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...
| Publicado en: | Science Education Vol. 47; no. 3; pp. 278 - 285 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Apr1963
|
| Materias: | |
| 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=21517006&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 21517006 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00368326 SED jtl: Science Education issn: 00368326 maglogo: Y pubinfo: dt: Apr1963 vid: 47 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 21517006 10.1002/sce.3730470314 ppf: 278 ppct: 7 formats: tig: atl: SOME PSYCHOLOGICAL CONSIDERATIONS IN THE OBJECTIVES AND DESIGN OF AN ELEMENTARY-SCHOOL SCIENCE PROGRAM. aug: au: Ausubel, David P. affil: Bureau of Educational Research, University of Illinois, Urbana, Illinois su: Educational psychology Science education (Elementary) Thought & thinking Curriculum Comprehension School children Abstract thought Science teachers United States sug: subj: United States Educational psychology Science education (Elementary) Thought & thinking Curriculum Comprehension School children Abstract thought Science teachers ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1963 holdings: @attributes: islocal: N |
|---|