ERIC Number: ED099196
Record Type: RIE
Publication Date: 1973
Reference Count: 0
Process Versus Content in Elementary Science Teaching.
Chiappetta, Eugene L.; Collette, Alfred T.
The purpose of the monograph was to determine if the process of science or the content of science should be emphasized in elementary school science teaching. The discussion attempts to show why process, and not content, should be the primary emphasis in elementary school science teaching by examining the history of elementary school science in the United States, cognitive development, and the preparation of teachers. The results indicate that educators regard the development of competence in use of the scientific method and the development of the scientific attitude the most important objectives of science instruction. Developmental psychologists such as Montessori, Piaget, and Bruner believe that child cognition is enhanced when pupils use the processes of science. Finally, there is evidence that elementary school teachers can be better trained to teach a process-oriented curriculum because it requires little understanding of the concepts and principles of science and does not require teachers to keep up to date with scientific information. (Author/BR)
Publication Type: Books
Education Level: N/A
Authoring Institution: Syracuse Univ., NY. Dept. of Science Teaching.