ERIC Number: ED211478
Record Type: Non-Journal
Publication Date: 1981
Reference Count: N/A
Science. Essay on Teaching Able Students.
Compton, C. Arthur
Introductory science has become a discovery course for the students at Phillips Exeter Academy (New Hampshire), who are above average in ability and motivation. The philosophy of the course is that it should serve a more humanizing function than the preparation of young technicians, and that this function is as important for the future scientist as it is for the layman. Students are challenged to articulate ideas clearly and are encouraged to criticize, defend, disagree, refine, and then repeat the process. These are the crucial methods of science that future citizens must come to understand as well as future scientists. No textbooks are used in this course. Discussion and speculation, debate, and disagreement serve to develop the direction the course will take. The laboratory is used by students during the time that would otherwise be devoted to homework. In assigning laboratory work, directions from the teacher are deliberately barely adequate. Most of the design and establishment of procedure is left to the student. The basic philosophy of this teaching method is that students working on their own will come to different conclusions in their investigations, and, in arguing results with teachers and peers, they develop an insight into scientific methods. (JD)
Descriptors: Academically Gifted, Discovery Learning, Discussion (Teaching Technique), Introductory Courses, Laboratory Procedures, Science Curriculum, Science Experiments, Secondary Education, Secondary School Science, Teaching Methods
Not available separately; see SP 019 253.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A