The integration of sciences into the American secondary school curriculum, 1890s-1990s.

Autor/in	Cuban, Larry
Titel	The integration of sciences into the American secondary school curriculum, 1890s-1990s.
Quelle	Aus: Oelkers, Jürgen (Hrsg.): Bildung, Öffentlichkeit und Demokratie. Weinheim: Beltz (1998) S. 89-113 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Zeitschrift für Pädagogik. Beiheft. 38
Beigaben	Literaturangaben 48
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
URN	urn:nbn:de:0111-pedocs-94834
Schlagwörter	Bildung; Erziehung; Pädagogik; Bildungsgeschichte; Gesellschaft; Bildungsreform; Schulreform; Schule; Sekundarschule; Sekundarbereich; Lehren; Curriculum; Unterrichtsmethode; Geschichte (Histor); Naturwissenschaften; Naturwissenschaftlicher Unterricht; Demografie; Integration; USA
Abstract	School reforms in the late 19th century, mirroring larger social, economic, and political changes in American society, account for the permanent lodging of science into the high school curriculum. Major changes in science courses, texts, and instruction occurred in these years. These changes then and since, however, were marked by ideological struggles among groups of reformers representing university academics, policy makers, and educators over why science should be taught and how best to teach the subject. Those struggles over the purposes of science knowledge (should science be taught for its knowledge or its utility in society?) and pedagogy (traditional or progressive methods) reflected deeply embedded value conflicts in American democracy and over the purposes of the high school in such a society. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2000_(CD)