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Fish
TODAY, more than ever be past." Today, teachers are not only con
fore, professional persons at the state cerned about teaching science in ways
level are aware of the need to meet the that will provide pupils with a realistic
growing demands of thousands of ele orientation toward a rapidly increasing
mentary school teachers, administrators fund of scientific knowledge. They are
and supervisors for a science curriculum equally impressed with the urgency to
that emphasizes the processes of scien present this area in ways that will de
tific inquiry. To promote and formulate velop the concept of science as a process
a description of science as an inquiry of inquiry.
process, a State Advisory Committee on
Science in the Elementary School was Questions Identified
appointed in August 1961, by Roy E.
Simpson, Superintendent of Public In The task identified by the committee
struction in the State of California. The at the first meeting was that of describ
committee was composed of scientists, ing a curriculum that would provide the
supervisors, classroom teachers, admin most effective science education for the
istrators and college professors. Special children of California. The committee
consultants from outside the state also recognized that this task would evolve
met with the committee to assist in the around the following questions:
identification and discussion of prob 1. What is the nature of science?
lems in science education. Staff members 2. How should science be taught to
of the Bureau of Elementary Education achieve the goals of science education?
also participated in the meetings with 3. How can children learn science?
Helen Heffernan, Chief of the Bureau 4. How should the curriculum be or
of Elementary Education, acting as ganized?
chairman.
Alphoretta S. Fih, formerly with the Cali
The committee decided at its first ses fornia Stale Department of Education, if
sion to "cut the bonds which tie us to the Astistant Profestor of Education, Vnicertity
science curriculum we have had in the of Arizona, Tucton.