Science education aims, in general, to improve the scientific culture of the nation and to promote a better understanding of science. On one hand, from the viewpoint of the former, the need of compulsory learning of science subjects, e.g., physics, chemistry, biology, and geology, should be emphasized. On the other hand, from the latter standpoint, the necessity of optional learning of separate science subjects should be stressed. These two arguments run counter to each other, and it is very difficult to reconcile these differences. In West Germany, since the "Saarbruckener Rahmenvereinbarung" was initiated in 1960, the science teaching in the upper grades of Gymnasium has been changed largely by the introduction of an optional system of science subjects. However, this has been criticised bitterly by many educators concerned with science education. In this paper, the reform of science teaching in the upper grades of Gymnasium in West Germany and the problems on the optional system of science subjects will be discussed.
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