The authors had been studied for the theory of the cultivation of the scientific consideration, and found the needs of the application of these results to the actual lessons. Then we considering the factors refering to the scientific consideration, made the plan for the teaching science at each system of scientific education in elementary school, and we take up the teaching materials for dynamics, chemistry, heat, electricity and magnetism. We make the system along these systimatical nets of concepts, then in each sequence, we take up each factor which refers to the culivation for the scientific consideration, for example, the step of the methods of scientific research etc, and alog the teacahing process, as we were able to consider the handling for the teaching materials, we could make the teaching plan. As we already published that one unit consists of the continuity of several considering process, it is necessary that we take up this considering process, anb put it in the core, then adds the other factors to it. We, considering all these factors, put then in order by the teaching plan. As we made these research for the primary school curriculum, it needs to apply these results to the secondary and high school curriculum. Our research has deen made only for the statical factors refering to the cultivation of the scientific consideration, but in future it is necessary to research dynamical factors refering to them.

In the 78th regular conference of the Ministers of Education in West Germany, which was held on the September 29.30, 1960 in Saarbriicken, a reform proposal on the upper grade of Gymnasium was carried with acclamations. This agreement is called "Saarbriickener Rahmenvereinbarung". The aims of this agreement are the reduction of the number of required subjects and the concentration of teaching materials in order to turn the strengthening of teaching into a possibility and promote the student's mental-reliance and responsibility. In accordance with the agreement, an elective program was introduced. The courses which changed into the electives are mainly the natural sciences; namely, physics, chemistry and biology. The science teaching in the upper grade of Gymnasium changed sharply by the elective program, but it has suffered harsh criticism from many persons who had concern with science education. In this article, an outline of the reform and some problems in science education in West Germany subsequent on the conclusion of Saarbriicken agreement are discussed.

In case of learning of the principle of a lever, splitable chopsticks are used by hanging bodies. such as 5-yen coins. Now, on one side of a splitabl chopstick balance, an empty gum balloon is hung and on the other side an air filled balloon which has the same net weight is hung, and then the air filled one gose down; therefore the splitable chopstick balance is a very sensitive balance which responds to a tiny difference of weights. The balances of various types were made by splitabe chopsticks and their sensitivities were revealed. By the use of prepared balances, the weight of the air, molecular weight of several gases and the changes of sucking amount and volatilization amount of water of some bodies and etc. were measured. By these experiments, it was verified that the splitable chopstick balance is very sensitive and it is an excellent qalance to be used for qualitive experiments as well as quantitative ones. It can be uses as a useful experimental tool of science education

The rapid development of physical science, its increasing role in various branches of tehnology and production, and its important new fields reguire a through rerision of the contemt and structure of the scool physics course. In ouder to improve the content of the existing course of study of physics instruction in the middle school in the U.S.S.R., L.I.Reznikov, head of the Physics Instruction Sector of the Institute of General and Polytechnical Education of the Academy of Pedagogical Sciences of the RS. F.S.R., delivered two reports entitled the "Paths of Development of the Content and Structure of the Secondary-Schoo Physics Course" (1693) and "Improvement of the Content of the Eight year school Physics Course" (1965) in the magazine ''Физика в Шкопе" From a poimt of view of Gendaika (in Japanease) of Physics Instruction, we investigated Reznikov's reports and reported its results.

In this paper the contents of CEA, CHEMS and KAGAKU B (four kinds) textbooks are studied comparatively. CBA and CHEMS are based on the spirit of inquiry and the development of chemical concepts, but KAGAKU B is not based on a strong philosophy. In comparison of a number of compounds, KAGA KU B is much than CBA, but less than CHEMS. And among them there are many differences. Many valuable concepts in chemistry are introduced and developed well in CBA and CHEMS, but less in KAGAKU B. Pye and Anderson compared a achievement of students in CBA, CHEMS, conventional, and other approaches in South California, U.S.A. The results that CHEMS and conventional approaches are better than CBA. I think CBA is too logical approach. But KAGAKU B is too factual approach.