SCIENCE IN THE ELEMENTARY SCHOOL


 The direct teaching phase. The different areas of science
 are each, at times, touched upon in the integrated phase of the
 day's work. As yet, however, there are few teachers who feel
 themselves skillful enough to plan with children problem situa-
 tions in the integrated phase involving all the important science
 experiences appropriate to a particular age group. Most teach-
 ers find that there are a number of science understandings ap-
 propriate to a group and of interest to the members which should
 be cared for through instruction specifically and directly planned
 for that purpose. Furthermore, in a large unit of work some
 topics in science or any other area will be touched upon for what
 they contribute to the problem, but the topics themselves will
 need further elaboration. Some of the more extended reading,
 discussing, observing, and experimenting necessary for under-
 standings should be carried on in the direct teaching phase.
 Individualized instruction. Also included in the day's pro-
gram should be a period for individualized instruction, as well
as integrated and direct instruction. The individual child may
become interested in some phase of science that he would like
to pursue at school and at home. The child should have some
opportunity during the day to develop interests, and talents of
his own, and to obtain help from the teacher on his particular
problems. In pursuing his individual interests, each child can
work at his own speed, can feel the satisfaction that comes from
personal inquiry and achievement, and at the same time can
make a contribution to the group by sharing his findings. The
shy child often can make contributions to the group through
some special interest in science and thereby achieve a sense of
belongingness in the class.

Recent Trends in Science Instruction
 During recent years many teachers have given increasing
attention in science to such values as the development of the
scientific attitude, the use of the scientific method in the solu-
tion of problems, and the contribution which science makes to
everyday living. Today certain characteristics of science in-
struction are beginning to be discernible. It is perhaps too
hopeful to label these tendencies as trends since the character-
istics are not shown by a majority of schools. Yet the work of
individual teachers and the work of faculties in schools having
outstanding science programs do show common characteristics
to a degree warranting the use of the term, trend. With con-
tinued and accelerated growth, the trends should soon become
statewide. Already apparent are the trends to:
 A. Broaden the scope of science study. In former years
attention was centered, in the elementary school, almost ex-