The summary of the distinguishing features of the program(developed In this research) 1. For the high school physics 1, total of 67 kinds of physical concepts. 31 of physical low. 84 of equations. 23 of units, and 191 of new sample problems were imputed (in the data file) 2. Physical concepts, lows, equations, and units could be studied by chapter 3. Among 191 of sample problems, the user can choose his own set of problems according to chapters and difficulties. 4. The content, a set of problems chosen, and a result for test will be printed for a hard copy. 5. An extra effect was done to use same character for physical quantities as in a text book.

This study was designed to investigate students' preferences of instructional modes in CAI which have concrete of formal operational level instructions. Thirty five students of the high school in America were assessed using Longeot test and were given CAI material on the Apple II e computer. The results of this study showed that students who were only capable of functioning at the concrete level of operations frequently preferred to attempt formal operational level instructions for which they were not capable of success. Further, formal operational students frequently preferred concrete operational instructions. There was also no significant difference in the selection of formal operational level of instructions between concrete and formal operational students. There was also no significant correlation between the number of selected formal operational level instructions and the Longeot test score. These results suggested the student's preference to a cognitive developmental level of instruction in CAI was independent of his or her cognitive developmental level.

The main purpose of this study is to analyze the fourth and sixth grade in the elemental)' science contents using piagetian thinking patterns. An analysis of the elementary Science contents used the systems of Han Jong-Ha(1977), Lee Won-Shic and Lee Sang-On(1979). They analyzed the science contents based on Piagets' cognitive developmental stages. According to the results of this study, science contents consist of more difficult concepts those of children's thinking level. In other words, 6.4-19.3 percent to 23.5-25.0 percent in the fourth and sixth grade of the science contents are consisted with abstract level concepts that formal operational children can perform. But each grade, 99.2-95.3 percent of children have a difficulty in understanding such a abstract level concepts. They are in the concrete operation thinking level. Therefore, we say that children have difficulty in understanding of science contents and may lose interest in the contents.

Recent studies on the learning of the science concepts indicate that most students have misconceptions of the science concepts. The misconceptions have their roots in the various aspects of teaching and learning situations. The textbooks used in schools have been substantiated as one of the sources of the misconceptions. Genetics has been recognized as one of the most difficult areas for high school students to learn. Therefore, this study had its objective to identify the misconceptions of genetics held by high school students and analyze the high school biology textbook as the source of the misconceptions. In order to indentify the misconceptions of the genetic concepts, the volunteer students were interviewed and genetic content and its sequence in the high school biology textbooks were analyzed. The misconceptions identified in this study are as follow: gamete formation, mitosis, trait expression, and allele and gene behavior in meiosis. This study found that the high school biology textbooks might be the source of those misconceptions. Based on the misconceptions identified, this study proposed direction for efficient instruction of genetics in high schools.

It is the purpose at thus survey to get hold at problems in teaching integrated science in middle school. For this purpose, problems and suggestions were collected by questionnaire which were made out by middle school science teachers. Through the analysis of the questionnaire, it was found that the present curriculum of science education in the college of education and the in-service training program were not suitable for training middle school science teacher. Form the results of the analysis, this survey concluded that the curriculum and program mentioned above need improvement as follows. (1) science education curriculum in the college of education should be set up with two part. One is the part that middle school science teachers are trained and the other is the part that high school science teachers are trained. (2) In-service training program should be set off into two kinds. One is the program that middle school science teachers are trained and the other program that high school science teachers are trained.