Equipment and Budgets for Physical Science Teaching in Kansas High Schools

1976 ◽  
Vol 79 (3/4) ◽  
pp. 155
Author(s):  
Robert K. James ◽  
Joel Schaaf
Keyword(s):  
High Schools ◽  
Science Teaching ◽  
Physical Science

scholarly journals On Physical Science in Schools

1885 ◽  
Vol 4 ◽  
pp. 21-22
Author(s):  
A.J.G. Barolay
Keyword(s):  
Science Teaching ◽  
General Public ◽  
Physical Science ◽  
Daily Routine ◽  
Popular Belief ◽  
Great Expectations ◽  
Educational Course ◽  
The Way

Now that more science has become the popular educational cry, there is a danger of raising too great expectations of what physical science can do, and so of paving the way for a reaction against it when it is found not to yield the results unduly expected of it. This arises mainly from basing the claims of physical science to a school place upon an exaggerated estimate of the value of the knowledge imparted, and from not admitting it as an educative agent capable of filling a unique place in the educational course. On account of the popular belief in the ultimate practical, or bread-and-butter value of science teaching, it has been introduced in many cases as an attraction in a school prospectus without adequate means being provided for efficiently carrying it on. In such cases it often takes the form of the popular lecture illustrated by experiments which requires no great mental application on the pupil's part, gives him amusement, and relieves him for the time from some of his dry daily routine, but which fills him at the same time with a false and mischievous notion of what science is. It is of great importance that the true place and aim of physical science in schools should be clearly recognised, not merely by scientific men and educationists, but also by the intelligent general public, for it is only when such recognition is general that the means of equipping and maintaining science work will be forthcoming.

Education Reform in the Trenches: Increased Academic Course Taking in High Schools With Lower Achieving Students in States With Higher Graduation Requirements

1992 ◽  
Vol 14 (1) ◽  
pp. 2-20 ◽  
Author(s):  
William H. Clune ◽  
Paula A. White
Keyword(s):  
High Schools ◽  
Education Reform ◽  
Physical Science ◽  
Earth Science ◽  
State Policies ◽  
Graduation Requirements ◽  
Major Goal ◽  
Academic Courses ◽  
Administrative Unit ◽  
Level Of Difficulty

Increased academic course taking was a major goal of the education reforms of the 1980s, and increased graduation requirements were the most common change in state policies. This study analyzes transcript data on changes in course taking among graduates of high schools enrolling mostly lower achieving students in four states adopting high graduation requirements during the 1980s. The changes that occurred must be counted at least a moderate success. Average credits per student increased in all academic subjects, and the level of difficulty of these courses also increased. Science was the biggest gainer of the 1980s, with growth primarily in beginning academic courses such as physical science, earth science, and chemistry I. The usefulness of the kind of data reported in this article to policy-making and the difficulty of collecting such data strongly support the need for systematic indicators of course taking coded by level of difficulty and disaggregated by administrative unit (nation, state, district, school).

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