From the results of the questionnaire taken in elementary schools in Nara and Osaka, it was found that a difference in progression for the science class had a great influence of science. We took an example from the second grade, "Toys moved by weights", and we tried other tests along the same line. Using a paper wheel, for the beginning toy, the children added weights and other properties to an advanced scientific level of complicated toys. We asked the children, in a correlated calss, to write a report of what they had done and include criticism of which toy they liked and why. We found that the children at the low primary level were able to grasp the basic theory of fulcrum and balance while they were playing with the above mentioned toys. Interest in other subjects will follow naturally when interest in studying science is enhanced and it also follows that good human nature will also develop. We believe that the teacher's attitudes and zeal will spill over onto the children. The findings of the survey were as follows : 1. In the development of science in the lower grade of elementary school, let the children play with educational science materials to enjoy themselves. During such play they will by nature develop science skills and theories and learn to make their own play with science materials such as the toys. These skills are important to develop. 2. For that kind of leadership it is very important for the teachers to be provided with sufficient study materials such as scientific toys. 3. It is highly desirable to use the correlated teaching method to raise the level.

The Science I in Senior High School contains specific heat as apart of subject matter. We think that this is very meaningful for pupils, because pupils will learn one aspects of the history of science and will acquire important concept about heat. In this thesis, we propose the simple and effective method to measure the specific heat and thermal conductivity of metals. And we propose the referencial data for teaching of heat in Secondary School Science. We dealt with balls that are 5 cm in diameter made of cupper, steel, lead, duralumine and ebonite. In these balls, we insert mercury-in-glass thermometer or thermocouple. At first, we sank samples that were in roomtemperature to boiling water until heat equilibrium. Then, we sank these balls to water in room temperature until heat equilibrium. In these two stationary state, we measured temperature in center of balls and calculate heat capacity of each metals from the change of temperature. And we calculate the thermal conductivity through the process of thermal change. The relative error of data that were obtained through these experiments were within 10%. We recognized that the discussions about the heat change of metallic balls are very useful to teach the relations between heat conductivity and heat capacity.

The analysis and investigation of studying materials are examined based on the works which have been entered every year for the contest of studying materials on free science study in snmmer vacation by the students of elementary, lower secondary, and higher secondary schools in Ehime Prefecture. The investigated number is 812, and investigation is started from the classification of studying materials. The classification is done by the extraction of a studying material from a free science study work, by the arrangement of resembled studying materials in a group, then the groups are divided in three with the course of study on the elementary school science. Neyt, based on the classificated total table, the studying materials which are adopted to free science study of elementary school are discussed and concerned. The results are in the following. 1) The studying materials are concentrated on "A" group of course of study both on mumber and variety, and on the common insects and plants of always observed. 2) The varieties of studying materials are increasing as the progress of grade. The materials are shifted from studied to applied, from combined to analytical, and from macroscopic to microscopic, and these materials have a tendency to increasing the material number on the "B" group of course of study.

To master the electicity for the beginners, the electric circuit is one of the most important concepts. Generally, the electric circuit is defined as a route, which connects the ends of the battery with the wire, and as a closed figure. The circuit is necessary to send the electric current. If the circuit was not closed, the exothermic and magnetic reactions would not happened. The concept is essential to the electricity learning. In this study, the author investigated the child's cognitive ability on the circuit concept by means of the figure cognition. From the analysis of the data for this investigation, the following findings were obtained : 1) The position, which circuits are presented in the face of children, had much influence on the circuit cognition. 2) As the twist number of the wire increased, the circuit cognition became difficult. 3) For recognizing the circuit concept, the following two spatial cognitive abilities are necessary. a. Locomoting the viewpoint, the ability to identify several circuits (shape—const ant) in the different positions. b. The cognitive ability on Topological space : "Even if the circuit twists, the bulb in closed circuit lights up".

In this study, the author assumed that the idea of the System was the key concept to understand the natural world, of which many components depended on each other, kept a balance and were integrated into a kind of System. Based on this assumption, he developed the science curriculum for "Science I" to help students have a better understanding of the concept of the System in the natural world. Before he administered the lessons based on this curriculum to the students, he administered a pre-test to determine the students‘ levels of understandings of the concept of the System. After administering all the experimental lessons, a post-test was given to students to evaluate their mastery of the concept developed. Finaly, he compared the ratio between the pre-test and the obtained post-test. In the above mentioned study, the following findings were obtained: (1) After administering the experimental lessons, the students levels of the concept of the system ascended. (2) As the result of understandings its concept, they felt that the conservation and the recovering the natural environment were the difficult tasks to solve them. (3) In spite of administering the experimental lessons, they could not apply its concept to solve the environmental problems.

NSTA in the United States recently published a mongraph titled "What Research Says to the Science Teacher (Volume 3)" for the american science teacher. The purposes of the monograph are to appeal to the science teacher the real condition of the american science education from elementary to upper secondary schools, and to propose some recommendations to cope with those problems raised by the researchers. This monograph seems to present us japanese science educators and researchers some suggestions for reflecting the science education in japan and some problems to be recearched at the following points: ① We can understand to some extent how the science curriculum reform movement in the fifties and sixtics of the united states has been evaluated by the american science educators. ② Many theoretical and practical probleme raised in it seem to appeal us the same problems. ③ The research involved in it shows one new type of the mothodologies for the curriculum evaluation which has not been accepted fully in our country. ④ It also shows one new type of the methodologies in the science education research. The metho dologye presented in it is called the qualitative sinthesis approach.

The author has argued the studies of the inquiry focus group in the part of the Project Synthesis monograph. In the United States, the science education community has advocated the development of inquiry skills as a important outcome of science instruction since'60s curriculum reformation movement. But at present, some discrepancies exist between the inquiry learning theory and the actual science teaching. Therefore, this study group has analyzed the causes of the discrepancies and recommended the desired inquiry learning by way of the following the three procedures. (1) Defining the desired states of inquiry in school science: The set of pre-conditions existing prior to the exposure to effective inquiry learning were analyzed. These conditions included such things as curriculum materials, trained teachers, science labolatories and community opinion. To set out the desired states of inquiry learning, these component should be prepared in school. (2) Analyzing the actual states of inquiry in school science: The actual states of inquiry learning were examined from the preservice teacher, community opinion and students competency. These examinations have concluded that these pre-conditions for inquiry learning had not been well prepared. (3) Discrepancies between the desired and actual states of inquiry, and the recommendations for the preparing the desired states of inquiry: To dissolve the discrepancies between the desired and actual states, the following objective for inquiry learning should be established. Every expected student outcome with respect to inquiry in science education should be responsive to individual, differences, personal goals and community wishes.

Recently, Interests about the Evaluation of the Affectional Domain in Science Education are becoming much increased. But many of methods for that purpose are not so objectvie and useful. There is need for practical and objective method for evaluation of affectional domain in science education. Klopfer proposed the hypothetical structure of affectional domain in science education according to Krathwohl and Bloom's taxonomy of educational objectives, and he showed the example behaviors to each structure grids. But Klopfers structure is not so adepuate to apply to Japanese students. and his example behaviors are rather high level to Japanese students. And so, the author proposed the hypothetical structure of affectional domain and example behaviors in each structure grids for Japanese students. The evidences from another investigation about affectional responses to field trips seem to support such objective tools for evaluation in affectional domain.

It is often said in Japan that the upper secondary school students usually come to more dislike science subjects, especially in physics, the more they move to the higher grade, and the reason for the tendencies due to the abstractive characteristics of the contents. Although it is inevitable that contents in the upper grade science become more and more abstractive, we should design the abstractive concept to be intelligible for the student. The author analyzed and made clear the differences between two concepts "Momentum" and "Kinetic energy" both of which are abstractive and difficult for students to understand. Furthermore he clarified the difficult points in these two concepts and studied the teaching method of these points to be intelligible. Although every natural phenomena occurs in reference to space and time, the momentum represents the time effect and the kinetic energy represents the spatial effect. In this paper he showed above idea in a graphic form, and with these ideas explained that whether these two concepts are conserved or not according to circumstance depends on the characteristic differences in two concepts by using two examples, the motion of a moving body threw right up and two bodies collision. The reason why these two concepts are difficult for students to understand, the author thinks, mainly is based on the fact that both two concepts belong to one object moving with some velocity. If you replace the momentum with time elapsed and kinetic energy with the distance travelled by an object under a constant acting force, students could understand easily by analogy.