How to Teach Natural Science in Public SchoolsC.W. Bardeen, 1887 - 40 páginas |
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Astronomy barometer Book in Botany C. W. BARDEEN Calkins's Primary Object cation Chapters cloth course of instruction course of study district school course Draper's Physiology effect elementary course elements Ethnology fifth grade Fourth Quarter furnish geological and meteorological GEOLOGY given quarter grammar Gutman Library habits HARVARD UNIVERSITY heat Hooker's Child's Book Hotze's First Lessons important INSTRUCTION IN NATURAL instruments J. G. FITCH JAMES L ject language learned much better manded manner ment motion Natural History number of topics oral lessons oral method OUTLINES OF NATURAL OUTLINES OF PHYSICAL phases plants practical Primary Object Lessons PUBLIC SCHOOLS question recitation reference books regular course rudiments SCHOOL BULLETIN PUBLICATIONS School Room Classics school-room second course Second Quarter sixth special branches Syllabus of Lessons Syracuse Tate's Natural Philosophy TEACH NATURAL SCIENCE teacher and pupil text-book method THIRD GRADE Third Quarter tion Warren's Physical Geography week Young Teachers ZOOLOGY
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Página 24 - Second quarter. Breathing; brain and nerves; use of the senses; seeing; protection of the eyes ; hearing; smell; taste ; touch ; the bones ; muscles. Third quarter. Brains and nerves in animals compared with those in man ; limbs of animals, and their uses ; the hand in man, and its substitutes in animals ; what instruments and tools animals possess for attack and defence. Fourth quarter. Wings and fins ; clothing of man and animals ; wherein man is superior to animals ; intelligence of animals; sleep,...
Página 28 - Matter and its properties: force, molecular forces, gravitation and weight, specific gravity, motion, action and reaction, compound motion: Second Quarter. Machinery, friction, strength of materials, use of materials in construction, hydrostatics and capillary attraction, hydraulics, pneumatics, acoustics. Third Quarter. Heat and its sources, communication and effects...
Página 40 - ... and explaining something adapted to the capacity of your pupils; secondly, drawing out in a conversational manner the experience and information which your scholars already possess on the subject; thirdly, exhibiting the visible objects which you or the pupils have brought to illustrate the lesson, and requiring the pupils to notice and name the properties, qualities, parts, and attributes; fourthly, never omitting to show by a synopsis on the black-board what has been discussed in the lesson,...
Página 32 - ... enumeration of them is best left to the individual teacher. 2) The exact number of topics that can be profitably discussed by teachers will vary with their capacities: moreover it will vary from year to year as teachers become familiar with the course; hence it is necessary to have a variety and to have topics enough for the most rapid classes 3) It is moreover important to keep constantly before the teacher a full outline of the subject so as to prevent the (very common) tendency to treat a...
Página 31 - ... of classification adopted, and train his observing powers. When he comes to the sixth year of the course, he will again touch upon the subject in such a manner as to see the province this subject occupies in the world of nature, and its general bearings upon other fields of investigation. The question will be asked: Why not reduce the number of topics under a given subject to the number that can be actually discussed by the teacher? The answer is: 1. A selection of topics from a comparatively...
Página 30 - ... any given quarter. She must not attempt to do any more than she can do in a proper manner. If it happens that only the first two or three topics are all that can be dealt with profitably, the teacher must not allow herself to undertake any more. " 2. In case the teacher finds that the topics of any given quarter are not arranged in such an order that she can take them up to the best advantage, she is at liberty to change that order; but she must not proceed to the work of a new quarter, or to...
Página 21 - ... in definition, whether in oral statements or in the text-book itself. 3d. The lesson should in all cases be brought home to the pupil's own experience, and his own observation and reflection made to verify the statements of the books. 4th. Every recitation should connect the lesson of to-day to the lessons already recited, and the questions awakened in today's lessons should be skilfully managed to arouse interest in the subject of to-morrow's lesson.