The purpose of this study was to survey the educational system of the preservice education for secondary school science teacher at all national colleges of education in Japan. Data were collected from all 54 institutions. The findings of the survey can summed up in two points: 1. The number of national colleges of education provides the Preservice Science Course are as follows. In the Primary School Teachers Course: 53. In the Lower Secondery School Science Teachers Course: 49. In the Upper Secondery School Science Teachers Course: 132. These 49 insitutions are classified into following four groups as regards credit composition and the percentages for each were found as follows: (1) Both Science Subjects and Professional Education Subjects are required: 30.6% (2) Science Subjects are emphasized: 18.4% (3) Professional Education Subjects are emphasized: 16.3% (4) To teach the Teachers Certification Law: 34.7%. However, these institutions offer extensive science and teaching profession subjects from basic credit requirement to maximum number of credits. Therefore there is a variety of all national colleges of education as to credit composition for propective secondary school science teacher. It is expected to be analyzed that the illustration of the Curriculum for Science Teaching and Science Subjects, which will be reported in Part II dnd III, respectively.

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We have some studies based on knowledge of teaching. In this paper, from a comparison of an expert teacher and younger teachers with their teaching high school science, the following subjects are discussed. 1 Descriptions and analyses of teacher knowledge in teaching High School Science-I. 2 The difference between an expert teacher knowledge of teaching and younger teachers' one. 3 The formation process of knowlege in science teaching by younger teachers.

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This study investigated 6th year primary school student's interest in natural phenomena such as animals, plants, streams and basic geological patterns. A pre-test, which was given to about half of the total students, involved classroom viewing of proposed field site where students wrote their expectation. A series of ten markers defined the field area. Students made their observation within this area. Field work involved 2 stage observation testing. Stage 1: Students were given 30 minutes to write their investigation of natural phenomena. Time was allocated into 6, 5 minutes intervals, at each interval students received a new blank sheet of paper, or a total of 6 observation papers were written by each student. Stage 2: The same students were allowed 30 minutes in the same area and given 2 sheets to write freely on their observations of nature. Post-test: After returning to classrooms, students were told to write the 3 strongest impressions of their field work. Findings; 1. The amount of information collected in the 30 minutes period regarding geological patterns decreased over time while that of plants decreased at the half way period (around 15 minutes interval). Observations of animal types increased with passage of time. 2. A large amount of observations were made along the valley site of the 10 marker area especially where branches, vines or where a stream of water curved and cliff areas are present. 3. The types of information collected in field activities included, that of fish, crab regarding animal, root,leaf, flower regarding plant, water temperature, velocity of current regarding stream, and its dampness, cracks and composition regarding soil structure. 4. In case of free observation in the field, many students of urban schools took an interest plants in the middle of the valley while students of suburban took an interest in the soil structure in the lower valley.

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