplished the purpose to acquire "The Process Skills". Consequently, this paper will be elucidate the following two points: (1) The concrete plans（①，②，③）prepared tentatively deserve both effectiveness and validity as ones applying the concept of "The Process Skills" to science education. (2) The teaching method to make the students learn the "Process Skills" as the guiding principle of the present study are effective not only the students but also for the teachers. Namely, the "Process Skills" in this case stands for the ones based on the eclectic guiding principle consisting of each merit of the guiding principles of both AAAS and ESS projects.

This paper is a basic study for the purpose of developing module of botanical teaching materials concerned with familiar wild plants for elementary school science. We have researched into familiar wild plants which grow at elementary school yards in Hyogo. We devided the Hyogo prefecture into twenty three areas and chose one school per each area. We carried out a survey concerned with wild plants twice a year on spring and summer of 1982 there. The findings of this study are as following : (1) We confirm that sixteen kinds of wild plants are growing on all of twenty three selected elementary schools in Hyogo and twenty six kinds of them are also growing on eighty seven percent of these school yards (twenty schools of them). Under this view, we guess that these forty two kinds of wild plants also grow up on the other elementary schools in Hyogo. we think that many elementary schools in Hyogo are possible to use these kinds of familiar wild plants for developing module of botanical teaching materials. (2) Besides that, it is known that thirty four kinds of these forty two wild plants are distributed in ail parts of Japan. By this meaning, it is possible to use these thirty four kinds of familiar wild plants as a developed module of botanical teaching materials in various parts of Japan widely.

Piaget, J. made various kind of experiments about the child's conception of "Speed". This is a study concerning child's conception of "Speed" in the movement of two object under the same motion cycle, and tries to assess the outcomes of Piaget's experiment, with some modification in the experimental device and questionary terms. The findings of this experiment are as follows; (1) In the experiment using the device of two stell balls fall on the oblique plane, the way of the child's conception of "Speed" is the same as the result of Piaget's. (2) With the advance of grades in the elementary school, the ability of conception about "Speed" by order relationship decreases. But there are 40% of children in the fifth grades who recognize "Speed" based on an intuition of order. (3) When I made the experiment of the first grades’ recognition of "Speed" in the concentric circle movement, a high level of correct answers could be obtained, if we ask the child using the Japanese word "Isogu (hurry)" instead of the word "Hayasa (speed)". (4) As for the judgement of "Hurry", they don't tend to recognize "Speed" on the basis of order relationship.