"Chemistry: A Modern Course" is a high school textbook which is very widely used in America. The author examined what differences there are among all editions ('65, '68, '71, '75, '79, '83, '87). The textbooks were analyzed from the viewpoint of Science/Technology/Society. Many changes are made not only in pure science aspects but also in social science aspects. The materials which involve value judgments are not appended at the back of the text, but interspersed throughout the text. These materials do not dilute the level of the text, but will serve to build student's character.

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To make clear the relation between school science, particularly the strata observation and cognitive style , we carried out the investigation of achievement test in science, Conceptual Style Test and the strata observation on photographs. They are for 164 students enrolled in a public lower secondary school. From the results of these investigations the following facts were elucidated. 1. There is a relation between science and cognitive style. But, science is not all related to 7 varieties of cognitive style. It is clearly related to cognitive style of "Flexible coutrol-Constricted Control", "Field Dependent-Field Independent" and "Cognitive preference". 2. In the strata observation for making use of photographs, there is an especial influence of "Field Dependent-Field Independent" in cognitive styles that are clearly related to science. 3. As a concrete tendency, students whose cognitive styles are field independent point out many observable facts at the place where they can observe microscopically. Students whose cognitive styles are field dependent point out many observable facts at the place where they can observe macroscopically. 4. Students, points of observation in free strata observation for making use of photographs are large in number as compared with on real field.

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This paper describes a new type of instructinal material that will facilitate children's thinking during a laboratory activity. We developed a technique to represent relations among experiments and concepts diagrammatically. We called the diagram the concept map for laboratory work. It is based on the node-link structure. A node represents an experiment or a concept and a link represents a relation among them. Each experiment node has a blank to fill with findings. By using the concept map for laboratory work, a child can identify concepts which are relevant to experiments and collect findings. Test results were: 1) 84% of the 42 children in the 6th grade could use the concept map for laboratory work correctly; and 2) in the questions on discussing results of experiments, children with the concept map for laboratory work made a higher mean score than children with notebook did signficantly. Findings in the test suggest that the use of the concept map for laboratorry work facilitate to retrieve relevant knowledge and to relate it with results of experiments.

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Teacher traning curriculums of universities are organized by major subject studies and education-related subjects that the Educational Personnel Certification Law provides. The doubts about the twofold classification and the study of the new duties of sciens ecucation motivated me to establish a new lecture that was managed with the collaboration of the teachers of major subjects. This lectuer had a purpose of systematizing the connection between major subject studies and education-related subjects. After the lecture has been carried out for two years, I could admit that it was established as a new style of lecture in teacher traning colleges and that it can be applied to the lectures that will be managed before and after teaching practice.

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