SOME PSYCHOLOGICAL CONSIDERATIONS IN THE OBJECTIVES AND DESIGN OF AN ELEMENTARY-SCHOOL SCIENCE PROGRAM.

The article examines some psychological considerations in the objectives and design of an elementary school science program in the United States. Evidently, the elementary school child is completely dependent upon current or recently prior concrete-empirical experience for the meaningful understandi...

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Detalles Bibliográficos
Publicado en:	Science Education Vol. 47; no. 3; pp. 278 - 285
Autor principal:	Ausubel, David P.
Formato:	Artículo
Publicado:	Wiley-Blackwell Apr1963
Materias:	Educational psychology Science education (Elementary) Thought & thinking Curriculum Comprehension School children Abstract thought Science teachers United States
Acceso en línea:	Ver este registro en EBSCOhost

Descripción
Sumario:	The article examines some psychological considerations in the objectives and design of an elementary school science program in the United States. Evidently, the elementary school child is completely dependent upon current or recently prior concrete-empirical experience for the meaningful understanding or manipulation of relational propostitions. Teachers therefore cannot hope to reduce science to first principles and basic abstract laws, and must then influence students to study science in the order of their phenomenological complexity.