On the Reformation of Science Education (1st Report) -Principle of Fixing the Subjects of Elementary Science-

Abstract

Classifying the various opinions on the purpose of science education, we can reduce them to two distinct categories: the one is the insistence on the teaching of the fundamental contents of natural science and the other is on both the teaching of the scientific methods and the cultivation of the spirit of inquiry. We should not take these two opinions as alternatives, and it is desirable to accomplish the effective teaching of the fundamental contents while giving preference to the methods and spirit. It is reasonably maintained that we should attach importance to the latter in the early stages of learning science, and to add the former gradually with the progress of learning. In fact, the attempt to achieve these two aims at the same time, results in the laying stress on the teaching the contents of science alone, and then it is no better than the conventional science teaching. Therefore, the author holds that the purpose of science teaching in the early stages, i. e., in elementary schools should be to give our pupils the scientific methods and spirit. He analyses the minimum teaching items ―necessary and sufficient― required from the standpoint of holding the above purpose. They are as follows: (1) the first steps of the technical terms and signs on natural science (as our common understandings) (2) the exact directions for the use of the fundamental implements for science (3) the methods and processes of inquiring into the nature and the natural phenomena (―the methods of science―) He has also investigated to what extent the teaching of these items has been achieved, through testing his subjects―150 students of his university― about their acquisition of the items, and pointed out the insufficiency of these trainings. From these investigations, he points out the following open questions. (1) What technical terms and signs are to be chosen for science teaching in the elementary stages? Of these selected items, which are to be taught simply as previously defined items, and which are to be taught through operational processes or work relevant to the definitions? (2) What are the fundamental implements, and the ways to teach the acculate directions for their use, according to the advancement of pupils' learning grades? (3) What are the suitable plans and methods for training the pupils' to acquire the scientific methods and inquiring spirit?