How to Teach Natural Science in Public SchoolsC. W. Bardeen, 1895 - 46 Seiten |
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American Eyes animals Arithmetic Astronomy barometer Blackboard Boards branches cards Chapters Chart Chas Civil Government classification Cloth colored course of study district school course dozen draw Edition elementary course elements fifth grade Fourth Quarter furnish given quarter Grammar Guimps habits Henry High School illustrated INSTRUCTION IN NATURAL instruments James Kindergarten language Leath Leatherette Manilla Manual Maps METHOD OF TEACHING motion Natural History Northam oral lessons oral method Orbis Pictus OUTLINES OF NATURAL OUTLINES OF PHYSICAL Pedagogical Pestalozzian PLANTS practical Public Schools R. H. Quick reading recitation reference books Regents regular course rudiments SCHOOL BULLETIN PUBLICATIONS School Discipline School Management School-Room scientific second course Second Quarter seventh sixth Sketch small 4to Song special branches structure syllabus SYRACUSE Teach Natural Science text-book method Third Quarter tion U. S. History United States History UNIVERSITY OF MICHIGAN Warren's Physical Geography week weekly lessons Wells's Natural Philosophy ZOOLOGY
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Seite 29 - Balloons; bubbles; heated air; chimneys ; draft and ventilation ; uses of water ; water level ; pressure of water ; attractions in solids and in liquids. Third quarter : Water in the air, clouds, snow, frost, and ice ; heat and cold ; communication or conduction of heat; effects of heat; steam; light; color; electricity; magnetism. Fourth quarter: Gravitation ; motion of the earth ; friction ; review of the year's work. FOURTH YEAR OR GRADE.
Seite 45 - Jirst, reading and explaining something adapted to the capacity of your pupils; secondly, drawing out in a conversational manner the experience and information which your scholars already possess on the subject; thirdly, exhibiting the visible objects which you or the pupils have brought to illustrate the lesson, and requiring the pupils to notice and name the properties, qualities, parts, and attributes; fourthly, never omitting to show by a synopsis on the black-board what has been discussed in...
Seite 40 - Every lesson should be given in such a way as to draw out the perceptive powers of the pupil by leading him to reflect on what he sees, or to analyze the object before him. It is, at first thought, strange — although it is true — that powers of observation are to be strengthened only by teaching the pupil to think upon what he sees. The process is one of division (analysis) and classification, and, secondly, of tracing causal relations...
Seite 25 - ... in definition, whether in oral statements or in the text-book itself. 3d. The lesson should in all cases be brought home to the pupil's own experience, and his own observation and reflection made to verify the statements of the books. 4th. Every recitation should connect the lesson of to-day to the lessons already recited, and the questions awakened in today's lessons should be skilfully managed to arouse interest in the subject of to-morrow's lesson.
Seite 37 - When these have been given, proceed to the work of the next quarter, whether the topics of the quarter in hand have all been considered, or only a very small portion of them. Remark. The course is arranged with reference to method rather than quantity or exhaustiveness. If only one topic is thoroughly discussed in each quarter of the first year, some very important ideas will be gained of the science of botany. In the fourth year of the course, the pupil will come round to the subject again and can...
Seite 14 - ... required to be so intensely active that he cannot sustain the exertion for more than thirty minutes, in the natural science lesson he is to give his attention for one hour ; but the teacher is so to vary the lesson by lecture, experiment, reading interesting descriptions, conversation with the pupils on their experience, that the class shall be able to do this without excessive fatigue.
Seite 38 - ... by teachers will vary with their capacities ; moreover, it will vary from year to year as teachers become familiar with the course ; hence it is necessary to have a variety, and to have topics enough ^ for the most rapid classes. 3) It is, moreover, important to keep constantly before the teacher a full outline of the subject, so as to prevent the (very common) tendency to treat a theme in its narrow application only, and to omit its general bearings. General plan of the Course. It will be observed...
Seite 34 - First quarter. Matter and its properties : force, molecular forces, gravitation and weight, specific gravity, centre of gravity, motion, action and reaction, compound motion. Second quarter. Machinery : friction, strength of materials, use of materials in construction, hydrostatics and capillary attraction, hydraulics, pneumatics, acoustics.
Seite 36 - ... quarter. She must not attempt to do any more than she can do in a proper manner. If it happens that only the first two or three topics are all that can be dealt with profitably, the teacher must not allow herself to undertake any more. 2. In case the teacher finds that the topics of any given quarter are not arranged in such an order that she can take them up to the best advantage, she is at liberty to change that order ; but she must not proceed to the work of a new quarter or to any portion...
Seite 38 - The subjects of natural science — (a) the plant, (6) the animal, (c) the physical elements and mechanical powers — constitute a primary course of three years ; so that even those who receive the minimum of school education shall acquire some insight into the elements and instrumentalities which play so important a part in the industrial age in which they live. 2. In the fourth, fifth, and sixth years, these subjects of natural science are all taken up again in a second course, and much more scientifically...