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Coconut Rims COCONUT RIMS ID Oft 018 S 018 091 TITLE Addresses and Reports, Annual Meeting of the National Science Teachers Association (22nd, Chicago, Illinois, March 15-19, 1974). INSTITUTION National Science Teachers Association, Washington, D.C. PUB DATE Mar 74 NOTE 178p. ERRS PRICE MF-$0.75 HC-$9.00 PLUS POSTAGE DESCRIPTORS Abstracts; *Conference Reports; *Elementary School Science; National Organizations; *Science Education; *Secondary School Science; *Teacher Education IDENTIFIERS *National Science Teachers Association; NSTA ABSTRACT Contained in this publicationare abstracts of the various contributed papers, speeches, concurrentsessions, science seminars, forums, and curbstone clinics ofthe 22nd annual meeting of the National &Aerie° Teachers Association.Materials from the affiliated grnups: Association fur the Educationof Teachers in Science (AETS), Council for Elementary ScienceInternational (CESI), and the national Science Supervisors Association(NSSA) are also included. (PES) %I OlivAlitMINT op stilatftt, toithttpti MULOANIII NtIMOWAL ttlitttutil OP OUtAttes Not Mu' otOr ItheiPt:th KtPOt. tit a t I V PA Pt (7 t. Pot 0 INN* 104 Of RUN OP tonAh:# A t 11,4111,0.th at hitt* so 0I4 01144104s *Itort, tki hot ht ikAstst a at- Pat st*itr.tl it As ha tows.itotift,tt.ow Out A t .t.!1/4 atyst t tots uss tttlt icy. nsta twenty-second annual meeting ADDRESSES AND REPORTS Chicago, Illinois March 15-19, 1974 Stock Nuinbet 471.14670 NATIONAL SCIENCE TEACHERS ASSOCIATION 1201 Sixteenth St., N.W., Washington, D.C. 20036 TABLE OF CONTENTS Suction Programs AETSNSSA Annual Luncheon 1 AETS Joint Goma! Session 11 2 ACTS Campion% Sessions 3 CES1 Opening General Session 43 CESI CamelMit SOSSiOliS 44 NSSA Concuirent Sessions and Curbstone Clinics 50 NSTA General Sessions and &mom 53 NSTASunoco &wilco Seminars (Abstracts) 63 NSTA Forums 67 NSTA Concurrent Panels and Symposia 77 A. ,stracts of Conti ibuted Pows 149 AETS Association for die Education of TuJCllursin Science CESI Council for Elementary Science International NSSA National Science Supervisors Association NSTA National Science Teachers Association SECTION PROGRAMS AETSNSSA ANNUAL LUNCHEON S. ThepreparatoryfunctionoftheLlementaty. secondary school will again be a primary emphasis, HUMANISM BEYOND tHE CLASSROOM The growth and popularity of vocationtechnical pm( high school institutions will (,:ontintte, Hobert1:, Yagel. Plesident AI IS, Professor of ilia Programs in all edneahonal units will be more Selene` NItIcalititt, Univi rsity. of tows, toWa city varied because of social pressures, the loh tIlitiiisetintil experiences, NlalllanlsIttinthe ClasslOoill, human;stic Sulu!' systems for the regulation of all himmitishcteaching are levels of terms which oxen plat)the education wilt be formed. Such an organization will intetest and cimeein fin "humanism" in the pl ifessional result in It as emphasis on fiscal separateness, It will commuluty. Useof humanisminterms ofspeeitic result in new pressure groups and new alignments classroom situations, in connection with teachingstrat of regulatory groups, hoards, and professionals. (Ties, with respect to curriculum patterns does not do 7. Education will continue to ascend asa "power" in justice` to hnlltauiatt as a eolleept in societies oft law society. Education will become inure central to the MyreliMiks fall within three sets of seven points daily workings of' society especially In the Amu. winch ate likened to the branching and interrelati mship economic and political arenas. of heel antlers. The first set of parts is concerno, with Basic problems ill terms of how modem man looks the seven maim trends whieli charm:1011e theertelit athimself have educationalimplications,These educationalsceneand which arelikely.tointensify "People Problems" also affect how we look into diningtheyearsahead. The secondsetof points the crystal ball for a glimpse of the future, People memo major humanproblems %%inch charactriie problemswhichme importantinconsidering today's society.. The final set of p1111115represent seven humanism in education include the following: ideas Windt Woldd exemplify'bilManisnt beyond .he Man has an instittetive tendency. hi tightchang,t... classrotn Change is generally. reeognited as a constant force; Itis always difficult at hest tt predict the future, It however We still light it. This resistance to change is often difficult to analvee the present. However. Mei comes from fear,Itthreatens the stability of the all the risks I offer the following seven characteristi:s of known. The reaction of such tnreats is describedas the educational scene both now and in the immediate beingthe sameregardless of thetimeorthe future. Such a listis not meant to he exhaustive, and it situation. People first try to ignore it: next try to isnotmeant toimplyapproval or any other value rationalizeitaway; and finallyresortto name judgment. I. Sellout enrollments %% ill continue to(eam.. Man at least during the past decadeseems to lack reflecting the decreases in the birth rate. During the faith thatall problems can he solved. Throughout 108.70 yearsthebirthratedecreased by 3 the history of recorded time man has had that percent;duringl97072the decreasewas 9 faith. It has always been impossible to imagineany percent: the repott for the I47274 years has not problems conceived by num that1111111 could not bt.ienreleased. However, the percentagesare not also solve.Ideas are assumed to he as natural as even in terms of the socioeconomic levels of men in they are inevitable. Ideas are premises for solving today'ssociety. The decreaseshave been more problems. Today problems of the economy, rural pronounced witl.inthe high socioeconomic level shortages, the socalled energy crisis seem tocreate than M the low socioeconomic group. Thecon feelings of despondency and fatalism. untieddeclineutnumbers andthechangein 3. Modern man has become complacent about himself makeup of each new school level will havemany as an individual. The is complacent about education. ntiplications for the future. lie assumes that the awarding of degrees is identical turmoilobservedduringrecentyears with to an education. lie assumes that our technology respecttosellout governance will ointillue. The makes us a more advanced civilkition. Ithuts been adversary. roles of the top administratiw and the said that man is less creative when he hasa "full instructionalstaffwillbecome even more pro. stomach." Modern society itself has bred man's nounced. The awkwardposition of themiddle complacency concerning his fate and his thought of administrative positions will continue to grow. his own role in that society. 3. Problems concerning the funding for educationat 4. Itis all too uncommon to let words do our thinking. alllevels willincrease. This situation will become An unknown phenomenon can be allied something worse as dollars stabilise and greater emphasis is and then all too quickly itis something. labels such placed upon cost effectiveness. These problems will asliberal,conservative. permissive. individualited, testi!tin more complications, confrontations. and coin pet ency based, and humanism are too often used competition for the same tax dollars. The conflicts in a variety of ways with a variety of meanings. will include public es private, elementary vs second. 5. Modern man assumes that he is a member of the arys collegiate levels. local vs regional vs state Units. most literate. the most informed, the most intelligent 4. Hut:animal goals will continue to receive study and society that has ever existed.Itis all too easy to ledefinItion. Students. coninvinity representatives, forget (Mr failings, the state of outliteracy, the representatives Irimt iganiiat ions, andsociety problems thatour advancements- have caused. generally will become more active and involved in Ignoranceisthe basic factor in all of out public studying the role of schools and educational units problems. We too easily forget that learning need is intoday's society. Such efforts are likely to result out-distancing our attainments. inminorbreaksin thetraditions which have Asignificantnumber of individualsintuba' ' diaracterieed education for the past one hundred society seem to lack commitmet :mil a senst years. direction for their lives. Too ma w persons have remorse for yesterday Wilde fearand apprehension societal role and one beyond the usual &summit chatactettie their feelings for 'tomorrow, Too few definition, reatlie we need to concentrate upon the only time $, Educatorsmustbecomeprofessionalte"., , concept Ned to 1w we have now. Concentrating 00 the present is (Teacher as a termand as perhaps the best preparation for the future,This abandoned?) It been said that learning an best lack of commitment for current activities and the be teamed frot,t others who theitiselves ore active maintenance of a healthy sense of direction, par. learners. MicEael Mitten of the Syracuse University ticularly, explain the sepaiation of generations. It is Research Corptuatkm has said that professionalism among educators is merely an act of ego massage easy to criticlie what the older generationcould have done. In a similar fashion it is all too easy tospend until such educational leaders do become learners time and effort worrying aboutwhat the new genera. first and foremost. 0. The lines that separate groups must be lessened it' lionwill do. students and 7. A major "people problem" is the tack of humility not erased. The interface between humility in weighing one's own worth, the value of teachers, schools and communities, college students
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