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Of Secondary School Science Programs and Facilities Which Will Aid in The DOCUMENT RESUME ED 023 276 EF 002 071 Science Guidelines for the Secondary Schoolsof Arkansas. Arkansas State Dept. of Education, Lit t leRock. Pub Date 66 Note -33p. EDRS Price MF -$O 25 HC -$1.75 Laboratory Equipment, Descriptors-Audiovisual Aids, 4Bibliographies,Classroom Design, *Furniture Design, Laboratory Safety, *Science Facilities,*Science Laboratories, Science Materials,*Secondary Schools Guidebnes for the developmentof secondary school science programsand facilities which will aid in the reviewof existing and proposed programsand in adapting classroom instruction to theneeds of individual pupils.Science facilities are emphasized including space require,nents,classrooms, laboratories, utilities,furniture, Basic lists of necessary equipment are givenfor general and audiovisual materials. lists for science, biology, chemistry,physics and earth science, aswell as supplementary enriched programs in thosefields. The appendix includes abibliography of books and periodicals dealing with scienceteaching plus suggested classroom,laboratory, and combined classroom-laboratoryfloor plans. (NI) I o * SCIENCE GUIDELINES 1 FOR ARKANSAS ZONE SCHOOLS ,.- ( 1 ..) g A ( , r ' 1 ,., , State Department of Education Science Guidelines For the Secondary Schools of Arkansas t: Published by the STATE' DEPARTMENT OF EDUCATION U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS 1EEN REPRODUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIFW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION POSITION OR POLICY. A. W. Ford, Commissioner of Education Little Rock, Arkansas 1966 Prepared by THE STATE DEPARTMENT OF EDUCATION Curtis C. Love Supervisor of Science Division of Instructional Services Curtis R. Swaim, Associate Commissioner A. G. Thompson, Director of Supervision FOREWORD The successful launching of Sputnik and therapid advance of tech- nology has changed the public posturetowards the role of the federal government in supporting public instruction.This has resulted in a revolution in American education. This revolution has brought about majorchanges in many fields of teaching, but nowhere more than in science.This includes increased knowledge, improved facilities, added materials,and new offerings in the instructional program which creates newopportunities and challenges at the local level. This publication is intended to offerguidelines which will help local schools in reviewing existing and proposed programsand in adapting classroom instruction to the needs ofindividual pupils in meeting the challenge of the Space Age. A. W. Ford Commissioner of Education 3 CONTEN TS Courses of Study 5 Science Facilities 6 Science Furniture 9 Audio-Visual Materials and Equipment 13 Equipment and Materials 14 Safety 22 Appendix 23 A.Bibliography 24 B.Sources of Free and Inexpensive Materials 26 C.Suggested Floor Plans 27 4 COURSES OF STUDY Numerous courses of study in the sciences have beendeveloped by state agencies, curricu- lum study committees and various organizations, but nonehave been quite as successful as those built by the individual school to meet local needs andconditions. A well planned science curriculum is essential to an effective science program and the planningshould be a cooperative effort of administrators, teachers and supervisors at all levels in the localschool. Areas of Science Secondary science programs include the areas of junior highschool science, biology, chemistry, botany, zoology, physics, geology, physiology, aero science, physicalscience, consumer science, and earth science.At the junior high level the program is reidly moving toward one of physical science, life science and earth science instead of the traditictl three years of general science. No school should attempt to offer all of these specific courses t)at everyschool should select those disciplines which will fit their needs. Whatever the offerings maybe, the major thing to remem- ber is that quality science programs are much more importantthan quantity programs. A few science courses well taught are much better than many coursespoorly taught. Unless a qualified teacher is available, it would be better not to offer aspecialized science or even a general science course. Mastery of a few basic conceptsin a given course is preferable to a partial understanding of many concepts. In order to use the best qualified teachers, mosteffectively, th e.responsibility for teaching science and the building of a science program shouldbe concentrated in a minimum number of well qualified teachers. Goals of Science In building a course of study in science the goals one hopes toreach must be considered.The selection of these goals may best be made by studying the needs ofyouth in relation to the culture in which they are being educated. Youth's needs for living in ademocratic society are common skills, attitudes, behaviors and understandings all of whichshould be reflected in the goals of the total school program. As part of that program, the generalgoals of science teaching should relate to these needs.Actually the science program should have a threefold purpose.Each student should gain the necessary background of scientific principlesand skills to live effectively in a dem- ocratic society. The program should also be directed towardsthe vocational needs of those who will play important roles in the community immediately upontheir graduation from high school. Finally, special arrangements should be made for those who areacademically talented and will con- tinue their studies in institutions of higher learning.Teachers must also recognize that some of youth's needs change as changes occur in their culture.They must recognize that they will have to evaluate carefully the relationship of their program'sgoals to cultural changes taking place. Changes in goals of science teaching, if they are to beeffective, necessitate changes in science pro- grams.Neither goals nor programs can remain static. Content Reliance to an undue extent upon graded textbooks for thecontent and activities of science tend to make classroom activities an assembly-line typeof procedure. Assembly-line procedures. with all students striving for limited goals, equal achievements,and a passing grade marktend to set limited goals which result in temporaryfactual learning. On the other handthe more varied the instruction, the more adequately it is adjusted tothe different needs, abilities, and interests of the students.Diversity of content and procedures in the classroomis necessary if students are to develop their abilities to the greatest extent. A high schoolchemistry course, for example, should be designed to fulfill the needs of two different groupsof studentsthose who will go on into further study in the field and those who will not. For thelatter students, the chemistry course should assist them to function more intelligently in atechnological age and understand more fully the impact of science on our culture ; for the first group,chemistry courses should, in addition, provide the background information and experiences necessaryfor college chemistry. All students need not do the same experiments, but when the sameexperiments are done they need not be done at the time or period. Once a decision has been made as to what specificscience courses are to be offered, the next logical step will be the selection of units for each courseoffering.The suggez,ted format which follows indicates some items that should be included in any courseof study. 5 Course Outline Name of Course Title of Unit Overview of Suggested Suggested Suggested Audio- Concepts to Be Subject Matter Activities :4xperiments Visual Materials Derived Suggested Other Text References References SCIENCE FACILITIES The planning of science facilities shouldbe a joint responsibility ofteachers, administrators, school plant specialists, consultants,architects, and the Board of Education.Few schools can af- ford to provide all desirable sciencefacilities, but every school !iould be able toplan for all science experiences included in its program.One of the major concerns, after theselection of a plant site, should be the amount of space devotedto science instruction. Space Requirements The teaching of science in the schools oftoday requires far more space per studentthan was provided in earlier facilities, primarilybecause of greater emphasis on laboratoryactivities.In addition to more individual laboratorywork there is also more emphasis on groupwork and a greater need for space for the storageof the vast amount of learning materials.Assuming that the arrangement of the rooms makesfor complete utilization of the space,effective science teach- ing requires thirty-five to forty squarefeet per student,This estimate does not include storage preparation areas, construction areasand darkrooms.If such areas are to be included,the space per student shouldbe approximately fifty square feet. The trend for science facilitiesis away from the old concept that classwork and laboratory work had to be done in separate rooms.Combined facilities for all activities call for asomewhat greater space per pupil; however, thetotal space requirement is smallerthan was necessary for the separate rooms. The new trendprevents one room being vacant whenthe other is in use, as well as preventing problems usuallyencountered in laboratory scheduling. Experience indicates multiple use should bemade of science rooms when theenrollment is less than five hundred students. Aminimum of one classroom-laboratory
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