Report of the Committee on Science in General Education PDF Download

Author: Harvard University. Faculty of Arts and Sciences. Committee on Educational Policy
Publisher:
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Category :
Languages : en
Pages : 9

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Author: American Education Fellowship. Commission on the Secondary School Curriculum. Committee on the Function of Science in General Education
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Category : Science
Languages : en
Pages : 591

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Author: American Association for the Advancement of Science. Committee on Improvement of Science in General Education
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Category : Education
Languages : en
Pages : 68

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Author:
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Category : Articulation (Education)
Languages : en
Pages : 162

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Author: American Education Fellowship. Commission on Secondary School Curriculum. Committee on the Function of Science in General Education
Publisher:
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Category : Science
Languages : en
Pages :

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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309133092
Category : Education
Languages : en
Pages : 204

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Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in educationâ€"now codified in the federal law that authorizes the bulk of elementary and secondary education programsâ€"have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling. Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each fieldâ€"including education researchâ€"develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education.

Author: Progressive Education Association (United States). - Commission on the Secondary School Curriculum. - Committee on the Function of Science in General Education
Publisher:
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Category :
Languages : en
Pages :

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Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309470641
Category : Education
Languages : en
Pages : 283

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In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.

Author: James Bryant Conant
Publisher: Franklin Classics Trade Press
ISBN: 9780353255982
Category : History
Languages : en
Pages : 292

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This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

Author: Progressive Education Association (WASHINGTON, D.C.). Commission on Secondary School Curriculum
Publisher:
ISBN:
Category :
Languages : en
Pages :

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