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Improving Secondary-School Science


by Robert H. Carleton 1960

If, as it has been said, it takes fifty years for educational theory to become practice in the schools, science-teaching in the secondary schools of America is entering the most critical years of its history. Periodically since 1920 authoritative pronouncements have been made regarding the purposes of science and the ways in which it should be taught in order to achieve those purposes. A comparison of the earlier statements of purpose with those set forth in chapter ii of this yearbook reveals marked similarity. For almost forty years there has been general agreement, in theory at least, regarding the purposes of science teaching. However, studies by Beauchamp and Obourn reveal that little has been done in science classrooms across the country to attain some of the most important of these purposes.


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This article originally appeared as NSSE Yearbook Vol 59, No. 1


Cite This Article as: Teachers College Record Volume 61 Number 9, 1960, p. 152-171
http://www.tcrecord.org ID Number: 19840, Date Accessed: 10/18/2017 9:16:18 AM

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