TEACHING SCIENCE IN SECONDARY SCHOOLS


 The ideal procedure is the individual or small group activity.
Only by this method will the following be attained:
 1. Ability to follow directions (Do not assume that the stu-
 dent already knows how to read and follow directions.
 Teach this skill!)
 2. Initiative in meeting unexpected situations.
 3. Skills in handling equipment.
 4. Responsibility for care of equipment.
 5. Regard for safety of others and of oneself.
 6. Willingness to accept honesty as the spirit of the labora-
 tory-to stand or fall on one's own work.
 7. Understanding causes of lack of agreement among
 scientists.
 8. Appreciation of varying degrees of accuracy in publica-
 tion.
 9. Habits of proving things for oneself.
 10. Ability to draw appropriate conclusions from experi-
 ments.
 The demonstration experiment by either student or teacher
may be preferred:
 1. When a unit is to be introduced.
 2. When experiments are too complicated for students
 to perform.
 3. When experiments require expensive material or when
 laboratory facilities are limited.
 4. When we wish to teach manipulation or skills (A dem-
 onstration involving similar skills, but different chemicals
 may be appropriate).
 5. When we wish to develop leadership and responsibility
 by student planned and conducted experiments.
 Laboratory "follow-up" lends itself to written and oral re-
ports. In either case definite conclusions should be drawn, and
applications should be made of the principles involved in the
experiment. This will bridge the gap between the classroom and
real life situations.