This study examined an effective teaching method to teach generalized and various solution methods for finding the sum of the internal angles of a polygon to fifth graders in elementary school mathematics. Two lesson plans, which were different in the phase of scaffolding, were developed. In experimental class, a figure that presents one method to find the sum of the internal angles of quadrilateral was given as scaffolding, and all the class discussed the solution method, and then tried to find another solution method. In the control class, they were directed to find different solution methods without scaffolding. The following points were found from the result of the post-test. First, the teaching method used in this study for teaching generalized solution methods was effective. Second, the teaching method used in the experimental class for teaching various solution methods was more effective than that of the control class. This means that the guided discovery method is more effective than non-guided discovery method.

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This paper describes ways to use the e-learning system "Science Net," which assists self-regulated learning strategies of elementary school students in scientific education. We focused on two self-regulated learning strategies: "seeking information" and "goal setting and planning." When the students performed the seeking-information and goal-setting and planning tasks in science classes, they accessed Science Net, which contains information about previous science classes. In particular, in their worksheets, they made notes on goal setting and planning for their experiments in the following classes through the information provided by Science Net. They then performed experiments according to their goal setting and planning. After this, the students reflected on their experiments, and wrote down their opinions about the science classes on their worksheets. Based on the results of the questionnaire, we found that the students not only recognized how to understand the key points of scientific textbooks, but also that after the classes they had less tendency to solve only the easy scientific problems. Additionally, only some students understood the importance of goal setting and planning after the classes.

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The purpose of this research is to develop teaching materials for inquiring into the cause of graphical misrepresentations in rose curves of polar equations on the graphing calculator. Firstly, we surveyed the previous research about graphical misrepresentations on the graphing calculator to stimulate students' enthusiasm for learning. Secondly, we developed teaching materials that students used to explore the reason why a graph of γ=10sin100θ is displayed in the same way as a graph for γ=10sin4θ using hand-held graphing calculators. Finally, we analyzed the problem solving methods that students used to clarify potential problems with this teaching material. The following results were obtained: (1) Educational usage of graphical misrepresentations of polar equations on the graphing calculator is a new educational concept that has not been explored in previous research. (2) Students found the cause of graphical misrepresentations in connection with previous knowledge of trigonometric functions from their mathematical activities. (3) We concluded that this teaching material can be used to enhance the understanding of periodicity of trigonometric functions and the discrete nature of the graphing calculator.

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In this paper, we studied animals introduced as teaching materials in forty-eight elementary school science textbooks from the notion of "biodiversity", aiming at development of textbooks that will enhance children's interest in nature. These textbooks were edited by six different textbook publishers on the basis of The National Course of Study, which was revised in 1998, and published in 2002 and 2005. Here, editing of the textbooks published in 2005 were influenced by a partial revision of The National Course of Study in 2003. In this study, we investigated animals (e.g. birds, fishes, and insects) introduced for observations and experiments in different grades under the notion of "biodiversity" from various viewpoints such as species, number, growth profiles in different seasons, timing of laying eggs, emergence, hatching, and birth. The results of the study are as follows: Most animals are suitable as teaching materials for observations and experiments in these textbooks. They are popular species seen in daily lives. They are born in spring and become competent to produce progeny by autumn, and thereby suitable for observation from spring. However, there are several exceptions. For example, "Japanese rhinoceros beetle (Trypoxylus dichotomus)" and "Great purple emperor (Sasakia charonda)" are difficult to find in cities due to shortage of trees, "Black-spotted pond frog (Rana nigromaculata)" is not found in nature over Kanto region, and "Silk moth (Bombyx mort)" can not be seen intrinsically in nature. It is necessary to pay attention to these characteristics when these animals will be introduced as teaching materials in school science textbooks. However, the number of animals treated in textbooks increased generally in the textbooks published in 2005 compared with those in 2002. It will be a favorable change for children to understand the notion of "biodiversity". Finally, an expectation is stated, on the occasion of revision of The National Course of Study in 2008, for the development of new textbooks enhancing the notion of "biodiversity" on the base of strengthening function of textbooks as "learning materials" for children.

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Recently, a number of in-service seminars for teachers have been held to re-educate teachers. It is important to develop an experimental program for teacher education in which the program is consistent with a curriculum and applicable in a wide range of institutions from elemental to high school. We developed a package program with a series of experiments related to table salt. The program includes four chemical concepts; a solution, structure of atom and ion, state of matter, and weight and volume. The program was tried at a workshop for elementary school teachers and evaluated by a questionnaire. The trial program and the results of the survey indicated that the program is appropriate for teacher education.

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It is important that people maintain science communication at places such as museums throughout their lives, and the natural science museum carries an important role in this respect. However, a museum where science communication is developed is not only natural science system. Technology itself pervades in many aspects of human life, and that a general viewpoint beyond field of the studies has developed is a factor. This study clarifies the possibility of science communication in the History Museum in this through a fusion with history and natural science. The reason is that of physics and chemistry wethedology has been applied to the study of history. And therefore to think about human history from relations with natural environment from the viewpoint of environmental disruption has become important. From such techniques and an expansion of the object of historical study, I developed learning resources by fusing history and natural science in the History Museum, and show an example of the learning program and the actual situation of the user. A big problem in science communication is bidirectional communication between researchers and citizens. In this study, I pointed out that science literacy through citizens' active learning was necessary for bidirectional communication in the museum. Science literacy is a learning theory of constructivism and a scientific intellectual power. Furthermore, it involves fundamental skills for learning natural science and history. Science communicators understood these points and emphasized the necessity of learning support.

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