The editorial holds that the formal disciplinary idea of science as developing accuracy of method dominates science instruction and underlies claims of elementary pupils' immaturity.¶

Claim · All claims
Evidence · 1 study · theoretical r? · q1
Currency · newest study 1915 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Too much insistence on consecration to scientific method has made the formal disciplinary idea of science the lodestar of science instruction. → J. C. B 1915 q1 i? As a result of this emphasis, the claim is made that elementary pupils are not sufficiently mature for developing the scientific attitude of mind, and observational study of nature has been decried as unscientific. → J. C. B 1915

Evidence¶

J. C. B 1915¶

J. C. B. (1915). Editorial. The Journal of Educational Psychology, Volume VI, Number 10. Warwick & York. https://archive.org

q1 · i? · theoretical · r?

Editorial interpretation of why science teaching is misdirected, offered without data. The author states that "the observational study of nature has been decried and flouted as unscientific" and that little has been done to improve elementary science.

"the formal disciplinary idea of science as developing accuracy of method in thinking has come to be the lode star of science instruction."

Discussion¶

Related Claims¶

• The editorial asserts that public education is still dominated by traditional aims and accomplishes little in inculcating the scientific temper of thought. — related
• Mead holds that a method of thought cannot be transferred but must be gained through the learner's own abstractions — related
• Dewey holds the aim of science teaching should be to give pupils the scientific attitude and habit of mind — a broader claim this one bears on
• Dewey argues the scientific attitude is achieved by pupils taking a hand in the making of knowledge through inquiry — a broader claim this one bears on
• The article argues that continued simple, single-object experiments tend to make pupils unguarded and hasty in their conclusions, and that premise-testing experiments should correct this. — related
• Dewey argues that science has not justified its early promises as part of the educational curriculum — a broader claim this one bears on
• The editorial judges science teaching inadequate or misdirected at every school level, with nature study and geography declining in the elementary school. — a broader claim this one bears on