Modern Science Teaching

Modern Science Teaching

Modern Science Teaching

Modern Science Teaching

Excerpt

The purpose of this book is twofold (1) to serve as a textbook for those courses in methods of teaching science which are now being given in many colleges and universities; (2) to serve as a source book for teachers of science, supervisors of science and science educators, at whatever level they may be working, who wish to keep abreast of present trends in the teaching of science.

In many places there still lurks the shadow of the mistaken idea that anyone who has been taught can teach. Belief in this point of view, and the use of teaching methods derived therefrom, may be the cause of considerable poor science teaching. To teach effectively one must know. But knowing carries far more subtle implications than just knowing science. It means knowing something of the art of teaching, something of the social and economic implication of science; something of the nature of child development and many other things.

It seems reasonable to believe that the young and inexperienced person just coming into the field of science teaching should be given some opportunity to gain a perspective and to plan wisely for his career. The authors believe that the various sections and chapters of this book offer this opportunity for the new teacher.

In every profession there are so called "tricks of the trade." To many experienced science teachers, little can be more challenging than to discover that there may be another way of doing the prosaic thing he has done for years. Or perhaps someone has uncovered some new materials that will make the lesson more effective and meaningful to the pupils. The authors claim no priority on new ideas but hope that the results of their long and varied experience in teaching, which is inevitably woven into the lines of this book, may here and there, prove helpful to experienced teachers.

The book is divided into three sections: Section one is devoted to the principles of science teaching. Section two considers the problem of science rooms and equipment. Section three is concerned with a treatment of visual and other sensory aids used in teaching science.

During the course of preparing this book it was necessary for the authors to avail themselves of the contributions of a large number of people. The authors acknowledge their indebtedness to all who have . . .

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