Pupillary changes were measured in response to audio instructions while a subject looked at a visual pattern. Results shows that audio instructions cause the pupil to delate and that pupillary changes are directly related to mental activity. The same results are found when audio instructions are given without presentation of visual patterns. Pupillary changes which occur when a pattern is looked at fixedly are discussed, and subjects can be categorised by their types of pupillary changes. It is suggested that the pupillary response is an indicator, of mental activity.

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Red-far red photoreversible reactions are controlled by phytochrome, a blue green photochromic pigment and have been demonstrated for a wide variety of plant responses. The leaflet movement of Mimosa pudica is one of such responses. This paper deals with the leaflet movement of M. pudica as a teaching material for the study of red-far red photoreversible reaction in upper secondary school. In the present study, the pinnae cut from the plant and floated on water were found to show a rapid response. When the floated pinnae were kept under a 13 hour light-11 hour dark cycle at 23℃, the response could be observed for several days and some showed a rapid response even after two months. The responses, especially closing movements, of the detached pinnae were sensitive to temperature. While the pinnae showed only slow movement at low temperature, the responses were fully expressed above 25℃. On the basis of the results obtained, the authors presented a typical experimental system for the study of red-far red photoreversible reaction in upper secondary school biology education. An application of the system to science education in lower secondary school was also discussed.

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Currently, we have some studies based on foreign educational materiales in Science Education. The points of these studies are mainly of one country or one theme of education in school science, comparative approaches between plural countries are rarely to be found. In this paper, from a comparison of Japan and France with stience educational renavation, chiefly, the following subjects are discussed. 1 Some preconditions of comparative approach in science education. 2 A preparation of comparative points of view. 3 An example of microscopical analysis of the problem. 4 The tendensies and characteristics of science educational developpment in France. 5 An example of comparative approach between Japan and France.

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The author has developed a useful authoring system of CAI for the purpose of the use of only one personal computer in the classroom of arithmetic and mathematics. On this system, a personal computer shows graphical teaching materials to all the pupils in the classroom. After looking at these materials, pupils are told to think about them and discuss their findings with each other and with the teacher. By using this system, one can easily produce graphical materials which include circle, triangle, quadrilateral, rectangle, parallelogram, segment of straight line, point, coordinate axis, mesh, graph of linear function, graph of inverse proportion, graph of quadratic function, and so on. This report consists mainly of the description of the detailed sttucture of the authoring system and the explanation of the way of using it.

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Introducing environmental education in school science, the teaching method will be discussed. The goal is to make people notice the environmental problems themselves and act to solve them. But the ways of solving them are not always the same as the ones used in science classes because environmental problems contain various values related to individual lives. Considering this, traditional "chalk and talk" approach is not the best way. It tends to make students passively receptive of ideas or knowlege. To solve the above problem, Audio, Slides and Discussion Tutorial Method (ASDTM) was thought to be appropriate. The authors developed the programs from science-I with themed for discussion. And audio tapes, slides, for each group and work sheets for each student are also prepared. After the application of the programs at a high school, the following results were obtained. 1) Through buzz sessions, students noticed the problems by themselves, taught each other and made up their own minds how to act. 2) In the post-test, the experimented students stated their own ideas from their own viewpoints. The interesting observation was that students who supported "development" increased among the experimented classes. They could also give ideas for conservation which are not against "development".

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