This paper aims to devise a teaching program on time management in high school home economics education, to practice experimental lessons and to evaluate those lessons. Time management is defined as the plan-do-evaluate process of time use. We devised four hours of lesson on time management. Students planned a weekday or a holiday, then implemented the plan, and evaluated that day. We let students fill in a questionnaire after the lessons. In the lessons, students examined the difference between the plan and the implementation and considered the causes of differences. They also evaluated relationships with family members or friends as regards time management. It is not usual for students to plan a day. Some students accepted the planning of time positively and other students accepted it negatively. Almost half of the students were interested in the lessons on time management. However, further investigation of this teaching program is required to let students understand the meaning of time management.

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In order to obtain suggestions for the organization of the curriculum for food education in the homemaking classes in elementary schools, this study investigated the awareness of homemaking education teachers of the revised Courses of Study issued in 1998 by the Ministry of Education, Culture, Sports, Science and Technology. Many teachers agreed to revise the Course of Study as regards the abolishing of the learning domain and the modification of the specified learning materials. As many teachers objected about the revision of the contents for food education, there is a tendency for teaching in this area to continue as in the past.

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A learning support system for the C programming language is proposed with the aim of helping beginners to understand programs. The support system consists of two subsystems. One provides support information regarding bug factors estimated from compiler messages. The other visually displays the processing structures of programs, allowing students to relate structures they know to the presented processing structures. Students use the learning support system when necessary as support for programming practice.

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I videotaped music classes taught by seven preservice teachers at Miyazaki University Junior High School for three weeks. The videos were evaluated according to 17 criteria, such as "Did he/she manage somehow to raise students' motivation and interest?", by two teachers from a university Elementary School, one from a Junior High School, and two from a university. Factor analysis was carried on the scores for 16 criteria given by the five evaluators. The 17th factor, "General evaluation" was not included here. The result indicated clearly that two major factors namely "Management" and "Fellowship" could be considered to explain variance in the scores for those 16 criteris. The seven preservice teachers were classified in three groups of "Management-Fellowship", "Fellowship" and "Low Growth" according to the differences of the factor score. I classified information on Class Observation Sheet given by the preservice teachers of each group and their instructor in the following five categories: "Fact or Impression", "Evaluation", "Suggestion", "Alternative Proposal" and "Explanation". Results from a chi-square test showed that the preservice teachers in the "Fellowship" and "Low Growth" groups wrote significantly more about Evaluation. Whereas preservice teachers in the "Management-Fellowship" group wrote significantly more about Explanation.

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The purpose of this study is to examine the structure of factors that affect understanding of the nature of science in Korea and Japan. This study hypothesized that understanding of the nature of science is influenced by three factors: (1) interest in science; (2) scientific attitudes; and (3) extracurricular experience of science. Questionnaires measuring these three factors and the revised NSKS items were administered to 204 high school students in Korea and 117 in Japan. The results of this study indicated that: (1) scientific attitudes are the most influential factor in Korea and Japan; (2) students' interest in, and extracurricular experience of science are at the same level in Korea; (3) the fundamental structure of factors affecting understanding of the nature of science are the same in Korea and Japan.

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