Recently, many computer software are developed for school science courses. Authors planned computer program to indivisualized learning course in secondary school chemistry. Students are difficult to understand the invisible particles or chemical phenomena, such as atoms, molecules and ions. So, authors made many imaged scenes or frames of moving particles through computer graphics using FCAI authoring tool. Each student studies one of the eight courses which have been developed to help their learning of ion concepts. This program might be useful for feedback aids of learning aftbr activity-centered science class.

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Research on new employed teachers' consciousness of practice teaching was carried out by questioning on 100 teachers of primary and junior high schools in Tsukuba city. From the answers to the questionnaire, we suggest a way for improving the practice teaching. 1. Teaching ability is formed gradually in educational experience. Then, practice teaching should be had not only once but several times at suitable intervals. 2. In pre-training for practice teaching, actual classes should be taken as its materials. 3. It is true that teaching skill needed for general classes is very important. But content of practice teaching should share both the skill of aiding individual learning and that of evaluation. 4. We should include skill toward students' guidance and Home Room management in our practice teaching.

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In this article, firstly three orientations of studies about concepts of living things were reviewed and criticised, and a new direction about the study was given. Secondly, the history of the national educational objectives about living things were anaIysed and categorized. Finally; a new direction of the instruction involved the concern and interest about living things was examined.

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TThe purpose of this study is to recognize irrational reasoning strategies in physics problem solving process toward reconciliation of scientific concept and discrepant procedurdl knowledge. The aim is to enhance students' reasoning ability not by accretion of physics knowledge, but by training metacognitive function to keep the reasoning protess rational. 22 subjects who are all physics major college students taking a secondary science teacher training course participated in interview test. Every two subjects, totally 11 pairs, tried six physics problems concerning 'balancing' through discussion among subjects. We have an procedural knowledge that the balance beam should get horizontally when the products of the weight and the distance from fulcrum in each side are equal. It has discrepancy from the view of physics, however. To solve the six problems correctly, they have to understand the role of the physics concept 'center of mass'. How they will reason these problems? Main findings are ad follows: (1) Since most subjects, though they are physics majors, had believed the procedural knowledge undoubtedly, changing the mind was very hard for them, or not happened. (2) The process of reasoning are often the means-ends analysis in which the goal is decided before reasoning start to find the thinking route backward. (3) In order to protect their beliefs, solvers used various irrational reasoning strategies such as obeying 'a priori' proposition, making 'ad hoc' proposition, using analogies, compromising, claiming nonsense, maintaining theoretical consistency, and distorting physics principle. (4) The social interaction among solvers through discussion could be used to drive the reasoning process not only rational, but also irrational.

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It was the aim of this study to classify the computer usage in elementary schools. A survey on instructional use of computers was carried out involving computer leaders in the school in 1991. The 105 elementary schools mentioned above were selected from 37 prefectures in Japan. The Classification of the 250 items concerning the usage of computers was undertaken by using cluster analysis. The usage of computers in elementary schools were classified into two clusters, namely the CAI and the Tool. The Tool cluster accounted for 58% in the total usage of computers. And as subclusters, the CAI cluster was subdivided into three kinds, namely the Drill, the Tutorial and others. The Tool cluster was subdivided into five kinds, namely the Simulation, the Reference, the Organization and the Presentation, Supplement and Self-Expression. The findings showed that the characteristics of the computer usage subclusters became largely different according to the subject. The relationship between the items concerning the effect toward learning and the 8 subclusters was analyzed. It was clarified in this study that the effect greatly depended on the usage.

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A new computer system for three-dimesional (3D) space understanding is presented. Its purpose is to develop a toy system on a graphic workstation with Computer Graphics (CG) and Virtual Reality (VR). In this system, we can (1) generate arbitrary shaped blocks, (2) move to any debired location and (3) see them from arbitrary directions by using mouse device. In this article, we described fundamental functions in our system for operating virtual blocks. These functions could support 3D space understanding for infant education.

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