In this paper, the author firstly described the outline of U.K.'s Earth Science Education regarding new trends, secondly considered how Earth Science Education is being treated in Examination System which is closely related to secondary school curriculum, and finally clafified its actual condition and nature. Earth Science Education at the seconddry school level in the U.K., under the present circumstances, generally appears to be less popular among students compared to those of the other science education courses. However, the necessity and the importance of Earth Science Education have been emphasized through science education reforms in the 1980's initiated by national and civil organisations. Due to these reforms, it appears that Earth Science Education has started developing. The above mentioned Earth Science Education at present provides understanding to the pupils that the Earth is one of the planets in the solar system and also the place of human activity. Especially, they are expected to consider a total science content involving physical, chemical, biological, social and technological interactions that make up planet Earth. Therefore, in the method of studying Earth Science, teachers emphasize the importance of practical work activities. During the practical work activities, the learners are trained to learn by themselves by means of allowing them acquire direct experience in dealing with various natural phenomena and objects on the earth in which the human beings live. From the aforementioned idea, the author made the conclusion that the practical work activities can be concluded as the core of Earth Science Education in the U.K.

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A mathematical proposition is usually constructed in the following order: (1) Idea construttion. (2) Expectation of the proposition based on the idea. (3) Proving of the expectation. Therefore, we may say the mathematical proposition and its proof are completed simultaneously in most cases. In an ordinary math class, however, a proposition and its proof are not constructed in this way. Obviously, it is very important for the students to create an idea in order to construct a proposition and its proof in the above-mentioned process. In this paper, we show a new teaching-learning process on the proposition P, which is made up of the following steps. (Step 1) By solving the simple given problems (Q_n), the students unconsciously make preparations for the concepts (C_n) and thinking fields (Fn) necessary for idea-constrution of P. (Step 2) By combining (C_n) with (F_n) in various ways, the students construct an idea I, which develops into P. (Step 3) The students construct an expectation of P on the basis of I. (Step 4) The students construct an idea I^*, which develops into the proof of P. (Step 5) The students construct P and its proof on the basis of I and I^* respectively. The main purpose of this paper is to show the new teaching-learning process which will be able to allow wide differences in students' achievements.

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The importance of the mutagenic effects of certain chemicals around our environment needs to be emphasized. An experimental system suitable for demonstration in upper secondary school is described. The system uses bacteria to demonstrate DNA-damaging capacity and mutagenicity of certain chemicals. We used a pair of DNA-repair-deficient and DNA-repair-proficient Bacillus subtilis system, H17/M45, for screening the chemicals having the DNA-damaging capacity. The susceptibility of Bacillus subtilis H17 was compared with that of M45. The test chemicals were applied onto paper disks and placed it on the agar plate that streaked on the bacteria. To screen the mutagen, we used the Escherichia coli WP2s which is a DNA excision repair deficient and tryptophane requiring strain. We observed the ability of certain chemicals to induce reversion in this system.

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The manner in which people evaluated evidence to assess probabilities has aroused much research interest. This research has identifies several judgmental heuristics which are associated with characteristic errors and biases. The asymmetry between causal and diagnostic inferences was observed. In the study, the role of judgmental heuristics in science education was investigated. Results are as follows. 1) Students do not use mathematical rules to evaluate conditional probability in biology and earth sciences filed. 2) Students infer past from present with greater confidence than present from past. Students infer future from present with greater confidence than present form future. 3) Students infer effects from causes with greater confidence than causes from effects in general. This tendency hold good in biological fields, also. But, Students infer causes from effects with greater confidence than effects from causes in earth sciences fields.

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CAI has been widely administrated in schools and companies. In the vocational region in Japan too, the training method introducing CAI had been regarded as political level since 1985. As the related matter, it is desirable to learn the trainees' impression on the sophisticated method. We here execute a consciousness survey of CAI which was forwarded to the trainees in several vocational training facilities. The topics of the courseware were "programmable controller", "moment in physics" and so forth. Based upon the data, we extract the characteristics of the impression, which will suggest the viewpoints on the way of introducing CAI to the vocational training.

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