This paper focuses on the viewpoints of a select number of teaching materials considered to be representative of the level of science education in industry. Descriptions of the use of fiber products appearing in upper secondary chemistry textbooks and teacher guidebooks were examined as a representative example, and any changes appearing in these descriptions was analyzed. From the viewpoints contained in the selection of teaching materials, the following information was extracted: 1.A reflection of trends in the fiber industry, 2.The fiber industry's relationship to daily life, 3.Examples of process applications of chemistry, 4.Emerging technological products such as “super fibers”, and 5.Human safety.

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The purpose of the study was to examine what teaching procedure and learning materials in “Technology of Materials and Processing” should be. To do this, a problem-situation test and others were administered and the following points were observed. ⑴ The teaching procedure planned and implemented can expect a fixed effect. ⑵ The instruction which makes a teaching viewpoint acquired is effective to raise all components of the process of creative thinking.

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The purpose of this study is to clarify the content and the structure of self-regulated learning material. Two methods were set in order to achieve the purpose. First, the areas for self-regulated learning were clarified.Second, the way the areas for self-regulated learning were reflected on the materials was studied. As a result, this paper identified the following characteristics of the materials: The knowledge and application were learned by aspiring the mastery models of specific area. To develop the material, the areas for self-regulated learning were clarified and the materials were designed toward the mastery model of reflected areas.

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This paper discusses a theory of compound instruction by Tomoichi Kano, who developed and named compound instruction in Japan. First of all, this studies arrangement of teaching materials in compound instruction by a comparison between “when the same kind and the same level of teaching materials are assigned simultaneously,” “when the same kind but the different level of teaching materials are assigned simultaneously,” and “when the different kind and the different level of teaching materials are assigned simultaneously.” This also argues a means of a combination of “direct instruction” and “indirect instruction” through the process of compound instruction and patterns of the combination.

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This article focuses on “conflict”, which has hardly been focused on so far, and discusses that with its occurrence, which develops mutual understanding between individuals, make them recognize diverse values and deepens their participation in learning activities, it becomes an indispensable component in “lessons exploiting personality”, which has been paid attention to so far mainly in terms of personalization. In which, through a case analysis of life studies “make friends with creatures” on the basis of the Legitimate Peripheral Participation theory by Jean Lave & Etienne Wenger, it has been made clear that the way of synergetic participation of teachers and children will change on the occurrence of “conflict” and subsequently teaching materials will develop.

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