The certification for teaching science in the secondary grades usually involves the completion of 0.75-1.5semester hours of the science method course in Japan. The objective for this course is to prepare teacher to use modern curricula. Although the various types of teaching plan for it has been designed and practiced within the college science educators, there were no principles consistent with the designing of the teaching plan. To clarify the principles, many teaching plans should be presented, practiced and analyzed. From these procedures, the principles will be abstracted. Therefore, the author has presented the trial teaching plan as an example of above mentioned materials to be analyzed. The characteristics of it are as follows : The science teaching method course completes of 1.5 semester hours and consist of three parts of lectures and seminars. (1) Introductory science education (2) Facilities and equipment in science laboratory (manufacturing simple equipment, and so on) (3) Scientific topics in our world

We investigate about feeling states of fullness, generation scenes of fullness, and their relations in learning of science. As the result, we take five variables about feeling states of fullness, and twenty-two variables about generation scenes of fullness. From these results, we get the following : (1) Average of fullness decreases when grade of children increases. But canonical correlation coeficients do not change if the grade changes. (2) About boys and girls, we can not find the especial difference. (3) About record of science, pupils of good record fil up more than ones of poor record. (4) About understanding and like-dislike of seience by self-reflection, pupils of upper score fill up more than ones of under score, also. But this difference is larger than one about record of science. (5) About pupils of under score of understanding and like-dislike, restraining variables appear from first factor of canonical correlation analysis. But about other pupils, these appear from second factor only. From these facts, we explain that pupils of under score about understanding like-dislike, are not able to feel all fullnesses, and they are able to feel partial fullnesses only.

In this paper, the formative process of the "Official Course of Study (Science Education)" compiling in 1952 in stuied by means of sundry records, the today's evidences by Mr. G. Oka, a specialist of Ministry of Education in those age, and the text-books which were published in the post-or prewar. In consequence, the findings of this study are as the following ; (1) The "Official Course of Study" in 1952 had been compiled by the Ministry of Education Authorities in accordance with the recommendations or the indication of C. I. E. official. However, as far as science education is concerned, there are no C. I. E.'s indications in order to innovate concerning the objectives, contents in the Course of Study in 1952. (2) The elementary science text-books, i.e. "Rika-no hon" and "Shogakusei-no kagaku" which published in the postwar were compiled by Ministry of Education as a modified one, namely "Shotoka rika" which published in the prewar. Hence, both the text-books in the post-and prewar are similar ones in each others, although the formers are described with a new Unit-form style and the later is the old one. (3) According to the Mr. G. Oka's evidences, the "Official Course of Study (Science Education) in 1952" plays an important role as a basis for using the modified text-book in the prewar, because of these days all text-books using in the school was necessary to get the C. I. E.'s permission. (4) The "Abilities Chart" showing in the "Official Course of Study (Science Education) in 1952" was compiled by Mr. G. Oka and the committee's members in accordance with Miss. Heffernan's indications. However, the chart showing in the "Official Course of Study (Science Education) in 1952" may be modified original's one which influenced from the "Abilities Chart" in Virginia Plan (1933) in U. S., Additionally, the psychological background of the chart inaccurate in this paper as yet.

Interdisciplinary ties in the secondary science education in the USSR are observed in the teaching learning activities in the classroom, the extra-curricular activities, the syllabuses, and the textbooks. Those ties have several purposes and functions and are realized by various methods. The forms of the interdisciplinary ties have been classified by various manners. Although there seems to have been very few agreements in classifying those forms in the USSR, the classifications can be divided into following two large groups by their outlooks. (1) Classifications of the forms from the temporal viewpoint of the ties. (2) Classifications of the forms from the viewpoint of the contents of the ties. In the group (1), the forms of the interdisciplinary ties are usually categorized into three types : previous, accompanying, and prospective ties (Fedrova, Kiryushkin). On the other hand, in the group (2), there are more varieties of classifications than (1) : factual, conceptual, theoretical ties (Fedorova, Kiryushkin) ; ties based on the study of the same object, the use of the same method of science, the use of the same theory (law) in the different subjects (Borisenko) ; and so on. But those different forms of the interdisciplinary ties only show the possibilities of the ties among the contents of the contiguous subjects, and each form can be developed into the various, active inter disciplinary ties through various methods.

Intellectual faculties of pupils are little evaluated by the conventional I. Q. test. Complicated mental actions of pupils have not been developed and estimated so much. In such mental actions, there are capacities of creative thinkings and activities. Developments of creativities were initiated in the industrial world, and then spread out in the educational world. But, pupils' records have been dependent on mainly so-called paper tests. In order to improve these conditions, we analyzed the correlation between the ready-made creativity test, and observation of learning activities and achievement tests etc. We tried to find out the viewpoints by which we can recognize pupils' creativities in science lessons. Search subjects are 3rd-year pupils of a lower secondary school affiliated to faculty of education of Shizuoka University. As a result of it, we found that results of creativity tests are not correlative with those of achievement tests in this school. We investigated the relation between the number of times of pupils' speaking in science lessons and results of creativity test. Creative pupils speak more often than less creative pupils. In only pupils who achieved excellent results of paper tests, creative pupils speak far more often than less creative pupils. These results a:cord with those in creativity psycology in which it has been known that creative pupils have a desire for speaking. We found that pupils' speakings are very important to estimate pupils' creativities in science lessons.

This study concentrates on the physics education at the lower secondary stage in the FRG. The characteristics of this part of study are represented as follows : 1. The rising demand for the integration of the school-types as well as the curriculum and the indi cation of the problems relating to the course of study has called for a reformation of the course of study. 2. In order to make clear some of the issues and present situation of physics education from the standpoint of the school-types, the course of studies of physics in Lower Saxony and Hesse are suited to the following new directions. Indeed, in Lower Saxony, the course of study is trationally made at every school-types, but a new attempt brings a close interrelationship among the committees, and each school prepares its own course of study by the persons concerned. In Hesse, keeping in view of the Gesamtschule, the development of the course of study at the lower secondary stage as a whole is epoch-making. 3. The teaching hours per week in Realschule, Gymnasium (grades 5-10) and Sekundarstnfe I are practically equal but in comparison it is less in Hauptschule. Moreover, the physics education at every school-types begins at earlier grades, which satisfied the requirement of the education authorities and the private organisations. On the other hand the demand for increasing the teaching hours per week is not satisfied. 4. Though there exists a clear difference in the aims and purposes of physics education in every school-types there are similarities in the lacking in training of specialists, categorization and the spread of the contents of purpose.

The course of study at the lower secondary stage of Lower Saxony and Hesse, the two constituent states in the Federal Republic of Germany has been developed in the light of scholastic disparity among the school-types and reveals a new direction in the physics education. As a result of this study the following issues and present situation of the physics education are represented (the summary of Part I is also included).

Observations or experiments are very useful in science class, especially an experimental demonstration is important at the stage of secondary school. Some simple experimental apparatus are developing and assembling in our laboratory for enhence the interests and the concerns of students and deepen the real understandings of students. The modern techniques of electronics are introducing on this assem bling of apparatus, especially a large number of IC and LED are using for the development of a demonstration apparatus. Now, the demonstration apparatus on simple harmonic motion has been produced by way of trial, which is using a large number of LED, these LED are arranged in circle, straight, and sine curve lines. This apparatus can produce a circle motion, a return motion, and a sine curve motion, these motions are related to a simple harmonic motion by a turn on and off of LED. This relation of a simple harmonic motion can be understood easily by student's vision sense or auditory sense. This apparatus fascinates many interests and concerns of students, gains popular favors, when using in science classes. The assembling procedure and the applicating examples of this apparatus are reported in the paper.

In order to know the extent of the understandings of the basic classificatory concepts of the animals in the lower secondary students in Japan, the author asked the subject students to answer the questio naries that were consisted of very fundamental classificatory problems of the animals usually observed around us. The subject students were selected at randomly from 7th grade students who had not yet been taught the classification of animals, and from 8th, 9th grade students who had already been taught them. He analyzed and interpreted the data gathered and obtained the following noticeable results. (1) Although over 90% students could classify a bee, an ant, a cicada, a grasshopper and a beetle respectively as a insect, only about 65% students could answer all these 5 animals an insects (the number % of completely answered students). (2) Although over 85% students could classify a killifish and a silver carp respectively as a fish, only half of the students could answer both of them as fishes (the number % of completely answered students). (3) The number of the students who had understood the concept of amphibian and reptiles were very few. Most students seem to have confused with both concepts. (4) About 10% students classified a bee, a cicada, a grasshopper and a beetle as a birds because they could fly in the sky. (5) The number of students who could classify a rat, a man a whale as mammals and did not write down other animals (completely answered students) were only 40%. (6) The number of students who recognized a man as mammals were about 50% in the 7th grade and about 80% in the 8th and 9th grade respectiyely. (7) The number of students who had got the consept of vertebrates were verv few. It was estimated at least under 30% (8) About 80% students in each grade knew that a man had a vertebra. (9) It was found that the cognitive sequence about the animals were mammals -birds—reptiles— amphibian—fishes or insects. (10) The number of students who had recognized the fishes and insects as animals were very fex. (11) The number of students in each grade who had understood the relationship between class, phylum and animal kingdom to each animal were very few.