Science in the Secondary School.

This article presents studies concerning science in the secondary school. It further presents several studies and evaluation of the curriculum. With the possible exception of programs for testing and evaluation of the new curricular projects, research in secondary science continued to be fragmentary in concept and limited in duration. Researchers also conducted reviews of the methods and organization for teaching science in secondary school. These are: discovery versus verification, instruction by films, and grade placement of courses. Based on studies, there was no direct research on formation of scientific concepts or on ways in which a student learns science. Until a learning theory or methodological rationale emerges, the results of the studies of instructional methods will continue to be contradictory and fragmented.