48 TEACHING SCIENCE IN THE ELEMENTARY SCHOOL


 CHAPTER IV.
 WAYS IN WHICH CHILDREN LEARN SCIENCE

 Science and the Nature of the Learning Process
 Certain characteristics of children which make it normal
for them to be interested in science were described earlier in
the bulletin (Part I. Section: The Teacher of Elementary
Science). The teacher can count on the curiosity, eagerness,
creativeness, and energy of children as aids to instruction in
science. In like manner certain understandings regarding child
development and the learning process are of particular assist-
ance in instruction in science. Four such understandings are
described briefly.
 Development as a Product of Experience. Normal children
develop gradually in their mental capacities and perceptual
growth. Processes and ideas that appear complex to a pupil of
a given age may be readily grasped at a somewhat later period
when his experiences have been more numerous. Time alone
does not produce this growth but rather the new experience en-
countered. School days barren of new experiences mean little
growth; days rich in carefully interpreted experiences mean
rapid growth.
 Spreading Topics over Several Grades. Many concepts in
science are complex and need to be developed slowly through
many experiences. A child will need many simple contacts with
an idea before he can really grasp it. For example, if a sixth
or seventh grade pupil is going to understand the principle of
the electric motor, he needs early and frequent experiences with
magnets, with the north and south poles, and their magnetic
fields as shown by iron filings. He needs to feel the push and
pull of repelling and attracting poles long before he is called
upon to apply this knowledge to electromagnets in motors. If
all his experiences with magnetism are crowded into a short
time, he fails to observe all the implications and possibilities.
 The Role of Individual Differences. It is usually out of
peoples' differences rather than likenesses that progress is made.
Science is one area where individual differences result in richer
experiences for everyone, if they are takn into account by the
teacher. One child pursues a special interest in moths and an-
other pursues an interest in radio. The field is so broad that
every member of the class can be a specialist in something and
thereby make a contribution to the class which can be valued
for its own sake.
 The Use of Varied Procedures and Materials. Using a va-
riety of procedures and materials is one way of meeting indi-