The newest edition of lower secondary science textbooks in Japan describes the respiration of amphibians by pointing out that tadpoles respire by gills and frogs by lungs. However, recent experimental research has shown that some species of anuran larvae other than Bufonoid begin to use their lungs before metamorphosis, and lung respiration seems to be an accessory behavior to survive in anaerobic water and a rudimentary behavior reflecting the evolution of lung in the ancestor of amphibian. Moreover, the skin has the most important role in gas exchange in early aquatic larvae. Obviously, the statement that tadpoles respire by gills is a misconception. Lung respiration by anuran larvae was discovered in 1931 in Europe, and the beginning of respiration by lungs and the skin prior to metamorphosis and their functional partition in gas exchange were measured in bullfrogs in 1982. Nevertheless, the exact description of the larval respiration of anuran is seldom found in Japanese or foreign science textbooks. The misconception that tadpoles respire by gills in water and frogs by lungs in air seems to have originated in misinformation from science textbooks and in a deductive guess from the fact that most terrestrial vertebrates respire by lungs while aquatics respire by gills. To dispel this misconception, we must correct educational materials and create special teaching plans including physiological experiments on the respiration of tadpoles.

This study investigates the relationship between the theory and practice of environmental education in science education in English primary schools (children aged 5 to 11). For this purpose, official reports, such as "Science ages 5 to 16" (Science Working Group : SWG), "Curriculum guidance series 7: Environmental education" (National Curriculum Council: NCC), and "National Curriculum Science" (Department for Education: DFE) were analyzed, and science classes were observed at three primary schools. The results include the following: 1. From the theory proposed by the Science Working Group (SWG), environmental education helps to achieve two of the five goals of science education: "understanding scientific ideas" and "contributing to students' personal development." 2. The following matters in the National Curriculum Science are required to be taught as environmental matters by the School Curriculum Assessment Authority: Developing understanding of natural processes in the environment Developing care and concern for living things In addition, experiments and investigations are identified as an example of opportunities for environmental education. Therefore, environmental education in primary science does not emphasize the major issues of the day, such as global warming or the destruction of rain forests. 3. Science classes are a good way to obtain the knowledge, understanding, and skills that are necessary for exploring and observing the environment. Topic work and field trips provide opportunities to develop and apply this knowledge and skills. These activities provide opportunities to relate science to other areas of knowledge and skills. Although the theory shown by the SWG is put into practice, greater freedom and flexibility are needed to develop a curriculum that best meets the needs of pupils.

Science education is ultimately related to how the structure of the brain changes through education. However, when the process is examined on the level of modern brain science, elucidation is still very difficult. Nevertheless, since research in this field may be connected to the fundamental discovery of a new paradigm shift, we must actively continue research. The present research project investigates what kinds of waves are observed when a scientific concept is recognized. It focuses on brain waves related to ERP P300/N400 as they appeared in the brains of subjects when they encountered questionable scientific statements. As a result, the following was observed: 1. P300/N400 are observable in the case of questionable scientific statements. 2. P300/N400 are not observable in the case of normal scientific statements. 3. The time delay before the appearance of the N400 is longer in cases where judgment is more difficult because of the complexity of the topic presented. 4. P300/N400 did not appear when the subjects could not judge whether the science statement was normal or questionable because of the complexity of the topic presented.

Many students are interested in the field of astronomy, but it is sometimes difficult for them to have a sense of actuality in their studies. In 2000, the authors planned the international Jupiter observation project, the "Jupiter Project," involving six nations. The purpose was to take pictures to be used for understanding the motion of the satellites of Jupiter over a long period of time, through day and night. It was the first international observation for education. The authors then used the images of the Jupiter satellites to teach Kepler's laws of planetary motion. Formerly, Kepler's laws were taught through the study of the motion of planets, such as Mars. However, students were unable to experience the actual motion from the positional information about the planet, which includes the effects of the Earth's revolution. The authors thought that orbital motion would be made visually intelligible by using the Jupiter satellites images. The findings of this study are shown below : 1) Using the Jupiter satellite images is effective m understanding Kepler's laws of planetary motion. 2) The use of data covering long periods of time leads to accurate results and high motivation for study. 3) In order to use images from the Web in student activities, suitable equipment and preparation are essential.

This research project focused on environmental education for a severely physically disabled child. The relationship between the shape of seeds and the mechanism of seed dispersal in the case of thorns attached to seeds in three species of plants was taught with and without the use of the sense of touch. The concept mapping method was used for evaluation. Using the sense of touch was more effective than not using it. I concluded that using the sense of touch in environmental education was useful in concept formation and that the concept mapping method was an accurate means of evaluation.