The purposes of this research are to make a crown-shaped escapement formula stick temp clock, which is an early mechanical clock, examines its characteristics and to use it as teaching materials for further study and exploration. A crown-shaped escapement formula stick temp clock was developed as an old Japanese style clock in the Edo era. It has interesting mechanisms. This kind of clock can be made easily and cost-effectively using a plastic bottle (pet bottle), and with this, the clock's mechanisms can be easily understood. The results shows that the square of the natural period of the pendulum (stick temp) is proportional to the moment of inertia and is inversely proportional to the size of the torque which turns a crown-shaped cogwheel. This is proved through experiments. Therefore, it is concluded that the speed of the clock can be controlled by changing the weight of the pendulum and the weight of the torque. The clock, which can be made easily and whose characteristics can be examined, seems to arouse students' interest, and is thus suited for (teaching) materials which further their studies.

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We developed a concept mapping software to reconstruct learning processes. The functional features of the software are the following two : a learner can (a) play back all the creation processes of his/her concept map, (b) improve his/her concept map anytime. The purpose of this study is to anylyze the effects of playback and improvement function on learner's reflection and dialogue about their learning processes, through desigaing an experiment where learners use both this software and a software which has this function deleted. In hte experiment, 40 undergranuate and grduate students were paired. They reflected on their own thinking processcs of concept mapping on "genetics" and "photosynthesis nad breathing" and explained the thinking processes to each other. They were asked to evaluate the reflection and dialogue in a questionnaire and interview. Analysis of their responses reveal that most of students evaluate highly reflection and dialogue using the software with playback and improvement function from all viewpoints.

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The relation between metacognition and problem-solving has been attractiong attention, and further clarification of the role of metacognition in problem-solving is required. Metocognitive skills play an importan role in experiments, Which are the major problem-solving activities in science lessons. However, Studies focsing on the realtionshi- between experiments and metocognitive skills seem to be rare. In order to explore cducational strategies to nurture metacognitive skills, this study attempts 1) to compare the use of questionnaires with interview techniques for measuring metacognitive skills, and 2) to describe the effects of metacognition in experments by comparing the results of experiments and the success failure of monitoring and control by the learners. This study fails to demonstrate a meaningful correlation between the use of questionnaires and interview techniques, but it does show that successful experiments require "repeating" and "modification of the hypothesi/plan" cause by the failure in monitoring and control.

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This research examined the conditions that arc necessary for lower secondary school students to use the discovery function (DF) of proof that enables us to make new products (propositions, proofs, conceptions, and assumptions etc.) with proofs. In conclusions, three kinds of conditions are necessary:(a) the condition of an original proof, (b) the conditions of a problem to make products with the original proof, and (c) the conditions of a student's activity to use the DF of original proof. In Section 3, to prepare a theoretical framework, the following two questions were considered:(a) "What is the DF of proof?," (b) "Why should we take the DF seriously?,". Then, the following three viewpoints were specified to discuss how lower secondary school students use the DF: an original proof, a problem to make products with the original proof, activity to use the DF of original proofs. In Section 4, the design of an experiment that observed the activity of two groups of lower secondary school students to use the DF was described. Based on the products, the conditions to use the DF and the need for referencing such conditions on students' activities were discussed in Section 5.

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Salt, which is produced by mixing an acid solution with an alkaline solution is generally soluble in water. The existence of salt was proved by observing crystals produced from evaporating or cooling the reaction solution. On the other hand, the problem of acid rain is an important item of scientific study regarding the destruction of the environment. The fact that sulfur dioxide and nitrogen oxide change into sulfuric acid and nitric acid is explained in the textbook at senior high school, but an experiment to explain how it is changed is not carried out. The author has already shown that crystals of sodium carbonate produced by the reaction of carbon dioxide with sodium hydroxide solution can be observed through the microscope. This time, the author reports that crystals of salt produced by the reaction of acid gas, except carbon dioxide, with an alkaline solution, can be observed easily, and that the items of salt formation by neutralization and the process of acid rain can be more easily explained in the chemistry class. As a result of determining the pH of rain at school when we studied the acid rain, the pH value of the rain here in Soja was larger than 5.6.

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The purposes of this research are the following two points. Firstly, the animal concept of junior high school students before and after learning is made clear. Next, methods of fostering the students' scientific concept are developed. The results of this study can be summarized as follows. (1) Even after learning, criteria by which students judged animals were based on external form, using such criteria as "they have eyes" "they have hair" and "they have legs". Furthermore, there were many students who cited characteristics common to all living creatures. On the other hand, there were few students who made judgments based on hctcrotrophy. with criteria such as "it eats". From these results it can be seen that the animal concept cannot be fully learnt with the usual methods of instruction. The development of a new method of instruction is necessary. (2) The following was realized from class experiments. Even if students discuss together in small groups, their discussions may not be effective. Students do not change their own ideas as a result of group discussions. In order for many students to understand the animal concept it is necessary to collect information, which should form the basis of student discussions. According to the results of class experiments, it is most effective when the following four stages are incorporated into class instruction in order to form a scientific animal concept. Stage 1:The presentation of the problem. Stage 2:One's own thinking is made clear, for this purpose group discussions are held. Stage 3: Information is collected; for this purpose relevent literature is researched. Stage 4: Examination of one's thinking: for this purpose group discussions are held again.

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Seed plants propagate by sexual and asexual reproduction. This study investigated to what extent undergraduates and junior high school students understand the merits of sexual reproduction of seed plants. Subjects were asked why the seed plant propagates by seed while it propagates ascxually by subterraneans. Many of them pointed out the extension of the habitat of the plant as a main merit of reproduction by seed. Only about 20% of the undergraduates and 10% of the junior high school students pointed out the variety of an inherited character and the possible chance of adaptation of the plant to various environments. This fact means most of undergraduates and junior high school students do not understand one of the fundamental reason why seed plants propagate by seed. Obtained results were discussed from the standpoint of class work study of science.

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We investigated the characteristics of the children museum "Eureka!" in cooperation with schools as a viewpoint. Eureka! was founded in 1992 and it is a small non-governmental museum. It is a small museum but, there are about 800 visitors from 18 schools in a day. We found five reasons why Eureka! has so many visitors. The first reason is that its exhibitions are connected tightly with the British National Curriuculum, especially for KS 1 and KS 2. Actually, Eureka! appealed to school teachers and parents that their exhibitions be connected with the National Curriculum. This is the main reason why there are so many visitors every day. Secondly, exhibitions are all hands on type, that is. interactive museum. Students are able to learn science through experiences and exhibitions. These are attractive to students for reasons of having these good ideas. For example, not only students can merely touch the exhibitions or push the switches, but they can also learn science through discovery with much surprise and interest. Another characteristics of this museum is that the exhibitions are made colorfully. There are four amazing galleries namely; "Me and my body". "Invents. Create, Communicate", "Things", and "Living and Working Together". Thirdly, they accept visitors by three guide courses: 10:15-12:15. 12:30-14:30, and 13:30-15:30. Every cousc consists of one focus hour with enabler (teaching assistant) and one discovery hour by learning themselves. Fourth, Eureka! is always evaluated by visitors. The results are reflected in the exhibitions. Fifth, there are some detailed information on the corner of galleries for further study.

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