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Ch. 6 School Science Seeks Its Own Identity

Ch. 6 School Science Seeks Its Own Identity. Paul Awtrey and Rachel Taulbee. Main Issues . Role of the laboratory College domination of school science Development of standardized science tests Use of large-scale surveys to determine goals. The laboratory and Project Method.

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Ch. 6 School Science Seeks Its Own Identity

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  1. Ch. 6 School Science Seeks Its Own Identity Paul Awtrey and Rachel Taulbee

  2. Main Issues • Role of the laboratory • College domination of school science • Development of standardized science tests • Use of large-scale surveys to determine goals

  3. The laboratory and Project Method Lab justified- * Promotes observational and inductive reasoning skills * Direct contact with physical world Project Method- * Curriculum organized to solve socially relevant problems (not teach the discipline)

  4. Is it better to do demonstrations or individual lab work? • Issues- • High cost of lab • Difficult to test effectiveness of both methods • Double v. Single Period Labs • Single period- decrease cost and save time for teacher and students • 7 purposes of lab work • Cookbook labs to go through the motions • Harvard requirements similar to lab work

  5. Colleges Dominate High School Curriculum • High School & College offering same courses • H.S. – “College Prep” role/ practical and applied courses • College- developing an understanding/ professional preparedness • Specific entrance requirements so ANYONE could prepare • Herbert Roberts states we need teachers that can teach science so that “lay persons could understand it”

  6. Applications of Science Major purpose- • Advance the discipline • teach practical applications • H.S. pressured to move away from mental skill development and toward mastery of discipline and real-world application • Textbooks • 78% generalizations/mental skill • Less than 10% practical application

  7. Scientific Study of the Curriculum • 1920’s- Rise of Standardized Testing *Shows faults of education *Are teachers doing their job? *Homogeneous grouping of students Good score= relevant material Bad score= non relevant material

  8. Determining VALUE • Interest surveys for parents and students • Analysis of magazines and newspapers • Determine most relevant material • Prior knowledge needed • Analysis of textbooks • Proper preparation for life outside of school? • Biology most prevalent= most important/ taught first

  9. Concluding Points • Focus moves from disciplinary study to social relevance and student interest • Educators continue to struggle • Desire to meet progressive teaching methods as well as keeping the “integrity of science disciplines” • Upcoming war would soon change focus of the importance of science education

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