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A History of Ideas Handout Ch8

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A History of Ideas in Science Education: Implications for Practice By George DeBoer Chapter 8: Curriculum Reform Movement of the 1! #s and $ #s %ac&'round( ã Progressive education was dead by the late 1950’s ã Shortage of technical personnel during !! had an un#et need for scientists and engineers ã Perceived threat to national security brought on by the $old ar ã Soviet launch of Sputni%& beat us in the space race ã '#erican education #oved away fro# the the#e of social relevance to a #aster
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  A History of Ideas in Science Education: Implications for Practice By George DeBoer  Chapter 8: Curriculum Reform Movement of the 1! #s and $ #s%ac&'round( ã Progressive education was dead by the late 1950’s ã Shortage of technical personnel during !! had an un#et need for scientists and engineers ã Perceived threat to national security brought on by the $old ar  ã Soviet launch of Sputni%& beat us in the space race ã '#erican education #oved away fro# the the#e of social relevance to a #astery of the traditional disciplines Curriculum Pro)ects Supported *y the +ational Science ,oundation ã (id 1950’s the )S* +funded by the federal govern#ent, financially supported several curriculu# pro-ects ã Purpose was to #a%e available to schools a set of curriculu# #aterials of high .uality and considerable appeal ')D prepare students for entering into college science progra#s ã $urriculu# included a te/t boo% lab guide series of fil#s and optional supple#ental #aterial so#e progra#s offered different versions for slow learners those not going to collegeP2S!$S3 Physical Science Study Committee- 1!$ ã Pri#ary goal was to present physics as a coherent set of related concepts ã 4/cluded technological applications description of physical laws real life application #athB!6G23 %iolo'ical Sciences Curriculum Study- 1!   ã Pri#ary goal was to create a #ore up&to date course that allowed deeper understanding of  biological concepts hu#an side of scientific investigation ã 4/cluded technological applications relation to everyday life$4(!S7823 Chemical %ond Approach Pro)ect- 1!. ã Pri#ary Goal was to introduce logical thin%ing using a unifying the#e& the che#ical  bond present che#istry as an intellectual discipline develop analytical and critical thin%ing ã 4/cluded applications to everyday life$4(!S7823 CHEM S/023 Chemical Education Material Study- 1! ã Goal was give students a better idea of the nature of scientific investigation and how %nowledge is generated ã 4/cluded applications in industry and the ho#e pictures and illustrations  4'87 S$!4)$43 Secondary School Pro)ect3 4/ime5 Space5 and Matter6- 1$$ and Earth Science Curriculum Pro)ect3 American 7eolo'ical Institute- 1$. P2S!$'6 S$!4)$43 Introductory Physical Science- 1$. 464(4)7'82 S$!4)$43 Science- A Process Approach- 1$. Study Elementary Science Study - 1$ Science Curriculum Improvement- 1. /heoretical Support for the Curriculum Reform Movement9erome %runer- noted psychologist fro# arvard ã 1959&7he oods ole $onference ã 7entatively supported inductive discovery learning as an appropriate #ode of learning ã !ntroduced a nu#ber of other ideas na#ely idea of stages of #ental dev’t fro# ean Piaget ending up as :spiral curriculu#; 9oseph 9 Scha* & curriculu# theorist fro# <niversity of $hicago ã *elt the nation faced three i#portant needs31&additional scientists=&co#petent political leaders >&a public sy#pathetic to ongoing progra#s of scientific research ã Stressed the processes by which scientists generated the %nowledge Ho successful ere the ne pro'rams; Studies conducted to investigate the effectiveness of the new progra#s? ã  )S* sponsored :)ational Survey;& 19@@ o alf of all school districts used one or #ore of the BS$S courses in Biology o *ewer than one .uarter used the new #aterials in che#istry or physics o $ourses in earth science and physical science beca#e #ore popular in -unior highschool ã SuAanne uic%& 19@C studied the effects of the new curriculu# on co##ercially  published te/tboo%s o (ost notable changes in te/tboo%s was their updating of science content and greater use of conceptual the#es to organiAe that content into #ore conceptually #eaningful units ã $4( Study Group& 19E evaluate any changes in enroll#ent into science classes o !ncrease in students in the new versus the old courses B<7 the overall percentageof students enrolled in science courses re#ained essentially unchanged +the actually dropped a tiny bitF,  verall analyses of the pro-ects?  Paul Hurd- 1. in 4+e irections for /eachin' Secondary School Science6 Pros:  +identified 1E specific points, ã (ore up to date and valid infor#ation ã 4ngaged students in independent :discovery;& type investigations ã Presented a #ore accurate picture of the nature of science ã Dealt with s#aller nu#ber of significant concepts taught in depth and in conte/t Cons:  +identified 1> specific points, ã 7oo difficult for avg high school students ã Didn’t #otivate students to study science&no relation to real world ã !gnored the role of science in everyday life ,uture Implications( By the end of the 190’s there was a new the#e e#erging a#ong science educators? Scientific <iteracy-  renewed e#phasis on the study of science in its relationships to hu#an life and action /he +e Pro'ressivism(
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