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Integrated Science: The Importance of “How” Versus “What”
Author(s) -
Yager Robert E.,
Lutz Martha V.
Publication year - 1994
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1994.tb15690.x
Subject(s) - curriculum , constructivist teaching methods , mathematics education , science education , science learning , constructivism (international relations) , pedagogy , national science education standards , teaching method , sociology , engineering ethics , political science , higher education , psychology , education policy , engineering , international relations , politics , law
Current problems in science education are identified from research literature. A review and analysis of major reform efforts in science education is provided. A summary of the Constructivist Learning Theory is presented; this theory has been generally accepted as a means for resolving current problems and for implementing the major reforms in science education. It is noted that specific constructivist teaching practices are needed to improve learning: Changes in teaching, not curriculum, are the key to effective reform. Many continue to think of reform in terms of content structure and curriculum frameworks, but to promote real learning, “how” to teach must be emphasized more than “what” to teach.