The present paper discourses upon the following items. 1.The improvement of the curriculum for natural science in upper secondary school course and its purpose. 2.The objects of each subjects, basic earth science, basic biology, basic physics & chemistry, physics (I, II) , chemistry (I, II), biology (I,II), earth science (I,II) and their contents. 3. The countermeasure to make the curriculum effective. 4. Comparison with science education in Japan.

The electromagnet is the best teaching material, in order to make children study the magnetism with the electricity. According to the contents of the course of study in sixth grade of elementary school (1978), the strength of electromagnet, that is the magnetic attraction, is studied qualitatively. But the mutual relation of things and phenomena of nature will be more clear by means of quantitative investigation than qualitative. In order to handle quantitatively the attraction of electromagnet in a curriculum of school, the law or the expression should be used. Then the author has verified whether its theoretical expression, F: attraction of electromagnet B: magnetic flux density φ: magnetic flux, S: contact area μ₀: magnetic permeability of vacuum hold good or not at experiment. As the results, it was proved that the above expression hold good atU-form electromagnet on condition that there is no gap at the contact surface so that the magnetic flux density is equal there.

The present writer, as one who has long believed that the science teaching as an enquiry should be most effective, had the opportunity of study for the real situation of upper secondary school chemistry education in JAPAN, 1982. This report makes some proposals grounded on data obtained through analizing fourteen upper secondary school chemistry textbooks in current use. 1.Analysis of Textbooks (1) The textbooks are all compiled with illustrative or demonstrative diagrams and information with quiz, question,, exercise, and lots of laboratory works by students and are supplemented frontispiece and materials in the end of books. (2) It seems, however, that laboratory works by students are mostly designed towards to get him to understand and to store up in mind theoretical knowledge, and the process of attaining such knowledge as the mastery of scientific methods is rather left secondarily, even though it might be "key-stone" of inquiry study. Namely, the activities of students in laboratory works are only appointed as operating their experiments in accordance with procedures in the textbooks, recording the results of their operation, and discussing about the results. In these ways, it is afraid that the planning and preparing about laboratory works by students are left out of consideration and that the settlement after operation is not certain either it belongs to students or not. 2.Proposals As the results of analysis on the textbooks, three proposals are submitted to the improvement of chemistry teaching in upper secondary school. (1) Laboratory works by students would be wholly expanded from planning to settling throughout the laboratory works by students, instead of traditional way. (2) It would be reformed so that more laboratory works by students are ahead to the teacher's talks on the concepts about chemistry. (3) Teaching materials should be reduced more and more to realize above first and second proposal.

It was investigated that how lower secondary pupils grasp the nature with scientific points of view, being given photograph as a medium observing synthetically it. The findings are as follows: 1.In case of free description, that is in case of giving no directions, the pupils could identify the heart of mountain, green trees, red leaves and snow. But they could not identify the conditions of river beach. 2.In case of giving the visual point of the observation, pupils could identify the direction of the stream and could estimate the angle of the mountain slope, but they could not identify the kind of trees and could not draw well the topographical map. 3.It was found that pupils could not observe scientifically the nature in case of using photograph.

Twenty five teaching materials in science education were selected from elementary course of study. Uneasiness causes for these teaching materials were written in free described discriptions by college students. Many obtained uneasiness causes were arranged in 22 items. Degrees of uneasiness for those 22 items were answered by the semantic differential method by same students. These data were analyzed by the factor analysis, latent factors in uneasiness for science education were drawn. The first factor was related to incognizable time and space scale and complicated change of viewpoints. The second factor was related to insufficient understanding and knowledges for teaching materials in science. The third factor was related to difficulty of visualization, and was also connected with the first factor. It was turned out that students have feeling of uneasiness for contents involving complicated change of viewpoints in science materials. This fact indicates that complicated change of viewpoints was also latent factor for insufficient understanding of students in science education which they had received in their past school days. That is, concept of change of viewpoints is important as essential abilities in understanding of science.

Electric circuits of flashlight bulbs and dry cells are taught in the science course for fourth graders of an elementary school. In this unit, the electric current of the circuits is measured by using a magnetic needle. This method has at least following limitations: (1) if a magnetic needle is used near the steel materials, electric current cannot be measured correctly, (2) if the distance between the magnetic needle and the electric wire becomes large, the deflection of the magnetic needle becomes small, etc.　In this method, there is a fear that children may have misconceptions about the electric currents of circuits. In order to teach these currents correctly, a new electric wire whose color changes according to the intensity of the electric current has been designed. This new electric wire consists of thermo-tape, whose color changes as the temperature goes up or down, which is wrapped around nichrom wire. If the change of the color of this wire can be measured, the intensity of the electric current can also be measured to some extent. By using this wire, new electric circuit boards of flashlight bulbs and dry cells have been designed. When this apparatus was employed in laboratory demonstrations for science education classes at our university, it was evaluated very highly by the students.

The students are cognizant of the generated quantity of force and the work of electrified bodys in the lower secondary school. After celluloid is caused friction by wool, it is electrified and attracts hair. It means electrified celluloid has energy for work. The ways of making the electrified body are applying the direct voltage and generating static electricity by friction. Although a pistol-type generator of static electricity is developed recently, its structure is not easy. There is not a generator of electricity using the static electricity in the electric equipments which are used by the students of the elementary and lower secondary schools. From these considerations, a simple electric equipment is developed which generated the -electricity by electrostatic induction. The use of this equipment was found to make the following experiments. (1) An experiment to change the frictional electricity for the energy of light. (2)An experiment to emit L.E.D. (Light Emitted Diode). (3) An experiment to measure　the generated voltage with an oscillo-scope. (4) An experiment of the electromagnetic induction with L.E.D. The use of this developed equipment was found to change the electromagnetic energy for the magnetic energy with iron-oxide, change the magnetic energy for the electric energy with a coil and emit L.E.D. This report describes the experiment of the various phases of energy by the electromagnetic induction and the generated mechanism of electricity.

SHIZUKI TADAO (1760 - 1806) is estimated to be the first man at Edo Period who introduced Newtonian Mechanics. The auther studied about SHIZUKI's recognition about scientific concepts in REKISHO-SHINSHO and the influence of his translation on description in the science textbooks at the beginning of Meiji period. The methods of the study are as follows: 1. Analyzing mechanical terms and concepts in REKISHO-SHINSHO, science books at the end of Edo period and science textbooks at the beginning of Meiji period respectively. 2. Investigating the relation between SHIZUKI and the translators of science books at the end of Edo period. The results and findings of the study are following three points: 1. TENMON-KATA, which afterwards revised to BANSHO-SHIRABE-SHO and KAISEI-SHO, played an important role as main part in introducing Newtonian mechanics at Edo period. 2. The most translators of science textbooks at the beginning of Meiji period belonged to BANSHO-SHIRABE-SHO or KAISEI-SHO. 3. It seems that the translators of science books at the end of Edo period and those science textbooks at the beginning of Meiji period were profoundly influenced by SHIZUKI.

Several times in the past, the present writers have conducted the pre-observation learning and the post-observation learning as contrivances of the effective field work lessons: the former being conducted in advance of the field work observation and the latter being conducted in arrear of the observation in which the boring data showing the state of affairs of the underground was obtained from the institutions concerned and was included into the results of the field works. Unfortunately, however, these lessons were conducted without paying any special attention to the actual condition of the observation ability on the geological phase on the part of the pupils and the students. Aiming at the more effective field work lesson, the present writers, hereafter, would like to conduct field work lessons with due regard to the actual condition of the development of the observation ability on the geological phase on the part of the learners. As a preliminary to the more effective field work lessons, an experiment was conducted, the stones, sands and soil were observed and recorded freely by the pupils (the 4th-6th grades) and the students (the 7th-9th grades) . Consequently, the following findings were obtained from the recorded data. 1) In the rudimental stage, information can be almost obtained through the visual sensation and the tactile sensation. 2) The smaller the observatory object becomes, the more the amount of information through the tactile sensation grows. 3) I'm the development of the observation the growth period and the fixing period come out alternately not only in the qualitative phase but also in the quantitative phase. 4) In higher classes of elementary schools, the sensuous viewpoints are superior in number but in the level of junior high schools the operative or the already-informed viewpoints become superior gradually.

In this paper, the author has mainly analyzed the conditions of the matching of students' learning opportunities to their present ideas and development in science study. Result of this analysis, it has been clarified that optimal matching learning would only occur when the cognitive skills demanded by the tasks were available to the students. To make this theory into practice, it is necessary to identify the way how they learn the concepts using the logical operations in each developmental stage. The science concepts-cognitive skills taxonomy that has been proposed in this paper embodies this relationship. In applying this strategy to design the science curriculum, it will be possible to enhance the individuals' achievement on these concepts.