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ERIC Number: ED340707
Record Type: Non-Journal
Publication Date: 1991-May
Pages: 50
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Science Education Reform: Implications for Teacher Education. Conference Proceedings (College Station, Texas, May 17-18, 1991).
Dockweiler, C. J., Ed.
This report of proceedings present papers and commentary from an invitational conference called by the Center for Mathematics and Science Education (Texas A&M University) to consider school science education reform. Topics of discussion were Project 2061 (American Association for the Advancement of Science) and the Scope, Sequence, and Coordination Project of the National Science Teacher's Association. Each project addresses basic changes in the organization and presentation of the science curriculum and emphasizes an integrated approach to the study of science, including the components of problem solving and higher order thinking skills. The report includes two keynote addresses: "The Implications of National Science Education Reform Efforts" (James Rutherford) and "Scope, Sequence, and Coordination Project" (Bill G. Aldridge). Both addresses provide a relevant context for discussion of the ideas of the two reform projects and their extensions to teacher education. Subsequent discussions by participants are synthesized and included in the document, along with a list of participants. (LL)
Publication Type: Collected Works - Proceedings
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Texas A and M Univ., College Station.