Some studies show that the meaningful reception leaning using advance organizers is effective for student's scholastic achievement. Adnance organizers are divided into explanation organizers and comparision organizers. I investigated which advance organizers are effective. I studied “ Power and Movement ” of science, this time. It was significant that explanation organizers are more effective than comparision organizers for students to take in new leaning contents in cognitive structure.

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The purpose of the study was to examine how the circulation of thinking in the process of creative thinking when solving technical problems. To do this, a problemsituation test was administered and the following four points were observed. (1) The circulation of thinking for ideas begins with either “idea creation,” or “generalization.” (2) When the beginning element of a simple and difficult problem are compared,the tendency toward “idea creation,” or “generalization.” is different. (3) At each stage of the problem solving process, before developing an idea, after deciding on a purpose, before producing a solution and after deciding on a method, the beginning element of circulatory thinking for ideas tends to be different. (4) What beginning element of circulatory thinking is used depends on each person's thinking style.

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The purpose of the research reported here was to devise prototype instructional materials for developing the skills deemed important for solving problems on the basis of data. First, three basic phases of problemsolving were extracted from the “QC story” commonly used to solve problems in the workplace, and these were proposed. Next, they were used to construct a framework for problem-solving based on data. Then, instructional materials were composed of a problem situation (setting) and a teaching plan, and a prototype of it was developed. Finally, guidelines for developing such instructional materials were created.

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The purpose of this study is (1) to analyze the way of introducing modals and quasimodals in grammar-based reference books published in Japan, and (2) to investigate how accurately university students can use them in different contexts. The modals (must, can, will) and their counterpart quasi-modals (have to, be able to, be going to) were focused upon in this study. The results showed that reference books tend to overgeneralize the different usage of modals and quasi-modals. This finding may help to explain why learners cannot distinguish them precisely. There appears to be a trade-off between retention of (quasi-)modals and understanding them accurately and precisely.

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The purpose of this paper is to find out the characteristics of social approach to teaching in science education from the viewpoint of teaching “Nature of Science”. In this study, the subject for study was SATIS16-19 in England, including textbooks, teacher's guides, in an analysis. As the result of the analysis, the following three points were found out; 1) The contents of “What is Science” centered on the function of scientific knowledge. 2) The contents of “What is technology” centered on the definition of technology and the sociocultural background of technology. 3) The instructional materials consisted of four elements. For elements were “Activity”,“Discussion”,“Further study”,“Summary”.

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The aim of this study is to clarify characteristics of a functional view into the liner equation with two unknowns in textbook. For the aim of this study, we theoretically analyzed an activity that students must transform the view of the liner equation in textbook; from “equality” to a “functional relationship”. As a result, this paper identified two way of functional view into the liner equation. And a new hypothesis was caused from the result of analysis in this paper.

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