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- Title
Unwarranted Assumptions in our "Innovative" Science Curricula, Part I.
- Authors
Cohen, R. D.
- Abstract
This article addresses and examines six assumptions inherent in first generation science programs evolved during the past ten years. The first-generation National Science Foundation-type science curricula contain the following unwarranted assumptions: (1) reading is the major key to unlocking process learning and laboratory activity, (2) students learn at the same rate, (3) The school science curricula have developed along traditionally discipline-oriented lines: physics, chemistry, biology, and earth science, (4) 5 x 5 boxes are effective organizations, (4) students have and innate interest in science, (5) all teachers have the same responsibilities, tasks, and goals, (6) cross-disciplining of science curricula is undesirable.
- Subjects
SCIENCE education; EDUCATION; SCIENCE; SCIENCE students; SCIENCE teachers; CURRICULUM; INDIVIDUALIZED education programs; EDUCATIONAL programs
- Publication
Science Education, 1972, Vol 56, Issue 2, p179
- ISSN
0036-8326
- Publication type
Article
- DOI
10.1002/sce.3730560209