In this study, comparring learning contents of heredity in textbooks of “Science I” in Japan and “Biology” in Germany, the author discussed their characteristics of both countries.

In resultit can be recognized thatthe textbooks ofboth countries contain some same learning contents, butthatthere are some differences between them. These differences suggestthe followings; In Japan it is considered importantto understand generally and theoretically the Mendel’s law ofheredity. On the other hand, in Germany it is considered important not only to understand basics of the law, but also to apply practically the understandings to actual cases in life.

It can be also recognized thatin Japan the study of Mendel on heredity is considered more important than in Germany when learning heredity.

Besides the study has clarified the followings; The law, named “law ofdominance” in Japan, dosen’t exist in Germany, inversely the law, named “law of unifomity” in Germany, dosen’t exist in Japan. Significance of the both laws differs each ohter. As the result there are some differences between both countries in sequence of learning contents in the textbooks and in hereditary characters treated in them.

Lastly the author made some suggestions on learnig heredity.

In this paper, the relation between the cognitive style of students and their noticing tendencies was investigated in the case ofthe observation ofplantin the field. In thisinvestigation, the following results were clarified. The students who were Field Independentcarried their observations atthe macroscopic standpoints apartfrom the objects. On the other hand, the students who were Field Dependentcarried their observation atthe macroscopic standpoints near the objects. From these results, it was clarified thateither cognitive style, namely Field Independentor Field Dependenton the situation, affecttendency ofstudent’s observation generally.

Indexing terms used in ten high-school biology textbooks were analyzed. The average number of terms was 549 (range : 322-784) and the total was 2190. Terms appearing only in one textbook numbered 1211 (55.3%). The distribution ofthese termsin each discipline was analyzed and physiology was shown to be a major field in high-school education.

Onry 41 terms appeared in all 10 texbooks, and another 46 appeared in 9. These 87 terms were extracted and shown to be the essential minimum for current biology education (sume more appear in Science-I classes which include biological aspects). Thetreatments ofterms in textbooksin indices and in classrooms were considered.