Evaluation in an Elementary Science Program.
The article reports that the moment science curriculum planning is proposed in any school, the process of evolution begins. The evaluative process cannot be relegated to an end position. It must not be made synonymous with a final examination, a review of progress. Rather, evaluation needs to be env...
| Publicado en: | Educational Leadership Vol. 19; no. 4; pp. 229 - 233 |
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| Formato: | Artículo |
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Association for Supervision & Curriculum Development
Jan1962
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=18996484&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 18996484 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00131784 EDL jtl: Educational Leadership issn: 00131784 maglogo: N pubinfo: dt: Jan1962 vid: 19 iid: 4 pid: 69 pub: Association for Supervision & Curriculum Development artinfo: ui: 18996484 ppf: 229 ppct: 4 formats: tig: atl: Evaluation in an Elementary Science Program. aug: au: Hill, Katherine E. affil: Professor of Education, New York University, New York City. su: Science education (Elementary) Curriculum planning Educational innovations Educational planning Teacher-student communication Elementary education sug: subj: Science education (Elementary) Curriculum planning Educational innovations Educational planning Teacher-student communication Elementary education ab: The article reports that the moment science curriculum planning is proposed in any school, the process of evolution begins. The evaluative process cannot be relegated to an end position. It must not be made synonymous with a final examination, a review of progress. Rather, evaluation needs to be envisioned as playing the key role in an elementary science program from the inception of that program. A program purporting to further certain science skills through their use would reveal, upon evaluation, that certain facilities must be available. Time and equipment are two facilities which must be available in sufficient quantities. If it is important for children to think carefully about environmental phenomena, certain provisions must be made with regard to time. If accuracy in the use of the materials of science is held to be important, there must be opportunity to practice this skill. Children need a classroom teacher who is able to provide guidance when conditions are optimum for initial learnings. Such a teacher is an indispensable asset. pubtype: Periodical doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1962 holdings: @attributes: islocal: N |
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