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Title
The integration of sciences into the American secondary school curriculum, 1890s-1990s
Author
SourceOelkers, Jürgen [Hrsg.]; Osterwalder, Fritz [Hrsg.]; Rhyn, Heinz [Hrsg.]: Bildung, Öffentlichkeit und Demokratie. Weinheim u.a. : Beltz 1998, S. 89-113. - (Zeitschrift für Pädagogik, Beiheft; 38)
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License of the document In copyright
Keywords (German)
sub-discipline
Document typeArticle (from a serial)
ISSN0514-2717; 05142717
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):School reforms in the late 19th century, mirroring larger social, economic, and political changes in American society, account for the permanent lodging of science into the high school curriculum. Major changes in science courses, texts, and instruction occurred in these years. These changes then and since, however, were marked by ideological struggles among groups of reformers representing university academics, policy makers, and educators over why science should be taught and how best to teach the subject. Those struggles over the purposes of science knowledge (should science be taught for its knowledge or its utility in society?) and pedagogy (traditional or progressive methods) reflected deeply embedded value conflicts in American democracy and over the purposes of the high school in such a society. (DIPF/orig.)
is part of:Bildung, Öffentlichkeit und Demokratie
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Date of publication11.11.2014
CitationCuban, Larry: The integration of sciences into the American secondary school curriculum, 1890s-1990s - In: Oelkers, Jürgen [Hrsg.]; Osterwalder, Fritz [Hrsg.]; Rhyn, Heinz [Hrsg.]: Bildung, Öffentlichkeit und Demokratie. Weinheim u.a. : Beltz 1998, S. 89-113. - (Zeitschrift für Pädagogik, Beiheft; 38) - URN: urn:nbn:de:0111-pedocs-94834 - DOI: 10.25656/01:9483
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