Guide to High School Observation
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In our eReader you can find the full English version of the book. Read Guide to High School Observation Online - link to read the book on full screen. Our eReader also allows you to upload and read Pdf, Txt, ePub and fb2 books. In the Mini eReder on the page below you can quickly view all pages of the book - Read Book Guide to High School Observation
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To quickly assess the difficulty of the text, read a short excerpt:
E. , was much stress laid upon the relation of the science to daily life, industrial and commercial applications, etc. ? Did the class visit industrial plants?
147. Was the subject taught as if science were organized knowledge 31 or as if it were a process or method of organizing knowledge, i. E. , was familiarity with subject-matter or familiarity with the spirit and meth- od of science made primary?
148. Were abstract concepts, complicated theories, and specula- tions taught at the expense of..., or prior to, an adequate knowledge of facts, e. G. , was discussion of the definitions of heat as the kinetic energy of molecules demanded of pupils who could not give an intelli- gible description of a heating plant?
149. Was much emphasis placed upon measurement; upon exact quantitative treatment, upon computation, graphic work, plotting curves, equations, and mathematical work generally? Was the student in chemistry required to write equations for qualitative changes?
150. Was rigor and logic overemphasized at the expense of scien- tific 'intuition' and imagination, e.
What to read after Guide to High School Observation?
You can find similar books in the "Read Also" column, or choose other free books by Guy Montrose Whipple to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
E. , was much stress laid upon the relation of the science to daily life, industrial and commercial applications, etc. ? Did the class visit industrial plants?
147. Was the subject taught as if science were organized knowledge 31 or as if it were a process or method of organizing knowledge, i. E. , was familiarity with subject-matter or familiarity with the spirit and meth- od of science made primary?
148. Were abstract concepts, complicated theories, and specula- tions taught at the expense of..., or prior to, an adequate knowledge of facts, e. G. , was discussion of the definitions of heat as the kinetic energy of molecules demanded of pupils who could not give an intelli- gible description of a heating plant?
149. Was much emphasis placed upon measurement; upon exact quantitative treatment, upon computation, graphic work, plotting curves, equations, and mathematical work generally? Was the student in chemistry required to write equations for qualitative changes?
150. Was rigor and logic overemphasized at the expense of scien- tific 'intuition' and imagination, e.
What to read after Guide to High School Observation?
You can find similar books in the "Read Also" column, or choose other free books by Guy Montrose Whipple to read onlineMoreLess
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