Chapter 5: Chapter 5: Social Relevance and Social Relevance and

the Organized the Organized Disciplines Disciplines

Todd Ashwell & Andrea ThomasTodd Ashwell & Andrea Thomas

Progressive EraProgressive Era

1917-19571917-1957 Continuation of previous reform Continuation of previous reform

movementsmovements Reaffirmation and confirmation of Reaffirmation and confirmation of

Student-centered learningStudent-centered learning Real-world applicationsReal-world applications Social importanceSocial importance Enjoyable and meaningfulEnjoyable and meaningful

Progressivism-con’tProgressivism-con’t

Argued against traditional methods of Argued against traditional methods of memorization and ‘meaningless tasks’ memorization and ‘meaningless tasks’

Numbers of students in science classes Numbers of students in science classes were decreasing because of science rigor were decreasing because of science rigor being geared to college bound studentsbeing geared to college bound students

Major accomplishment-Established a Major accomplishment-Established a curricular sequence that includedcurricular sequence that included a General Science class for all studentsa General Science class for all students Biology, Physics, and Chemistry classes for Biology, Physics, and Chemistry classes for

those intending to go to collegethose intending to go to college

General ScienceGeneral Science

Students needed a science course to Students needed a science course to provide them with an overview of science provide them with an overview of science because many students were in school for because many students were in school for a short perioda short period

Make science class more appealing:Make science class more appealing: increase enrollment increase enrollment increase interest to other sciencesincrease interest to other sciences provide vocational opportunitiesprovide vocational opportunities

Appropriate for Junior High studentsAppropriate for Junior High students

BiologyBiology

Transitional class between general Transitional class between general science and the physical sciencesscience and the physical sciences

Combined zoology, botany, physiologyCombined zoology, botany, physiology Dealt with practical issues-human Dealt with practical issues-human

anatomy and physiology, health and anatomy and physiology, health and hygiene, and sex educationhygiene, and sex education

Initial focus emphasized observation, Initial focus emphasized observation, morphology and fact memorization morphology and fact memorization

Biology-con’tBiology-con’t Content became more student centered, Content became more student centered,

focusing on social applications and focusing on social applications and principals of biologyprincipals of biology

Developed scientific thinking Developed scientific thinking Biology fundamentals, scientific thinking, Biology fundamentals, scientific thinking,

and social relevance were themes taughtand social relevance were themes taught A need developed to have a balance of A need developed to have a balance of

history and facts that were socially relevant history and facts that were socially relevant (disease control)(disease control)

Physics Physics

Decreasing enrollment due to lack of Decreasing enrollment due to lack of interest, difficulty of class, not geared to interest, difficulty of class, not geared to learner, and students not encouraged to learner, and students not encouraged to take classes because labs more take classes because labs more expensiveexpensive

Calls for eliminating the math not related Calls for eliminating the math not related to students’ everyday lifeto students’ everyday life

Balance the learner and the contentBalance the learner and the content

Physics-con’tPhysics-con’t

Organized content around two themes to Organized content around two themes to create cohesion within the coursecreate cohesion within the course Selected based on ‘application to everyday Selected based on ‘application to everyday

life…[and] fundamental properties of science’ life…[and] fundamental properties of science’ (page 102)(page 102)

Make math more related to the principles Make math more related to the principles of physics as they impact student’s lives of physics as they impact student’s lives (hammering a nail, speed of a automobile)(hammering a nail, speed of a automobile)

ChemistryChemistry

Stabilized in content and percent of Stabilized in content and percent of students choosing to take coursestudents choosing to take course

Course geared for students going to Course geared for students going to collegecollege

Pressure to become more relevant and to Pressure to become more relevant and to use interests of students to foster learning use interests of students to foster learning

Looked for balance between social Looked for balance between social relevance and real world applicationsrelevance and real world applications

Chemistry-con’tChemistry-con’t

Need for adding a descriptive chemistry Need for adding a descriptive chemistry class focused on topics such as:class focused on topics such as: results of chemical changeresults of chemical change conservation of matter conservation of matter

Emphasis on applying chemistry to the Emphasis on applying chemistry to the real worldreal world

Once students had an understanding of Once students had an understanding of the concepts they could then interpret the concepts they could then interpret chemistry principles chemistry principles

ConclusionConclusion

What are the goals of science education? What are the goals of science education? (the purpose of curriculum)(the purpose of curriculum)

Keep students involved (and enrolled)Keep students involved (and enrolled) Student needs versus content Student needs versus content Facts vs. student learning about the Facts vs. student learning about the

natural worldnatural world Cookbook Labs Cookbook Labs Standardized testsStandardized tests