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State of School Science
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Beginning in the 1950's, several groups of scientists and mathematicians set out to achieve major improvements in the teaching of science and mathematics in the nation's schools. Congress responded quickly and generously by providing finan cial support for the National Science Foundation 's Course Content Improvement Program, and for hundreds of institutes to enhance the knowledge and teaching effectiveness of thou sands of teachers.
These cooperative efforts produced a rich variety of carefully prepared and well proven materials for teaching science! at all ages from kindergarten through grade 12. All over the country some teachers, particularly at the high school level, are making good use of at least parts of these materials and some of the innovations have been imitated in texts prepared under more traditional arrangements. Some teachers are helping their students learn how to ask ques tions and search for answers instead of simply relying on what the textbook says. And many teachers are better trained than they would have been without the benefit of attendance at a National Science Foundation institute for teachers. In short, the teaching of science in grades K-12 is on a higher plane than it was when the Course Content Improvement Program started.
Panel on School Science; Commission on Human Resources; National Research Council - Organizational Body
0309300142
NONE
Social Science
English
2013
1-90
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