ERIC Number: ED243689
Record Type: Non-Journal
Publication Date: 1983
Reference Count: N/A
Science as Inquiry. Focus on Excellence. Volume 1, Number 1.
Penick, John E., Ed.
The 1982 Search for Excellence in Science Education project has identified 10 science programs as exemplars in the teaching of science as inquiry. Descriptions of the programs and the criteria used in their selection are presented. Chapter 1 reviews four goal clusters (developed during Project Synthesis) related to the desired state in science as inquiry. These goal clusters, which focus on personal needs, societal issues, fundamental knowledge, and careers, were used as the criteria for defining excellence in these programs. Chapters 2 to 11 provide descriptions of the exemplary programs. The descriptions include: (1) information about the setting of the program (community location, size, specific features); (2) nature of the program (grade, level, class sizes, curriculum outline, learning activities, evaluation techniques); (3) origin of the program; and (4) what factors contribute to the program's success and what is needed to keep it going. Chapter 12 presents some generalizations and recommendations, indicating that these programs involve several years of development, are still evolving, do not place textbooks in a central position, have close ties with post-secondary education, and involve a locally developed curriculum. In addition, the teacher is the critical factor in designing and creating an environment conducive to inquiry. (JN)
Descriptors: Demonstration Programs, Educational Objectives, Elementary School Science, Elementary Secondary Education, Evaluation Criteria, Inquiry, Program Content, Program Descriptions, Science Curriculum, Science Education, Science Instruction, Science Programs, Secondary School Science, Teaching Methods
NSTA Publications Department, 1742 Connecticut Ave., NW, Washington, DC 20009 ($7.00).
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: National Science Teachers Association, Washington, DC.