In this paper, the authors attempted to discuss science education prepared by the Chinese Normal Department of (old) Waseda University for the chinese students started in 1905. The following results were found in this study:(1) The Chinese Normal Department, being a special educational institution that simulated the conditions of China, had concentrated on training science teachers who upon graduation would return to China to contribute to the promotion of science education. (2) Comparing the objectives of the training programs for teachers of Physics-Chemistry and Natural History with that of Tokyo Higher Normal School, the Chinese Normal Department seemingly had stressed the teaching of scientific knowledge over the teaching of professional knowledge. (3) The department had employed professors and graduates as lecturers from Tokyo Imperial University. They had conducted experiments in the fields of Physics-Chemistry Studies and Nature History Studies, and (old) Waseda University had arranged the enviroment, for experimental activities in financial difficulties.

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It has been proposed that children's preconceptions can influence their progress in the initial stages of learning electrical concepts in the context of electric circuits. But little is known about the ideas children have about electric circuits beyond these early steps and how to utilize children's ideas to teach them these scientific concepts. The purpose of this study was to investigate the children's comprehension after being taught by conventional instruction, and to propose a new teaching strategy. For this purpose, we conducted research and instruction on a third grade class, lower secondary school. The following results were obtained: (1) On the learning of electric circuits, the children made superficial progress in learning to calculate the intensity of electric currents, voltage and electrical resistance by using scientific laws; at the same time, the children developed a "traffic flow model" of electric circuits. It is not easy to exchange their traffic flow model with the scientific model. (2) To exchange their traffic model with the scientific model, it is useful to use a two step teaching approach: First to enrich the children's knowledge and, second to use "the method of restructurization" that restructures those ideas learned in the first step.

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The purpose of this research is to clarify error recognition here related to the identification of elements. It is common for junior high school students to group bad technique, unclear reasoning and even simple mistakes under the umbrella of "Error" when drawing conclusions in laboratory reports. We call this tendency "Subjective Error", because students know neither the definition of statistical errors and systematic errors, which should be called "Objective Error", nor how to discriminate them from experimental mistakes. By means of a questionnaire investigation of junior high school students, the features of "Subjective Error" in the identification of elements were as follows:(1) Each student chose an allowable range of error, and based on this choice, determined the element's identification.(2)When only the density of one element was given, each student set the allowable range to either side of the given value.(3)When several elemental density values were given, students tended to pick one of two ways to set ranges. In the first case, the same allowable range as mentioned above(2)was chosen. In the other, the alowable range was influenced by neighboring density values and was expanded towards them.(4)The allowable range increased with an apparent increase in students' uncertainty of identification.(5)These features are also observed in error recognition by University freshmen.

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Current report of cases documented thus far. From May 1997 to March 1998, computer-science related classes were provided for students enrolled in junior high school students who were unable to attend regular classes at their home schools. The classes were provided through a distance education system using PC conferencing connected via ISDN circuits between Meisel University at Hino-city, Tokyo and the students' alternative school provided by the city. In this case, Meisei University has been working with the city of Ichikawa, Chiba Prefecture. These students were able to receive education from Meisei University teachers and their own instructors at their alternative school. At the year-end conclusion, we found that by using a distance education system, those students who refused to go to their regular school could develop a growing interest in computers.

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We developed teaching materials on environmental education using computer measurement with a handmade colorimeter. In this study, we examined the use of suspended particulate matter (SPM) in the air as teaching materials. We firstly developed a simply manufactured suction pump and a reflection-type colorimeter to measure the SPM quantitatively. Subsequentry, we conducted a practical science class in the junior high school by using the newly developed teaching materials. The result shows that these teaching materials are effective for inquiry activities on environmental education. Also, students can be expected to improve their awareness of environmental preservation and environmental problems through experiencing these measurement activities. Moreover, in a survey of the effective aspect of the students' experience, the result obtained was that approximately 90% of the students thought that the activity was enjoyable or slightly enjoyable.

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We have discovered an effective way to observe the meiosis of Zebrina pendula. There are about10 buds in one inflorescense, 5 on the right hand (R1, R2, R3, R4, R5), 5 on the left hand (L1, L2, L3, L4, L5). Each bud grows alternately into the next stage for 2 or 3 days. After the top bud (L1) on the left grows into a flower, the top one (R1) on the right grows into a flower 2 or 3 days later. In this way, all the buds flower alternately one after another. This method can be applied to Zebrina pendula var. minor as well as Zebrina pendula (2n=24). We found that Zebrina pendula is a good material for students to observe the meiosis by this method.

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The purpose of this study is to prove the relationship between integrated study and existing subjects from the viewpoint of the pupils. Nine integrated-study units provided by Akashi Junior High School Attached to the Faculty of Human Development at Kobe University, as a pilot school for the Cross-curricular approach, are examined. The survey, using a questionnaire, was conducted among 39 pupils in the 7th grade, 39 pupils in the 8th grade, and 40 pupils in the 9th grade. Analysis showed that pupils consider six units are related to multiple subjects. The study proved that the Cross-curricular approach planned by the instructors has been realized from the viewpoint of the pupils.

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