The Science of Teaching: 1900-1955

Abstract

AS EDUCATION struggles to approach the status of a science, it is natural that inquiries should be directed into those configurations which may bring about successful teaching-and-learning situations. Almost every educational philosopher has his own cluster of fads, fancies, and facts concerning good teaching. The teacher, the parent, and the , pupil are often very practical in their criterion: if the pupil has learned well, then the teacher has taught well. Barr et al. (7, p. 642) says that &dquo;The ultimate criteria of teacher effectiveness are posited to be in terms of changes in pupil behavior, changes in the operation of the school, or changes in the community in its relation to the school. Conceivably, the changes may be more significant as criteria long after formal schooling has ceased than at the time of the teacher's performance. Realistically, it seems necessary to assume that changes at the time the pupil is under the teacher's influence are sufficient to serve at least as a first approximation in evaluating teacher effectiveness.&dquo; Actually, parents, teachers, and pupils are ordinarily more concerned with actual achievement than with so-called &dquo;other values&dquo; of education. On the other hand, it is not uncommon for a pedagogue to claim that a certain course or method is &dquo;good for the whole child&dquo; because it induces certain intangible attitudes, appreciations, or interests-even though there is no measurable gain in achievement. &dquo;Johnny can't get the right answer when he adds, but he appreciates the importance of addition and he understands the process.&dquo; A fine study by Buswell (14) , using 358 fifth-grade students and 286 kindergarteners concluded (p. 51) : &dquo;... it may be said that in general those who are succeeding in their school work will also be succeeding in their social relationships with their peers.&dquo; It may be that further experimentation will eventually show that not only social competence, but also the desired &dquo;other values,&dquo; come along with achievement (rather than the other way around) .The purposes of this study are : (1) to review the small amount of truly scientific work, 1900-1955, which bear upon pupil achievement, and (2) to suggest measures for solidifying the background of pedagogical knowledge. at SEIR on March 29, 2015 bul.sagepub.com Downloaded from 98 I. THE RESULTS OF SPECIFIC EXPERIMENTATION The experiments to be described have been separated, arbitrarily, into seven categories for the purpose of discussion: (1) the Organization of Instruction;(2) the Framework of Instruction; (3) apperceptive and Motivating Devices; (4) specific Classroom Practices; (5) the Homework Assignment; (6) tests as Teaching Devices; and (7) the Importance of the Teacher. Almost all of the experimental work to be cited was done in secondary schools. Many dealt with mathematics, where the measurement of pupil achievement is fairly reliable, but experiments from all secondary-school areas were examined. These selected experiments have, in the main,...

Integration of Science learning Apps based on Inquiry Based Science Education (IBSE) in enhancing Students Science Process Skills (SPS)

“…Teachers' failure to apply constructivism as a method of learning has resulted in students not being able to form their own understanding in constructing analogies, examples and methods of digesting what they have learned in their own way [3]. Students are less interested in Science due to the teaching methods practised by teachers in the teaching and learning process of Science which are unable to draw their attention [1], [18], [27], [53], [57], [59]. Teachers only teach using traditional methods by giving descriptions and writing on the chalkboards.…”

“…Although the concepts of contextual learning, mastery learning, inquiry and constructivism have been written in the Daily Lesson Plan, they are not fully implemented [48]. To address the problem of exam-based teaching and learning delivery methods, teacher-designed learning techniques should suit the various levels of the students' brainpower and be able to arouse their interest in learning Science topics easily and effectively [18], [27], [53], [57], [59]. Thus, it can be concluded that teaching methods and techniques play important roles in the teaching and learning process, where Science learning should be able to get students engaged in the teaching and learning process and even should enable them to identify problems, design problem solving methods and find solutions to such problems as in the Inquiry-Based Science Education (IBSE) strategy [25], [44], [46], [1], [23].…”

Chapter IV: Teaching

“…This opinion is not uncommon today. Dodes (12), reviewing studies from 1900-1955 in order to suggest measures for solidifying the background of pedagogical knowledge, concluded that the dearth of scientific evidence is the result, in part, of ready acceptance of mere opinion and of a lack of clarity in terminology. The need to study teacher behavior in a context of theory was emphasized by Ryans (47), and it is this recurring theme which justifies inclusion of a chapter on teaching in this issue of the REVIEW.…”