Nature Study in American Schools: 1890-1930

美国学校的自然研究：1890-1930

• 批准号: 9123719
• 负责人: Sally Kohlstedt
• 金额: $ 9.06万
• 依托单位: University of Minnesota-Twin Cities
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-09-01 至 1996-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9123719&HistoricalAwards=false
• 关键词: Nature; Study; American; Schools; 1890

A full understanding of the crisis in science teaching in the elementary and secondary schools of the United States requires a look at the historical background against which teaching of science in this country has developed. How were things done before? Why were the choices for presentation made? What were the goals of science teaching when it was first introduced? How has the situation changed? Professor Kohlstedt's project constitutes the first comprehensive analysis of the Nature Study program of teaching science in schools to consider its scientific outlook, its concern for social and environmental issues, the extraordinary diversity of its activities by region and the ways in which gender issues influenced the program and affected its stability. "Nature Study" was an international movement that came from Europe to the United States in the 1890's. It developed as a method to introduce children to the natural world in a systematic way. Professor Kohlstedt is examining the period from 1890 to 1930 when the Nature Study movement moved beyond the school system to extracurricular and public institutions. She is probing the deceptively simple clarity of Nature Study's basic proposition--learning from natural objects- -that was elaborated in textbooks and lesson plans variously directed at rural and urban children in both private and public schools. She is reassessing the outlook and activities of those administrators and teachers who established Nature Study as a curriculum and publicized it through lectures and publications. Based on the records of normal schools, university archives, school system records, and the papers of individual teachers and students as well as the numerous published books and articles on Nature Study, this research will document its philosophy, content, pedagogy, scientific outlook, and public connections. This study promises to be a most important contribution to our understanding of the processes of science teaching in the US.

充分认识中学科学教学的危机 美国的小学和中学需要一个 看看科学教学的历史背景 在这个国家已经发展。 以前是怎么做的？ 为什么 是否已做出陈述的选择？目标是什么 科学教学是什么时候开始的 是如何 情况变了吗 Kohlstedt教授的项目构成了第一个全面的 学校科学教学中的自然研究项目分析 考虑其科学观，其对社会和 环境问题，其活动的非凡多样性 以及性别问题如何影响 并影响其稳定性。 “自然研究”是一个 从欧洲到美国的国际运动 在十九世纪九十年代 它是作为一种方法发展起来的， 自然界的一个系统。 科尔施泰特教授是 研究了1890年至1930年期间， 运动从学校系统转向课外， 公共机构。 她在探索看似简单的清晰度 自然研究的基本命题--从自然物体中学习-- - 在教科书和课程计划中有不同的阐述 针对农村和城市儿童的私立和公立学校 学校 她正在重新评估那些 管理人员和教师谁建立了自然研究作为一个 课程，并通过讲座和出版物进行宣传。 本文以师范院校、高校档案馆、学校档案馆等资料为依据， 系统记录，以及个别教师和学生的论文 以及大量出版的关于自然的书籍和文章 研究，这项研究将记录其哲学，内容， 教育学、科学观和公共关系。 本研究 对我们理解 美国科学教学的过程。