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ERIC Number: ED049514
Record Type: Non-Journal
Publication Date: 1968-May-6
Pages: 38
Abstractor: N/A
Reference Count: N/A
An Interpretation of the "Science--A Process Approach" Objectives in Terms of Existing Psychological Theory and Experimentation.
Cole, Henry P.
This paper examines the sequence and hierarchy of objectives in the American Association for the Advancement of Science (AAAS) "Science--A Process Approach" curriculum. The work of Piaget, Bruner forms a framework from which the learning objectives and tasks in the AAAS science curriculum are examined. The points of correspondence between AAAS tasks and activities and Piaget's concrete and formal operations are noted for each of the main objectives within each of the 8 basic and 6 integrated processes. Bruner's stages of enactive, ikonic, and symbolic reasoning as well as his work on concept and principle learning are also used to interpret the psychological basis for AAAS objectives and activities. The logical analysis of AAAS objectives and tasks presented shows that: (1) most objectives and tasks in the basic processes of the curriculum have an empirical basis in psychological research; and (2) many objectives and tasks in the integrated processes have little basis in psychological research. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Eastern Regional Inst. for Education, Syracuse, NY.