Excellence in the Science Curriculum.

Science teachers need to select tenets from the philosophy of education which stress student attainment of vital context, abilities, and attitudes. This paper discusses diverse schools of philosophical thought in terms of how each might relate to improving the science curriculum. For example, a science teacher who is a realist emphasizes that one can know the real world, in whole or part, as it truly is. The mind then does not modify or change what is being perceived; hence, specific objectives of instruction can be determined by science educators for students to achieve. Experimentalists stress a problem-solving approach in the curriculum. They emphasize that individuals cannot know the real world as it truly is; however, individuals obtain experiences from this reality. Thus in the science curriculum, problem-solving is the focus. Idealists believe that one can receive ideas about the real world only. In idealism mental development becomes of the utmost importance, therefore depth teaching is needed to cultivate the intellect in guiding student achievement in science. Decision-making opportunities in science are important for existentialists. Problem-solving can encompass all these philosophies and should be a major tenet of education to emphasize in the teaching of science. Contains 18 references. (PVD)