Type:

Other

Description:

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.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

oai:nsdl.org:2200/20061213014345694T,curriculum history,NSDL,Active Learning,Physics,Undergraduate (Lower Division),Education Practices,Higher Education,Education,NSDL_SetSpec_439869,pedagogy trends,Physics Education Research,curriculum reforms,General Physics,Graduate/Professional

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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