Kneading Board is a system that assists learners' emergent division of labor in the form of collaborative learning. In science education, collaborative learning is attracting the attention of many teachers who are attempting to use it through information technology. Kneading Board enables semantic network representation similar to that in conventional systems for concept mapping, with enhancement of collaborative creation and cross-referencing features. It can be assumed, therefore, that teachers can make effective use of Kneading Board in science classes. In this study, to examine the effectiveness of this system, we conducted a experimental lesson and analyzed learners' practices. Kneading Board was introduced into a class of 38 sixth-graders in an elementary school affiliated to a university. The lesson, "Anatomy and Physiology of the Human Body," took a total of 15 hours. Two or three learners shared each PC, and four or six learners collaboratively created a semantic network. Various types of data were collected from the class, and then analyzed. We obtained the following three findings : (1) Analysis of operations recorded by the system revealed that learners frequently used Kneading Board's ability to assist in collaborative creation and cross-referencing ; (2) Analysis of video records of learners' verbal and nonverbal actions revealed that various features of Kneading Board assisted in the emergence, maintenance and reorganization of division of labor ; and (3) Analysis of answers to the questionnaire and interviews revealed that learners were using Kneading Board happily and recognized it as a useful and easy-to-operate learning tool. They highly evaluated that through the use of Kneading Board, they could increased their awareness of each other's collaborative behavior.

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We used a form of practice which annotaes student's "noticing" into photographs taken using a Mobile Learning System, and examined how the reflection of nature observation would be changed by this activity. Mobile Learning System was used 3 times. Pupils took 118 sheets of Annotated Photos, and 77 sheets of Normal Photos. A total of 195 sheets were taken. The annotation on a photograph is classified into text and sign information. The text is recording the "name" of the subject currently observed. The text is also recording many feelings, such as a "state" about vision, a "form", a "color", a "tactile sense", or "hearing." A sign is using an "enclosure" or an "arrow" and emphasizes the portion which takes the lead in "noticing." Pupils are also using onomatopoeia in the limited space, because this is the method of expressing one's "noticing" exactly. Comparing Annotated Photos and Normal Photos, show that Normal Photos are excellent in reflecting visual information whereas, Annotated Photos have an effect on the reflection of many feelings of not only vision but others. Pupils recollect "noticing" without annotation to Annotated Photos.

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This study aims to examine the relation between objects and counting during the process of learning subtraction based on ten-structure. I confirmed how calculations are gradually mastered based on ten-structure by the use of objects through the introspective observations of 1^<st> grade elementary school students. Depending on the type of objects used, children use counting as a device or use methods other than counting to carry out calculations. In subtraction, when children make a judgment that counting using objects is possible, they rely on calculations based on counting. When children decide that counting using objects is not possible, they convert to methods based on ten-structure by using retrieval or mental calculation. I present the idea of a strategy conversion model by using different objects.

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In this study, I examine the arguments of instruction for responsible environmental behavior (REB) in environmental education in the U.S.A. The following subjects are considered : 1. Relationships between REB and other environmental education goals It is widely thought that REB is the ultimate goal of environmental education, and that REB is achieved in parallel with other environmental education goals. 2. Relationships between REB and contributing factors Many studies of contributing factors of REB found some major factors, such as environmental sensitivity, locus of control and knowledge of action strategies. On the other hand, criticism of these studies exists. 3. Contents of REB found in excellent curriculums in the U.S.A. REB is to be categorized by persuasion, consumerism, political action, and ecomanagement. I review strategies for promoting these categories of REB. 4. Relationships between REB and education reform. In the environmental education community, REB is thought of as an effective tool for education reform. Finally, I make some suggestions pertaining to environmental education in Japan.

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Recently, the Japanese government is planning to develop science communicators. A science teacher might be a science communicator for students at school. But s/he is not a science communicator for their parents. The purpose of this case study is to develop a good practice for an in-service training for a science teacher to acquire competence as a science communicator for the parents, and assess the development of her competency as a science communicator. This practice is developed in partnership with science museum staff, university staff, and a junior high school science teachers. The practice has four phases : (a) indoor training at museum, (b) outdoor training, (c) discussion of the teaching plan for "Katei-Kyouiku-Gakkyu" (Home Education Class : Japanese popular educational activities for students' parents held at schools) by a junior high school science teacher, and (d) implementation of "Katei-Kyouiku-Gakkyu." These phases were designed to cultivate a teacher's pedagogical content knowledge of teaching parents in the school. According to the result of assessment a science teacher developed as a science communicator successfully.

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