A SCIENCE PROGRAM FOR THE DISADVANTAGED CHILD.
The article looks into the science program for disadvantaged children. The author points out that it is important for teachers to: (1) make a thorough examination of their attitudes concerning such children; and (2) make a careful assessment of their own biases, prejudices and expectations of such c...
| Publicado en: | Science Education Vol. 54; no. 1; pp. 49 - 54 |
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| Formato: | Artículo |
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Wiley-Blackwell
Jan-Mar1970
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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=19387360&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19387360 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00368326 SED jtl: Science Education issn: 00368326 maglogo: Y pubinfo: dt: Jan-Mar1970 vid: 54 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 19387360 10.1002/sce.3730540113 ppf: 49 ppct: 5 formats: tig: atl: A SCIENCE PROGRAM FOR THE DISADVANTAGED CHILD. aug: au: Webster, John W. affil: Rose School, 5505 Van Dyke, Detroit, Michigan 48202 su: Education research Poor children Social marginality Science education (Elementary) Curriculum Elementary education Curriculum planning Educational planning Instructional systems design Discrimination in education sug: subj: Education research Poor children Social marginality Science education (Elementary) Curriculum Elementary education Curriculum planning Educational planning Instructional systems design Discrimination in education ab: The article looks into the science program for disadvantaged children. The author points out that it is important for teachers to: (1) make a thorough examination of their attitudes concerning such children; and (2) make a careful assessment of their own biases, prejudices and expectations of such children. Significantly, popular beliefs such that disadvantaged children are non-verbal and disinterested in education must be addressed. School programs that are developed must not force middle class values on the children. The author contends that elementary science is an excellent medium for motivating and working with the special problems of disadvantaged children. The author recommends that significant considerations must be placed on the quality of learning experiences than on the quantity of the materials covered. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1970 holdings: @attributes: islocal: N |
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