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This book surveys 100 years of US science education such as : arguments for teaching science, major curriculum development efforts, and theories of learning from the 19th century to the 1980s. DeBoer points out several themes over previous century: how much science should be taught; to whom; should it be practical or theoretical; should it emphasize process or content; use laboratory methods or texts; and should practical work demonstrate principles of stress problem solving? The author also describes some of the well-known curricular reforms as well as the context for the changes implemented.
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