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The Psychology of Science Teaching


by Samuel Ralph Powers - 1932

In a discussion of the psychology of learning the question of what to teach—of what knowledge is of most worth—rises to a place of prominence. Current practices in science teaching and in other fields have been severely and justly criticized for overemphasis on memory work for the purpose of enabling the pupil to reproduce unrelated facts. Moreover, there has been so much looseness in claims for various impracticable and vaguely defined outcomes of science teaching that it would seem as if the real materials of education—problems in which methods may be used and situations and conditions toward which attitudes may be developed—have too small a place. Knowledge that has been, and that may be, tested for truthfulness is essential in educa- tion as a basis for problem solving and for understanding.


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This article originally appeared as NSSE Yearbook Vol 31, No. 1.


Cite This Article as: Teachers College Record Volume 33 Number 9, 1932, p. 59-75
https://www.tcrecord.org ID Number: 21216, Date Accessed: 11/30/2020 9:30:36 PM

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