ERIC Number: ED037363
Record Type: Non-Journal
Publication Date: 1970
Reference Count: N/A
Issues in Elementary School Science.
Ipsen, D. C.
The following issues are examined in this monograph: (A) Should the scientific concepts that are introduced be restricted to those that are needed in describing the scientific facts the child will meet in the program or may concepts be introduced for their own sake or for the sake of demonstrating concept-development methods? (B) Should concepts or facts that are presented to the child be those that meet immediate interests--or perhaps stimulate new ones--or should they look toward some future study of science? (C) Should the methods of science be demonstrated only in their application to scientific investigation, or will abstract demonstrations serve as well? (D) Should the elementary science program emphasize the study by the child of factual material and the observation of natural processes, or should it give the child limited experience in scientific experimentation and the development of scientific concepts and facts? (E) Should science become an important theme in skill-development programs such as reading, writing and arithmetic? (F) Should the only aim of the elementary school science program be to develop the child's understanding of scientific objectives, activities, and accomplishments, or should it instead--or in addition--be to develop the child's working knowledge of scientific concepts and facts and his proficiency in scientific methods? (BR)
Descriptors: Concept Teaching, Curriculum Development, Educational Objectives, Elementary School Science, Instruction, Science Education, Science Programs, Teaching Methods
NEA Publications Sales, 1201 16th St., N.W., Washington, D.C. (Stock Number 471-14328, $1.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: National Science Teachers Association, Washington, DC.