The concept of the "amount of a substance" occupies an important position in modern chemistry, and it is necessary to understand quantitative relations in chemical reactions. However, the concept is very difficult to understand for senior high school students. Several teaching aids have mainly been employed by some school teachers and science education researchers in order to provide a better understanding of the concept. But it is known that Japanese high school students do not like the term "mole". In this paper, we first clarify the problem based on the historical background concerning the concept of the "amount of a substance" and describe the adoption of the SI unit to improve the situation. Second, the types of descriptions of the "amount of a substance (mole)" are investigated in high school chemistry textbooks. It is also clarified in this paper how chemistry education has been influenced by the academic transition from the amount of a substance to the unit "mole". Appropriate treatment of the concept is then proposed by the authors through consideration of the above results and the introducting the concept of particle picture of substances.

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Positive changes have been observed in pupils' "interests in science museums" through activities of single-visit programs. In this paper, factors of change in attitude of pupils in the program are analyzed from the viewpoint of learning resources in science museums. Firstly, it is shown that there are two kinds of learning the resources at science museums useful for schools, which are "objects" and "staff expertise." Then, relationship between learning resources in science museums and changes in attitude of pupils is examined. Finally, it is statistically shown that pupils' "interest in science museums" is affected by learning resources.

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The purpose of this study is to present the results of an analysis of the most recent Japanese survey of the public understanding of science and technology (PUST). It focuses on the effect of the Japanese science curriculum on public knowledge and the awareness of science. To examine the effect of curriculum revision, the study compares the level of PUST among several curriculum cohorts. The results are as follows: First in Japan, the structure of the public interest in science and technology can be characterized by the constructs of "general interest" and "life vs. science orientation". Second, in controlling the level of general interest, Japanese youth are more oriented toward science and technology issues than the older generation. Third, despite public debate on "lack of PUST of the Japanese younger generation", they in fact have a better understanding of science and technology. In conclusion, the study suggests the importance of the "general degree of interest" in Japanese society as well as the overt dissemination of scientific knowledge.

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Two kinds of programs were prepared to teach undergraduate students about the relationship between the global environment, society and environmental conservation. One was an interdisciplinary program explaining the environment from the viewpoint of natural and social sciences. The other was related only to natural sciences. Results from a questionnaire given to the students after the lectures indicated that the former is more effective than the latter in providing students with an understanding of the relationship between the global environment and society. Furthermore, more students in the interdisciplinary program answered that they would place environmental conservation above personal convenience.

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Almost all of the high school chemistry textbooks in Japan define the mole as a group of particles whose number is equal to Avogadro's number, and 'chemical amount' is interpreted as a quantity that is measured in terms of the mole. It is well known that in this learning process high school students do not understand 'chemical amount' as a physical quantity. This paper introduces the concept of 'chemical amount' to high school students by way of learning stoichiometry. The essence of this method is one-to-one correspondence and no use of the Avogadro constant. Consultations with 119 and 79 students in 3 and 2 classes, respectively, have shown that this learning process is effective in school practice.

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This purpose of the present study was to design science classes in which forth-grade elementary school children could change a clashing model applied to a simple electric circuit. More specifically, it focused on how group members solve problems and change a clashing model together and/or individually. After two experiments with a motor and a simple galvanometer, group members' interaction was analyzed. The thinking activity to change a clashing model in cooperative learning would proceed as follows: First, a clashing model was transformed into a modified clashing model, because of a conflict between the clashing model and the data detected in the motor experiment. Second, a modified clashing model was transformed into a scientific model, because of a conflict between the modified clashing model and the data detected in the simple galvanometer experiment. Finally, individual group members' knowledge was internalized and changed the clashing model through cooperative knowledge reconstruction.

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Although it is important to enhance active learning among students, one cannot deny the fact that teachers still play a pivotal role in media-assisted classes. At the majority of schools, teachers trained on media use provide their students with detailed instructions on how to use media in the learning process. In the present study, we created a classroom environment in which students others help and learn from each other through the use of electronic media, without receiving any instructions from teachers or appointed student leaders. The purpose of this study is to record and analyze the interaction patterns during such classes and to explore the effect and possibilities of media-assisted education that does not rely on teacher's instructions. The subjects were fifth-grade students in the social studies class who were novice computer users. They were given an assignment every two weeks during a two and a half-month survey period. A total of four assignments were given out. Students had to complete each assignment through interaction with their classmates and the use of electronic media, without receiving any instructions from their teacher on either how to use computers or what kind of media to use. During the survey period, the teacher made a participatory observation of the class as the students worked on their assignments. The students made reports on each of the assignments. Students produced different reporting styles for the different assignments, which can be categorized into the following four types: 1. Poorly-organized reports containing a jumble of collected information (poorly-prepared reports) 2. Well-organized handwritten reports containing selected information and the student's comments (well-organized handwritten reports) 3. Computer-printed reports containing selected information (well-organized computer-printed reports) 4. Well-organized reports consisting of handwritten as well as computer-printed papers (well-organized multi-style reports) Furthermore, the teacher recorded the number of times and the reasons why students stood up from their seats to walk around the classroom. The results show that the more the students got used to the new learning environment, the more they moved around the classroom to gather new information. In this type of classroom environment, the teacher played an important role in helping students understand how other classmates were progressing. The results of the present study suggest that even without instructions or assistance from the teacher, students can learn from each other and produce well-written reports on their work. In media-assisted classes, teachers should not only ensure that students become aware of other classmates' progress but also strive to create an environment in which students can actively interact with each other to learn from one another.

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The Ministry of Education, Culture, Sports, Science and Technology of Japan says that it is necessary to strive to improve educational facilities in outdoor activity centres for promoting environmental education and integrated studies. However there are few centres which have sufficient facilities for education. The Field Studies Council (FSC) in the UK provides a wide range of field courses for both school children and adults. In 1999, they had 13 field centres in England, Wales and Northern Ireland. Each is a delightful place in a rich and varied part of the country. Many FSC centres are historic buildings that have been a focus in the development of the landscape and environment of their neighbourhood. For example, the centre buildings of the Flatford Mill field centre are instantly recognisable since they feature in many paintings by John Constable. All centres have lecture rooms, laboratories and a library with a wide range of environmental journals and other publications as well as computers for the analysis and presentation of data. Each residential centre has comfortable accommodation mostly in a mixture of twin and shared bedrooms or small dormitories. They also have a dining-room, a drying room, a shop, and places for relaxation and recreation both in and out of doors. This article suggests some ideas on how to improve our outdoor activity centers from the point of view of learning environment and facilities with FSC field centres.

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