WHAT CAN THE ELEMENTARY SCHOOL CONTRIBUTE IN A CONTINUOUS SCIENCE PROGRAM?.
The article focuses on the contribution of elementary schools in teaching science in the higher levels of the educational system in the U.S. In 1912, the introduction of teaching science in the elementary level has begun particularly in the ninth grade. However, the entry of science in the ninth gra...
| Publicado en: | Science Education Vol. 23; no. 1; pp. 5 - 10 |
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| Formato: | Artículo |
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Wiley-Blackwell
Jan1939
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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=19379086&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19379086 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00368326 SED jtl: Science Education issn: 00368326 maglogo: Y pubinfo: dt: Jan1939 vid: 23 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 19379086 ppf: 5 ppct: 5 formats: tig: atl: WHAT CAN THE ELEMENTARY SCHOOL CONTRIBUTE IN A CONTINUOUS SCIENCE PROGRAM?. aug: au: Croxton, W. C. affil: State Teachers College, St. Cloud, Minnesota su: Curriculum Elementary schools Science education (Elementary) Elementary education Instructional systems Science education United States education system United States sug: subj: United States Curriculum Elementary schools Science education (Elementary) Elementary education Instructional systems Science education United States education system ab: The article focuses on the contribution of elementary schools in teaching science in the higher levels of the educational system in the U.S. In 1912, the introduction of teaching science in the elementary level has begun particularly in the ninth grade. However, the entry of science in the ninth grade curricula has raised questions and confusions among the teachers, educators and to the pupils as well. Its introduction into the earlier years is causing teachers to question the suitability and grade placement of the work that is being done at all levels while pupils are confused on the difference of seventh, eighth and ninth-grade science. When estimating the possible outcomes of elementary science, its contribution to learnings is not the primary purpose rather, it is credited in terms of avenues of interest and satisfaction opened, scientific and social attitudes developed, outlooks changed through concepts comprehended and abilities developed to do useful things. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1939 holdings: @attributes: islocal: N |
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