The authors thought that the cultivation of the scientific consideration is the core of the science education, and this method is that the student experiences each step of the method of science research from low to high successively. And we now analysed the contents of the science educational television from N.H.K. and found that the contents had been almost arranged acording to the steps of the method ot science research. But, infuture, we must attend that the higher goes the step of the cosideration, the longer becomes the fime of consideration. According to the pres entstate of science education in our country, the importance of the cultivation of the scientific consideration is not so attached in the field of education. But we think that we must consider, in these points, the contents of the science educational television not only enrichment, but also basic presentation for the cultivation by the science educational television.

The current widespread reexamination of the offerings in science education is in response to the forces which will shape science courses for years The writers have examined the all round study of teaching science of SOLUTION, such as history of teaching, analysis of Japanese and foreign text books, research on the actual conditions of child experience and a comparison of a discosvcery method and a conventional method in teaching science of solution. It may be given as a conclusion that most vital programs are those based on the needs of the child in his environment, prgrams which are in harmony with the total school program and mindful of the needs of society and which utilize the materials, concepts, and methods unique to science. The process of curriculum development involvs the exploration of all these sources to find in them the content and the methods for the science program. However, the uniqueness of science education is derived from the eontent of organized knowledge and the methods of discovery inherent in the formal sciens. In designing the science curriculum we have to look to the basic science for both answers and questions. We look to the science for key questions which will lead children into the structure of organized science. Scientific content may become more meaningful to child if he is given a continuous orientation toward the basic principles of science. It is not the statement of the conception that should be considered the objecive, but rather the building up of a background of ideas and experiences which are involved in the conception and whieh, in turn, make the conception understandable, acceptable, and useful to the learner in interpreting new experiences. It is not memorization of fact that should be considered the goal, but the growth of the individual along lines of the profound truchs of sciences. The completely enquiring classroom would have two aspects. On the one hand, its materials exhibit science as enquiry, ont he other hand, student would be led to enquire into these materials. The key is process, using the word in a general sense. We suggest three types of process in science teaching. One is the process of discovery that is usually called the scientific method. It involves hypothesizing about antecedent-consequent relations, testing hypotheses, and stating the resulting principles or generalizations. A second refers to the processes in nature, the antecedent-consequent relations, that are discovered threough the use of the scientific method. These process, often called causeeffect relations, concepts, generalizatins of principles, are the heart of science. The third refers to the process of applying knowledge in the various sciences and technologies. Man is powerful when he employs his knowledge of antecedent-eonsequent relations to control nature. In these teaching-learning processes, child will develop functional knowledge, in strumental skills, under-standing of the scientific method and a scientific attitude.

The PSSC physics materials were developed by teams of writers, including many outstanding research physicists and high school physics teachers. The marked differences in content and approach between the PSSC course and traditional courses in high school physics have emphasized the need for an intensive study of the effectiveness of the new course and comparison with those of traditional secondary school physics. Evaluation of the course has several aspects. The committee's own evaluations were directed toward the improvement of the course, not direct comparisons with other courses. Committee memberes who made statistical analyses of PSSC achievement tests from the academic year 1958 - 59 have arrived at several conclusions. In terms of its own objectives, the committee judges that the new course is completely successfull in the sense that it provides a context for teachers and students through which students have reached the desired goals. The advent of the PSSC physics course is almost certain to have a strong effect on the type of physics courses taught in the secondary schools of all over the world in the decades to come. The presence of widely divergent aims of PSSC physics and traditional courses indicates differences of opinion but does not settle the question as to which is superior. This can only be settled in terms of the ultimate results achieved by students of physics and in the contributions of these students to the advancement of the science. The care and the caution with which the PSSC course is being used and analyzed may, it is hoped, prevent the typical rash into wholesale capricious acceptance of this new course simply because this is innovation.

(1) Biology is based on physics and chemistry, the laws of which are an indispensable groundwork for the investigation and explanation of the phenomena of life. In recent years, a great variety of chemical methods have been newly devised and applied to problems in biology. These technical advances have led to quantitative studies of the constitution of living matters and events underlying biological process. (2) It is reasonable that current textbooks of biology for the students of senior high school are written in chemical terms, reflecting the present state of biological science. (3) On the contrary, it is rather curious that biology is prescribed in the "Course of Study" published by the Ministry of Education as the first step of senior high school sciences, preceding physics and chemistry. Biology is quite different from botany and zoology taught in japanese high school in old days appending the title of "natural history". It has long ceased to be the learning of descriptive informations. Biology in our days is a most scientific science to be taught scientifically. (4) It is sure that chemical training is given also in the course of junior high school. But, its scope is very narrow, and its degree very low. In fact, organic chemistry is almost excluded. The present author gathered chemical terms which appear in several samples of text for high school biology, and noticed that the great majority of them are not learned in junior course. Thus, the entering students of senior high school have not yet been ready to study biology. To teach chemistry in advance of biology is a matter of imperative necessity. (5) It is most earnestly to be hoped that biology will gain its rightful place in the curriculum of high school science.