The purpose of this study is to clarify the actual conditions and the structure of motivations for academic achievements in science education of the elementary and the secondary education. The following is a study to develop a questionnaire to measure motivations for academic achievements. In the first place, I took note of self-efficacy, which is one of the constituents of motivations for academic achievements, and I applied the Control, Agency, and Means-ends Interview (CAMI) to assessing self-related agency beliefs, general control expectancy, and causality-related means-end beliefs to develop the questionnaire. The questionnaire consists of 10 scales that refer to the domain of school performance in science education : control belifes (8 items); agency beliefs for effort(6 items), for ability (6 items), for luck(4 items), for teacher(6 items); and means-ends belifes for effort (5 items), for ability (5 items), for luck (6 items), for teachers (6 items), and for unknown causes (6 items). It can analyze self-efficacy, which is hard to observe merely from symptoms of students. I also aimed to make the questionnaire more accurate. All of the questions have been selected carefully out of many conceptions that comprise self-efficacy through estimation. I then inquired into item-total correlation, coefficient of internal consistency, and factorial validity in the questionnaire. The findings of this study are as follows : The investigation that I made proves that the questionnaire carries high reliability and validity. It has been shown, therefore, that the questionnaire (the Self-Efficacy Scale for Science Education - SESSE) is useful enough to measure self-efficacy in the field of science education.

Unpopularity of physics education is a concern nowadays. Traditionally it was thought that students could learn science through masterly teaching which was programed in accord with the system of science. It was also thought that the cause was dicrease of experience in science classes, and thus that learning would improve if more experiments were done in science classes. However, recent studies in the field of science education show that alternative frameworks remain as such after students are taught through traditional teaching and prevent their learning science. I, therefore, develop an "inertia experiment device," which is a large-scale experiment device, 30cm long, 120cm wide and 90cm high. We can easily conduct experiments concerning both the inertial system and the non-inertial system with this device. The results show that the experimental group learn more than the contoroled group. Also it was ascertained that the former preserve the effect of this trial longer than the latter do.

The purpose of this study is to point out that major precursors of SHOTOKA RIKA (Science Text for Elementary Course) compiled by the Ministry of Education and issued in 1942-43 were SHOTO RIKASHO (Science Textbook for Elementary School ; 1931-33) and SHOTO RIKA (Science Text for Elementary School ; 1937-38) compiled by the Japanese Goverment-General of Korea. The above-mentioned fact is clarified through research conducted as mentioned in the following: ①Reserch and review of the prcess of the change from the grand revision of JINJO SHOGAKU RIKASHO (Science Textbook for Ordinary Elementary School) to the compilation of SHOTOKA RIKA ②Comparison and reviw of compilation forms among JINJO SHOGAKU RIKA GAKUSHUCHO (Science Study Book for Ordinary Elementary School) compiled by the Shinano Educational Association, SHOTO RIKA compiled by the Japanese Goverment-General of Korea and SHOTOKA RIKA compiled by the Ministry of Education ③Comparison and review of subject, of text and ideologies for selection of teaching materials ④Review of teaching naterials unique to SHOTOKA RIKA and the background of writing them ⑤Review on the precursors of science textbooks compiled by the Japanese Goverment-General of Korea by focussing on teaching materials

Children were divided into the sketch group and the memo group. While observing a Cole flower, memo group children were asked to make a memo, and sketch group children were asked to draw a sketch. The sketches and memos were collected. Afterwards, blank sheets were distributed to children. They were requested to make a sketch of the flower as accurately as possible without looking at it. The observational scores were calculated from their sketches and memos. As a result,in the lower-grade classes, the sketch group children got higher scores than the memo group children in the reproduction. In the upper-grade classes, however, the memo group children got higher scores than the sketch group children in the reproduction. Correlations of the scores in observation with the scores in reproduction decrease as grades go up in the sketch group. On the other hand, they increase as grades go down in the memo group. It was found that it is effective to use the sketch in observing flowers in the lower-grade classes, and the memo in observing flowers in the upper-grade classes.