This study aimed to develop a new instructional approach to learning quantity ratios of aA to bB such as speed and density in 6^<th> grade mathematics. Instead of evaluating one quantity per unit of the other, coherent variation of aA and aB in a table or a number line was adopted as 1A/B, the ratio unit, to measure the quantity ratio as (a/b)×1A/B. Based on this expression, a learning module was designed that included activities with numerical tables/lines, glassy marbles on cards and powdered drinks to be prepared. Experimental instructions were given to individuals through micro scale teaching and to a 26-member class. This approach facilitated children's evaluation of the quantity ratios, conversion of units and problem-solving.

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Shimizu (2003) has pointed out that when a child studies leaf arrangement, study through model-making reveals more rules to the child than study through sketching. This research looks at why this is so. The research focuses on differences in understanding of the outside world from different view points (model-making vs. sketching), in particular on the effect of interaction between individuals studying in small groups, how natural discussion arises between the children studying and the effects of such discussion. Analysis of the childrens' conversation showed that children in the model-making group talked more often and at greater length than those in the sketching group, and that their conversation more often concerned the rules of leaf arrangement. These results suggest that an environment where students can see each others models promotes learning, and is effective for assisting the discovery of scientific concepts. Sketching is often used to encourage close observation at elementary and junior high school level. However, as it is difficult to sketch accurately, and sketches are often lacking detailed information, it may be necessary to reexamine the guidance given on use of sketching in schools.

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This paper describes the assessment of our science e-learning site 'Science Net', which elementary school students have used for one year. The findings show that it is not only being used for checking lesson content but also for asking questions, and lesson revision searching for science information via a bulletin board system (BBS). In addition, users who have used it for checking lessons tend to score higher than non-users in the self-regulated learning strategies in the Motivated Strategies for Learning Questionnaire (Pintrich・De Groot 1990), in terms of 2 of the cognitive strategies (When I study for a test, I try to put together the information from class and from the book, etc.), and 4 of the self-regulations (I work on practice exercises and answer end of chapter questions even when I don't have to; when I'm reading I stop once in a while and go over what I have read, etc.).

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The purposes of this study are: 1) to investigate how third graders in elementary schools in Japan recognize the phenomenon of "parallel shadows of objects blocking direct rays of the sun"; and 2) to identify the essential knowledge and thought needed for the students to recognize the phenomenon in school science learning based on the findings of an investigation of their recognitions. The findings of this study were as follows: 1) less than 10% of the elementary school third-graders had a scientifically correct understanding of the phenomenon; 2) there were more 30 kinds of scientifically wrong answers among the third graders; and 3) nine items were identified as knowledge and thought required for recognizing the phenomenon.

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The aim of this study is to examine the usefulness of individual student experiments using a polarizing microscope during science classes in a lower secondary school. In this paper, we report on practice of observation of igneous rocks. We gave a polarizing microscope and two rock slides prepared for the polarizing microscope to each student. We asked them to observe a biotite-granite slide and a pyroxene-andesite slide. We analyzed changes concerning their interest and their understanding. The findings of this study are as follows: students studied with dedication during this class. They understood the rock structure of the granite and the andesite better by observing them with the polarizing microscope than with the naked eye. After this experiment, there were many students who showed more interest in rocks and minerals.

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The purpose of this survey is to verify students' understanding of environment and energy education at the early stages of entrance into junior high school. A questionnaire was given to 100 students. The information learned by watching TV and from integrated studies had been previously the biggest opportunity for the students to study conservation. Students in these familiar surroundings want to learn by experience and through observation and experimentation. Although students recognized the importance of studying of conservation, they were not highly motivated to study. The tendency of not wanting to grapple with energy saving and environmental measures because it makes life were inconvenient was stronger in the female students (p<0.01). Learning by experience needs to be promoted using integrated studies in order to improve the understanding of the importance of conservation.

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