In the preservice training course for the lower secondary science teachers, students are required to study both Professional Education Subjects and School Science-Related Subjects. The purpose of this paper was to clarify the status of the latter on the basis of the Data from 49 national colleges of education. The following are main findings. 1. The number of cfedits required for SS-RS (Schoo1 Science-Related Subjects); Mean: 46.3, Max.: 64, Min.: 40. 2. The number of credits of common required SS-RS; Mean: 21.5, Max.: 40, Min.: 0. 3. The instructional forms of common required SS-RS and the credits of each form; Lecture: 15.7, Seminar: 0.4, and Laboratory: 5.3. 4 The fields of SS-RS; SS-RS are usually composed of physics, chemistry, biology and earth science. But mathmatics, information science (computer science), applied sciences (e.g. electronics, applied chemistry, and horticulture), history or philosophy of science, and pedagogics (e.g. history of science education, educational technology) were included in SS-RS.

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Recently many CAI coursewares have been made, but it could not be thought that all of them are highly evaluated in education. In order to be evaluated highly, here next items are studied on CAI coursewares of high school physics. (1) Nine analyzing systems of teaching materials are proposed to maintain the variety in fundamental skills for problem-solving process in next item and in contents of courseware. These systems are also proposed to find good balance between elements in the skill group and the contents of courseware. (2) Fundamental and concrete 15 skills for problem-solving process in teaching and learning of physics in high school are proposed, because usual teaching and learning in class would be made up of planned and systematic presentation of theme and chain of process of problem-solving. (3) CAI coursewares are made in the form of 5 to 7 stages, because skills for problem-solving process in physics are classified into same stages. Each stage has 4 proposals in menu form. (4) CAI coursewares are made in each division of physics. Each problem has many proposals in menu form and complex contents and is planned to require remembering a lot of fundamental knowledge.Synthetic thinking is necessary to develop the scientific thinking power, so all proposals in menu form in every stages are hoped to be used in learning. (5) The survey in high school shows that these CAI series are effective and students have a feeling that these skills for problem-solving process are useful.

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In this study, the manner in which people integrate casualty semantically was investigated. Subjects (Ss) were two hundred university students. Ss were instructed to memorize a list which is constructed twenty-four sentences. These sentences included four causal or diagnostic sentences.These sentences included four premise sentences also. The recognition test sentences were presented after the interpolated task with the instructions to write yes if the exact same sentence was heard before in the list and no if the same sentence had not been heard. Results are as follows. 1) Sentences were recognized as causal form in general. But sentences which were relate to fossils were recognized as diagnostic form. 2) Causal sentences were more integrated semantically than diagnostic sentences in general. But diagnostic sentences whith were relate to fossils were more integrated semantically than causal sentences which were relate to fossils.

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In this paper, the status of education for the programming language of universities in U.S.A. is presented, analyzing the curricula in the courses of Computer and Information Science of two hundred universities. Especially it is identified that what kinds of the programming languages are adopted for the introduction level, the lower level (freshman and sophomore), and the upper level (junior and senior). Then the relationship among the curricula of programming languages in each level is discussed. In addition, the difference between education for the programming language of universities in Japan and that in U.S.A. is mentioned.

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In this paper, we reported to build up a new system of plant classification and identify plants by using a personal computer. This system could rapidly construct data a stratified structure like a Tree-shape by researching needfully each information to be looking up among some related tables. These tables were respectively consisted of plant characters analysed and extracted from the plant included many characfers in itself belong to the each keyword. The number of the selected keywords are fourteen in this system, that is, 01 (plant name), 02 (family name), 03 (phyllotaxis) and so on. It is a characteristic in this system that a stratified structure like a Tree-shape can be flexibly changed by a kind of the first keyword and also by a kind of the second keyword, the third, and so on. By reason of comparison between a real plant species and a plant picture indicated on the display of computer used this system, in case of both of them being fit, it means that the plant species is identified. Even if the plant kind was limited plants (399 species) of Dicotyledon, the results of identification were good.

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