The primary goal of this study was to suggest the ways of developing various types of instructional models which could be effectively used for science lessons in secondary schools. In order to attain this goal this study used literature review as its main method. This study was carried out through the process of three steps as follows: The conceptual relationship among instruction. teaching, and learning was examined. Then the general instructional models built on the traditional epistemology and psychology were reviewed and analyzed in terms of their characteristics and limits. The nature of instructional models developed for science education in secondary schools were analyzed The essential features and limits of the models were discussed in relation to their theoretical background and applicabilities to actual practices of science education. The implications for science learning were drawn from modem philosophy of science, which were used for developing instructional model. The strategies for using the new instructional model was also suggested. One general model of science instruction was given as an example applicable for science classrooms. The model was composed of appropriate teaching strategies and processes.

This study was conducted to investigate the status and the problem of environmental education in schools. For this investigation, sub-goals to the general goal for environmental education such as knowledge, awareness, attitude, skill, participation, and evaluation were classified. The contents and objects of the environment-related chapters in elementary and secondary school science texts and of the materials for environmental education were analyzed. Resultingly, the content and objects focused on the cognitive domain such as knowledge and skill category in science texts($85{\sim}92\;%$) and in the materials for environmental education($70{\sim}84\;%$). The result indicated that the objects of the cognitive domain were heavily emphasized in the present environmental education.

This study is aimed at categorizing the CAl programs through analyzing the 82 science CAl programs developed by KEDI( Korean Educational Development Institutes ) and the 19 science CAl programs developed by the teachers who won the prizes in the first national educational software contest. The findings are as follows. 1) The main types of science CAl programs developed by KEDI are hybrid design type of tutorials and simulations, tutorials, and hybrid design type of instructional games and drill and practice. The other type of programs are very few. 2) The main types of science CAl programs developed by the teachers, who won the prizes in 1st educational software contest, are tutorials and hybrid design type of tutorials and simulations. There is no other type of programs except only two simulation type programs. 3) The science CAl programs developed by KEDI as well as by teachers who won the prizes in the contest are biased in two or three types, and the trend is severe in the programs developed by the teachers.

The major objective of this study was to develop effective teaching methods for middle school science. To achieve the objective, general characteristics of science teaching methods were discussed and the 6th national science curriculum was analyzed in terms of epistemological backgrounds, cognitive demand and organizational characteristics. It was analyzed that epistemological background of the curriculum was based on the traditional philosophy of science. It was also indicated that modern Philosophy of science was only partially reflected the objectives of the past curricula. The cognitive demand of the curricula has also been higher than students' actual level of cognitive development. Based upon these results of the analysis, several exemplary instructional methods were developed.

The purpose of this study is to verify whether the FAST program is the Inquiry Science Curricular Materials, through the Comparison and Analysis of Inquiry Activities between the FAST program and our Secondary Science Books. The results of this study are as follows ; 1. FAST has 226 tasks of the Inquiry Activities, which is analyzed over two times than our text. 2. In level one, FAST holds the parts of Synthesizing Results and Evaluation, Hypothesizing and Designing an Experiment but u.ese aren't found in our text. 3. In level two, our text is analyzed No Discussion 72.2%, Demonstrating or Verifying the Content of the Text 82%, but FAST has Discussion Guided 81.8%, and isn't found any tesk of Demonstrating or Verifying the Content of the text. 4. In level three, our text is exposed a typical type I and analyzed Inquiry Index 15-25 ( Middle ), but FAST is found type IV, excepting Manipulating Apparatus and Observation and analyzed Inquiry Index over 35 ( Very - High ). Therefore, FAST Program is proved to be the desirable Inquiry Science Curricular Materials. In future, this worker is to arrange the results of the following paper as follows ; 1. The verification of the FAST Program by means of the Integrated Science Curricular Materials. 2. The development of the Inquiring, Integrated Science Curricular Materials through the results of the preceding study.

In this study, with the problem of "What is the desirable illustrations?", the problem points of the existing textbooks were analyzed, and the opinions of experts concerning desirable illustrations were examined through questionaire survey, and by developing 'Analysis Framework of Illustrations', and Korean-Japanese 'science' textbooks were analyzed and compared with. The conclusions for the direction of korean 'science' textbooks are summarized as follows : 1) The numbers of korean illustrations should be more about two than one of per one page of the existing textbooks. 2) The korean illustrations for the 6th grade should be more largely inserted. 3) The more econmic space utilizing measure should be groped for looking at from the such side. 4) Though the kinds of Korean illustrations are mostly composed of photographs, pictures, illustrations, cartoons, etc. should be positively utilized. and the shapes of photographs should be diversified by such as square, round shape,omissions of background and others. 5) The distribution of players by sex should be considered envenly for male and female from the ascendency of male (1.5: 1). 6) It was found that it is desirable for the formation of role of illustrations of 20% for motive inducement, 45% for guidance for experimentation, 30% for presentation of data, and 5% for presentation of the results of experimentation. 7) The illustrations for guidance for experimentation should present important stages of experimentation process regardless the number of illustration. 8) It would be advantageous for motive induction to find the subject matters as possible as from the children's close actual life. 9) It is necessary to induce more freely method in utilizing Printing plate for inserting illustrations. 10) It is the result of research that the existing Korean textbooks are not suitable in inducing interest, and the positive strategy to induce interest is demanded. 11) It is required to select their location freely in accordance with the content regardless the. 12) In order to develop such illustrations, it is required to cultivate expert illustrators, and more economic investment is required for development of illustrations. The emphasis matters of revision of the 6th educational process of 'Inducement of study motive and emphasis on interest' is the change of presenting form and method of illustrations, which is expected to be rewarded with much good fruits.

This study tried to find the effect to cognitive structure upon the momentum effect. The previous studies showed that the momentum effect is influenced by students' cognitive levels and the abstractness of test items. The cognitive structure is examined by cognitive level and cognitive style. Cognitive levels and cognitive styles are determined by GALT and GEFT respectively. The research method used in this study is time series design. The period is 50 days. The period is divided into "pre-test", "intervention-test", "post-test". Pre-test period is 5 days and in this period class instruction does not exist Intervention-test period is 30 days and in this period class instruction exist Post-test period is 15 days and in this period class instruction does not exist. Field independent students showed longer momentum effect than field dependent students. Formal level students showed less ratio of decrease on post-test than nonformal level students. Momentum effects is not artifact but the essential characteristics of science study.

The purpose of this study was to analyze students' physics problem solving processes and to find the patterns of their problem spaces when high school and university students solved the physics problems. A total of 51 students in a high school and in two universities participated in this study. Their thinking processes in solving 5 physics problems on electric circuit were recorded by using 'thinking aloud' method and were transferal into protocols. 'The protocols were analyzed by the coding system of problem solving process. One of the major theoretical contributions of the computer simulation approach to problem solving is the idea of problem space. Such a concept of problem space was applied to physics problems on electric circuit in this study, and students' protocols were analyzed by the basic problem spaces which were made up from the item analysis by the researcher. The results are as follows: 1) On the average 4.0 test items among 5 ones were solved successfully by all subjects, and all of the items were solved correctly by only 19 persons among all of them. 2) In regard to the general steps of problem solving process, there was little difference for each item between the good solvers and the poor ones. But according to the degree of difficulty of task there was a good deal of difference. For a complex problem all of 4 steps were used by most of students, but for a simple one only 3 steps except evaluating step were used by most of them. 3) It was found in this study that most of students used mainly the microscopic approach, that is, a method of applying Ohm's law on electric circuit simply and immediately, not using the properties of electric circuits. And also it was observed that most of students used the soloing tom below, that is, a solving path in which they were the first to calculate physical Quantities of circuit elements, before they caught hold of the meaning of the given problem regardless of the degree of difficulty.