In order to know the real situation of the secondary school students concerning the ability to make a graph from the data obtained in the science classroom and to interpret it, the authors assigned some basic questions about the inversely proportional graph to lower and upper secondary students to answer them by making a graph and interpreting it. The following useful results for teaching the graphical representation were obtained. 1. There were many lower secondary students who could not make the correct graph owning to put wrong scale marks on the coordinate axes. 2. There were many 7th and 8th grade students who made the graph by connecting the measured points on the graph paper with straight lines. The reason of this fact will be that they hardly experienced to make a smoothly curved graph. 3. There were remarkably many students of both schools who made a graph which one end stopped at a measured point or both ends stopped at measured points. They might not understood that any graph could be extrapolated (the concept of extrapolation). 4. There were many students of both schools who confused the shape of the graph with the mathematical relationship between two variables. 5. Many students of both schools had understood fully that the inversely proportional graph did not pass the origin of the coordinate axes. 6. It seemed very difficult for both students to apply the interpolation and extrapolation methods to the inversely proportional graph. The number of students who answered correctly for the interpolation task increased with the grade progress, but for the extrapolation task, the number did not increased. 7. Although many students could make a correct choice from the given it erns which described how to transform the curved graph into a straight line graph, they could not use the method practically. Especially lower secondary students seemed to lack the concept of a reciprocal number. 8. The number of lower secondary students who had completed all processes of the transformation, were very low, even for the upper secondary students the number were not high. 9. It seemed very difficult even for the upper secondary students to formulate the straight line graph which were transformed from the curved graph. The reason might be that they formulated the graph without the consideration about a reciprocal variable.

This study aims to clarify how the extra-curricular activities for science influence the students' scientific attitudes. The research was administered the secondary school students, who had been engaging in these activities, to ask the impressions on these. From the results of this research, the students' impressions were categorized to the two phases. The one is the positive influence on these activities, the other is the negative. The positive influences are considered to be the one of the most important factors to maintain and nurture the students' scientific attitudes. Therefore, the science lessons should be planned considering these factors.

SAVI (Science Activities for the Visually Impaireds) project was started in 1976 and ended in 1982 at University of California, USA. Aim of this project is to develop the new science program for the visually handicapped children in the mainstream setting. SAVI was adapted for other handicaps as SELPH project. Today, SAVI/SELPH is an interdisciplinary, multisensory science enrichment program that has been used effectively with blind and visually impaired children, orthopedically handicapped children, learning disabled children, developmentally disabled children and many other handicaps, and also with nondisabled children, too. SAVI was influenced by SCIS. The contents and materials of SAVI were suitable for disabled children. We can study about curriculum development for disabled children in Japan from SAVI phirosophy and materials. We have tried to use some materials of SAVI to the Japanese visually impaireds. In result we have aquired very useful information about teaching methods and materials for handicapped children.

Science education in American secondary schools has been developed by the establishment of free public high schools. In this study an attempt has been made to find the reason why Physical Geography got the position as the first year science in developing early high schools. The results of this study indicate that the structures of the high school subject called "Physical Geography" were consisted of various fields in science including the other physical sciences and biological sciences, and it is the reason why Physical Geography got the position of the first year science in early 4 year high schools.

(1) BSCS Green version which has been the most utilized biological textbook for upper secondary school as same as BSCS Yellow version and Holt's Modern Biology over a period of more than twenty years since its first edition was published. Five revisions were carried out during the period if they contained trial edition. (2) This textbook has the distinguishing characteristic, comparing with other popular biological textbook in the United States and in Japan. Its prominent features is ecological approach. It aimed the realization and inquiry for relation between living things and natural environment in biosphere. (3) In spite of its special construction, this textbook has been adopted in many school as same as others which have standardized arrangement of materials. One of the reasons is in the construction of materials. The area except ecological and natural materials also keep in the high level by focusing important materials. (4) The characteristic of this book has been maintaining through five revisions except several partial readjustment such as the refreshments of materials and the devices on the student learnings. (5) The textbook as BSCS Green version is very important on the present education, but in Japan the edition of such a characterized textbook is under the difficult situation, because the educational items is regulated by national guidelines and the many students learn separating with natural environments.

The 1978 draft of the new school syllabuses which had a problematic addition "Interdisciplinary Ties" was discussed from different kinds of aspects, and various opinions and proposals were presented. The overall response to the draft was favourable: the "Interdisciplinary Ties" was assumed to play an important role in the teaching and upbringing of pupils in school. And the 'summary reports' also took a positive attitude towards it. But there were also given critical opinions which were asking for corrections and complementations about its contents. In the theoretical aspects, too, the "Interdisciplinary Ties" had as open questions the problems as to "contiguous subjects" and "interdisciplinary ties (e.g. the relationships of botany and zoology in the same subject of biology)". Basically there was no agreement as to the underlying concept of "Interdisciplinary Ties". The aim of this paper is to describe the "Interdisciplinary Ties" in the USSR, and to give a critical survey of the discussions over it, which will, I believe, shed a new light on the problems of integrated science education.

The educational method on science for the handicapped children is not formalized. But they have a right and a need to learn basic science concepts and skills. Research indicates that handicapped children are interested in and capable of learning science. In this research, the author has intended to establish the one of the principles of the formalization of the educational method for handicapped children. To solve this problem, the author has investigated the degrees of the understandings of some scientific concepts in the handicapped children and analized these outcomes from the point of view of their development age, cognitive skills and symbolic representation. From this investigation, the following results were obtained. The handicapped children tended to recognize the scientific concepts depending on the symbolic representation rather than the cognitive skills. To progress their cognitive skills, the hands on experiences should be well planned in their science lessons because they mere have these opportunities.

The present discourses upon the following items. I. The educational system and countermeasure to promote science education. (1) The outline of education in Taiwan. (2) The countermeasure for science education. * The organization of the direction Committee for science education and its activity. * The organization of the Science Education Center and its activity. II. What improvements are they doing about the curriculum for natural science in elementary school? * The object of science education in elementary school. * The structure of scientific concepts about teaching material in elementary school. III. The science education in lower secondary school. * The object of science education in lower secondary school. * The objects of each subjects, biology, earth science, physics and chemistry, etc. IV. * In-service training of science teachers. What steps are being taken to highten the quality of science teachers? V. Comparison with science education in Japan.

The kinetics data of H₂O₂ decomposition in aqueous solution of pH 3-4 yield great scatter and poor reproducibility. This study was performed to examine the pH dependency of ferric ion-catalyzed decomposition of H₂O₂. All reactions were conducted under atmospheric pressure at the temperature range of 10-30°C by using solutions of iron chloride, iron sulfate, and alum, respectively, as catalysts. Hydrochloric acid or an aqueous solution of sodium hydroxide was added to the H₂0₂ solution as .a pH adjuster prior to the decomposition reaction. In the pH range of 1-2. 9, the decomposition rate of H₂O₂ obeys the rate equation(l), where k· = rate constant and f = the concentration of the total iron ions. In the range pH > 2.9, the decomposition rate decreases with increased pH value. Furthermore, in this pH range, the rate does not obey the rate equation(2) into which the term for the hydrolysis of ferric ion is added, where kH = hydrolysis constant of Fe³⁺ The activation energy of the decomposition of H₂O₂ is 30 Kcal/mole for the reactions with an H₂O₂ aqueous solution of pH<2.5. In the case of H₂O₂ solution of pH>2.5, it becomes 20 Kcal/mole. The frequency factor changes in the same manner to an extent of 10¹⁰. These results lead to the following conclusions: (1) the decomposition mechanism of H₂O₂ in the solution with pH>2.5 is considered to be different from that in solution with pH.<2.5; and (2) the kinetics experiments for school science should be performed using the H₂O₂ solutions with a pH value of 1-2.

Our previous investigation concluded that it is reasonable to start the study of electricity from the static electricity and its fundamental laws, and developed a simple electric generator, an instrument for measuring electrostatic attractive and repulsive forces, and a spark gap having condensors. This report describes that how far students can understand these fundamental laws by using these instruments. The use of small fluorescent lamp let students relate static electricity with commercial electric power. It was found that students of sixth year of primary school can understand electric quantity and voltage which are difficult even for middle school students to understand under the present text books. Moreover, middle school students can acquire the concept of resistance, and the relation between the work done and the electric quantity generated. From these and other results obtained here, it was concluded that it is very effective to start from the study of static electricity for the understanding of the concept of electricity.