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The article focuses on the significance of experiments in a scientific method. In a scientific method, experiment forms an integral part. A concrete and conclusive answer to a definite and debatable question is provided by an experiment. It pragmatically proves or disproves theories. Without experimental confirmation a theory can only be a notion with no certainty, or even probability. However, many experiments that are imposed on pupils for teaching purposes, may not be experiments at all. If a definite and debatable question is not answered by an experiment, it is not an experiment and not a part of the scientific method of discovering truth. Additional time consumed in conducting scientific experiments in the scientific way is indicated to be well repaid in heightened interest, better retention, and more logical use of the text.

The article presents information related to the science methodology in the U.S. The experiment is an integral part of the test in the scientific method and its function provides a definite and conclusive answer to a definite and debatable question which checks the accuracy of the hypothesis. The scientific method is only about four thousand year old, but it has already produced billions more facts and inventions than all the previous 400,000 years of human progress. According to the author, in most cases science pupils learn many scientific facts but do not assimilate the scientific method of solving problems. Science, physical or social, can lay small claim to a core position in the curriculum until science courses give scientific training. Intellectual processes and skills are acquired by practice and students should acquire the scientific processes and skills by doing original research on problems graded to their abilities. The part of the scientific method requires special care.

The article offers tips on how to create a useful syllabus in elementary science education. The author has emphasized that much of the value of science lies in the useful information it produces, consequently science should be found useful by the student. He has likewise discussed how functional science has offered unusual and unequalled opportunity for practice in scientific method. As a conclusion, he has proposed the adoption of procedure to the child and his nature in such unessential matters as rigid lesson plans, in order to adapt the growing child to a more important syllabus- that of training intelligent, healthy, self-reliant, stable, and scientific student.

The aticle presents information on the importance of teaching science in schools. The method of discovering is the method of science, commonly called "the scientific method." The principle of Science says that people must not believe all that others tell them, or what they read, or even what seems reasonable, they should investigate and find out for themselves. Personal and original problems often call for considerable ingenuity. Therefore, they are opportunities for genuine discovery in which the pupil chooses the paths he will explore first and the ways in which he will explore them. Like scouting, the method of making discoveries cannot be mastered by memorizing discovered facts. Teachers should ensure that pupils learn how to make discoveries by making discoveries for themselves. Scientific attitudes and other scientific traits can grow in only those pupils who find-out-things-for-themseleves.