ERIC Number: ED301472
Record Type: RIE
Publication Date: 1988-Dec
Reference Count: N/A
Elementary and Secondary Education for Science and Engineering: A Technical Memorandum.
Congress of the U.S., Washington, DC. Office of Technology Assessment.
Students make many choices over a long period, and choose a career through a complicated process. This process includes formal instruction in mathematics and science, and the opportunity for informal education in museums, science centers, and recreational programs. The influence of family, teachers, peers, and the electronic media can make an enormous difference. This memorandum analyzes these influences. Because education is all one system, policymakers interested in nuturing scientists and engineers must address the educational environment as a totality; changing only one part of the system will not yield the desired result. Discussions covered in this report include how the science and engineering talent pool is shaped; the formal educational process; teachers; teaching methods; informal education; and how to improve science and mathematics education. Appendices include a list of the major national databases on K-12 science and mathematics education and students; science and mathematics education in the USSR, Great Britain, and Japan; a survey of the National Association for Research in Science Teaching; and a list of the reports of contractors prepared for this document. (CW)
Descriptors: Comparative Education, Elementary School Mathematics, Elementary School Science, Elementary Secondary Education, Engineering Education, Foreign Countries, Instructional Materials, Mathematics Education, Mathematics Instruction, Science Education, Science Instruction, Secondary School Mathematics, Secondary School Science, Statistical Data, Teaching Methods, Textbooks
Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402-9325 ($7.00).
Publication Type: Reports - Research; Opinion Papers
Education Level: N/A
Audience: Policymakers; Researchers; Administrators; Practitioners
Authoring Institution: Congress of the U.S., Washington, DC. Office of Technology Assessment.
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