The author had the university students criticize the videotaped science lesson of elementary school, before he lectured on the method of science teaching for teacher training of elementary school. He recognized that the critical ability of university students was good and beyond his expectation. The noticeable points of their criticisms were as follows: (1) There was a great many variety of the criticisms worth studying. And it could be seen from the criticisms that the students were much interested in the science lesson of elementary school and expressed themselves liberally and sensitively. {2) The students criticized both from teacher's point of view and from child's. The author next delivered a series of lectures, of which the theme was considerated of the criticisms of the students. He recognized as a result that the students studied actively and that a series of lectures was effectively, because they had criticized the videotaped science lesson.

There are two main aims in the enquiry teaching of science; one is to have students aquire the fundamental scientific conceps and process skills of science, the other is to have them get the scientific attitudes and abilities through individualized instruction. In order to achieve these aims, it is necessary to make clear the fundamental concepts and process skills which are included in the science courses. Through these considerations the science teacher can grasp important teaching objectives more cleary, can construct the structure of them. The auther intended to construct the structure of the fundamental scientific concepts which are included in the geological courses for the lower secondary schools. The structure were organized around the three basic scientific concepts--matter, energy, time/space. They also intended to make up the structure of process skills in the geological courses. The structure were characterized by the process skills such as observing, classifying, interpreting data, infering, controlling variabless, experimenting, formulating hypotheses, formulating models.

The previous paper had refered to the cognitive ability on the electric circuit concept in lower grade of elementary school. As the continuing study, the author intended to clarify the ability of it by means of the figure cognition in higher grade of elementary school. From the analysis of the data for this investigation, the following findings were obtained: (1) The percentages of correct answers gradually rose as the school grade advances. In 6th grade, most pupils exactly recognized the circuit concept. (2) The position, which circuits were presented in the face of children, had much influence on the circuit cognition. About 30% pupils in 4th and 5th grade were confused by the circuit position. (3) The primary factor to disturb the closed circuit cognition is neither twist patterns nor the size of wire twist, but twisting in itself. (4) As the twist number of the wire increased, the circuit cognition became difficult. To master the closed circuit, it is necessary to understand Topological space concept: Even if the circuit twists, the bulb in closed circuit lights up.

An experimental apparatus on electromagnetic force for the lower secondary school students should be expected that the apparatus has a capacity to inspect or search on electromagnetic force which is proportional not only with an electric current but also with a density of magnetic induction. The author makes a study of experimental apparatus and of methodology to satisfy these conditions. To investigate a suitable magnet on this study the author requires the followings. (1) Using a high powered Al-Ni-Co U type magnet, the author obtains the proportional relation between the magnetic force and the electric current. (2) But, when the magnet of weak magnetic inducation will be used, the proportional relation cannot be obtained due to the magnetization of the magnet by the electric current. (3) To convert the magnetic induction using parmanent magnets, a method of the number change of the Al-Ni-Co bar type magnets, which are binding parallel-iron bars, are effective. (4) Using a magnetic core is not suitable because of effects of above (2) condition and a saturation of magnetic force on the magnetic core. (5) A non-core electromagnet is suitable. According to these results, the author designs and develops an experimental apparatus of an ampere balance type for the lower secondary school students. This balance has beam of rectangular coil of bundled 250 wires, and a fulcrum of the beam is consist of miniature ball bearings. The apparatus generates 100 gw magnetic force by an interaction between the total electric current of bundled 250 wires and an Al-Ni-Co U type magnet, and about 10 gw by iron bars and an Al-Ni-Co bar type magnet. The latter balance has a proportional relation between the number of bar type magnet and the gene rated magnetic force. Furthermore, an interaction with terrestrial magnetism can be detected by this balance.

In the past science curriculum evaluation studies, they have not referred to the learner's cognitive skills on the methodology, however, the curriculum evaluation project CSMS has mainly focused on these for the analysis of the science curricula. In this study series, the author has intended to examine the CSMS and apply the methodology employed by it to the Japaneses science curricula (the course of study). As the first stage of this series, he introduced the general philosophy and methodology of CSMS. The task taken on by this was to investigate the strategies to dissolve the chasam set between the expectations expressed in curriculum objectieves and the cognitive skills of learners. The following three problems were researched to solve them. (1) some fundamental work to validate the Piagetian model. (2) a large scale survey of secondary school students to establish the typical levels of thinking skills. (3) the development of a method for assessing the level of demand made on students by science curriculum activities.

According ·to the contents of the course of study in fourth grade of elementary school (1977), electricity is studied mainly for the brightness of a flashlight bulb in two kinds of electric circuits, the one constructed from one bulb and two electric cells and the other from two bulbs and one cell. The electric current of those circuits, however, is only made sure of whether it exists or not, using a mag netic needle. We considered that even in first steps of studying electricity the current could be related to the brightness of a bulb. So we planned new lessons in which the current was measured qualitatively using a magnetic needle and the relations between the current and the brightness of a bulb were found. Beforehand, by a pretest we investigated the pupils' knowledge of electricity concerning the circuits. Then we carried out lessons which involved our lessons in addition to the regular ones based on the course of study of elementary school. Afterward, we investigated the change of knowledge by a posttest which was the same _as the pretest. As the results, we obtained only 10% improvements in the posttest. We think that one of the causes on little improvements is the discrepancy of thinking concerning the current between pupils' and teachers'. Pupils think that the current in a circuit diminishes after passing through a bulb and by this diminution the bulb lights. But teachers think that the current in a circuit is constant in magnitude anywhere. We submit several proposals effective in understanding the electric current.

In this study author has intended to invite and encourage as self-examination, a self-assessment aimed at finding answers to general question: (1) what do we want the science program in our classroom to be and to accomplish? (2) how well are we doing as measured against the hopes, desires, expectations for science in our classroom ? The guideline for self-assessment should be designed for two-fold assessment-the first in terms of desirability of the various aspects of preparation, professional activity, curriculum, and the like for one's classroom. The second is a assessment of the degree of achievement of item. The ultimate value of completing a self-assessment is the manner in which the data for the assess ment are evaluated. Curriculum strength and weakness may be found, improvement in facilities may be necessary, or relationships between teachers and students may need strengthening.

The author has digested the report of Biology Education group that is a project team of the project synthesis. This team's report seems to present to japanese biology teacher some suggestions to reform and to promote biology education in Japan. In the United States, the Biology education study committee has developed the curriculum study about biology education. And some curriculums like BSCS has been in practice. But in practice, Some discrepancies exist between the desired status of biology education and the actual status. Therefore, this study group has analyzed the causes of the discrepancies and recommended the desired biology education by way of the following three procedures. (1) Defining the desired status of biology education: The analyzation of the desired status of objectives, curriculums, teachers, apparatus, equipments, actual teaching practices and evaluative methods. (2) Analyzing the actual status of biology education in the United States: The actual status of biology education were examined about objectives, curriculums-, teachers, apparatus, equipments, school budget, actual teaching practices, evaluative methods and the conscious ness of teachers and students. (3) Identifying the discrepancies between the desired status and actual status of biology education and recommending for the preparing of the desired status of biology education.

The author has argued the studies of Physical Science Education Focus Group in the part of the Project Synthesis monograph. In the United States, there are various problems in physical science education though more than twenty years has passed since'60s curriculum reformation movement begun from PSSC Physics. Therefore, this study group has analyzed these problems and presented following four recommendations. (1) Extention of goals The goals of the pysical science education should be broadened to personal needs, societal issues and career preparation goals in addition to the present typical and important fundamental knowledge goal. (2) Needs of the development of the new curriculum The new curriculum should be developed for all students at all grade levels which provide a broader and more extensive experience especially with physical science content and processes, and apply to the goal clusters of personal needs, societal issues and career preparation. (3) Reformation of preservice and inservice teacher education Preservice and inservice teacher education curriculum should be developed which emphasize the goal clusters mentioned above, and also be utilized as settings for applying, analyzing, synthesizing and evaluating fundamental knowledge in the physical sciences. (4) Needs of reformation of learning evaluation The learning evaluation pertaining to goal clusters mentioned above should be introduced into the various tests of student achievement and district-level evaluation programs. And the science group should be encouraged to develop, to store and to use appropriate various tests.

The complexes and related concepts have been considered to be the essential teaching materials in inorganic chemistry, but to teach and to learn these concepts in relation to their compositions and molecular structures appeared to be remarkably difficult for the first-year students of the faculty of education. The author carried out an investigation to find out the improved teaching method of complexes by questionaire survey. The results obtained implied that the dislike for complexes was due to the poor knowledge of the electronic theory of coordination bonds and Werner's coordination theory proved to be a useful guide enabling the students to understand the properties of complexes in the introductory step of chemistry teaching. Further, the author developed more appropriate teaching method of Werner's coordination theory, designed to acquaint the students with the chemical informations and with a procedure for complexes. Luteocobaltic chloride, purpureocobaltic chloride, praseocobaltic chloride and violeocobaltic chloride were used respectively for this study.

The author proposes to use the microcomputer as the learning tool of the constellations. The children usually understand the positions of consterations under the concept of a celestial sphere. But it's difficult to understand the distance of these constellations from the earth under the concept of a celestial sphere. Then, the author thought of the interesting method, that is, to understand the distance of constellations visually by use of stereograph drawn on the visual display terminal of microcomputer. The visual display terminal of microcomputer has excellent characters for drawing stereographic constellations, because of the high resolving power, the colour display and exactitude of positions of constellations. The author developed the stereography of constellations on the visual display terminal of microcomputer, which is some different from the stereography on the paper. This method seems to be applied to other learning materials.