Wills, Irvin A.

English

ScholarWorks@UARK

Journal of the Arkansas Academy of ScienceVolume 2 Article 111947How Should Science be Taught to Aid in ourPresent Emergency?Irvin A. WillsJohn Brown UniversityFollow this and additional works at: http://scholarworks.uark.edu/jaasPart of the Science and Mathematics Education CommonsThis article is available for use under the Creative Commons license: Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0). Users are able toread, download, copy, print, distribute, search, link to the full texts of these articles, or use them for any other lawful purpose, without asking priorpermission from the publisher or the author.This Article is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Journal of the Arkansas Academyof Science by an authorized editor of ScholarWorks@UARK. For more information, please contact scholar@uark.edu, ccmiddle@uark.edu.Recommended CitationWills, Irvin A. (1947) "How Should Science be Taught to Aid in our Present Emergency?," Journal of the Arkansas Academy of Science:Vol. 2 , Article 11.Available at: http://scholarworks.uark.edu/jaas/vol2/iss1/1131HOW SHOULD SCIENCE BE TAUGHT TO AID IN OUR PRESENT EMERGENCYIrvin A. Wills, John Brown University, Siloam SpringsOur present national emergency In defense and all-out effortof warfare has greatly emphasized the need of men and women thor-oughly trained in mathematics and science. There can be no doubtthat we live in a highly developed and specialized scientificworld. In view of this fact, it is more than ever necessary thatcitizens understand the basic principles of science involved intheir environment. The mathematics and science courses of oursecondary schools and colleges if properly taught, can contributemuch to the civic and national welfare. Ido not wish to be pre-sumptuous in suggesting that there are only certain methods bywhich science classes may be taught and that your present methodsof teaching are entirely wrong. However, Ido wish to urge thatour science teaching become definitely functional and practicalfor the students so that they may make use of their science exper-iences both now and In the future. The content of our sciencecourses should be thoroughly scrutinized with the view of includ-ing only the subject matter which Is essential to the needs of ourstudents. This may make necessary the elimination of certain ma-terial which we have long thought of as essential and the substi-tution of new material. Also, possibly it means spending a longerperiod of time on a smaller amount of subject matter in order toInsure thoroughness as well as practicality.Iwish to suggest that in the three commonly taught scienceclasses of the high school that more emphasis be placed on parti-cipation In learning activities dealing with things vital to thestudent in relation to his own life and to his community. Suchactivities should be of greater value than the mere learning andmemorizing of facts from textbooks. Those following me on thisprogram are going to discuss certain specific phases concerningindividual science subjects. Therefore, Ishall confine this dis-cussion, particularly, to general phases of General Science, Biol-ogy, and Chemistry.By far the greater number of students of the secondary schoolsreceive Instruction in General Science. Its popularity has stead-ily Increased as a requirement of secondary curricula. There areso many varied subjects In this general field to be consideredthat it becomes a difficult problem to make the selection of ma-terial which is vital. Itseems that most certainly an elementaryconsideration of atomic structure of matter Is a necessity sincematter is the basic component of our environment. So much of ourrecent progress In Physical Science has resulted from a better un-derstanding of the nature of matter. This particular phase may nothave such intimate connection with the Individual student but willbe a necessary part of his equipment to understand intelligentlymodern scientific discoveries and recent articles, even thoughthey are popular articles.At the present time much emphasis Is being placed upon health,nutrition, physical fitness, and in First Aid as matters Inwhichevery citizen can not only help himself but serve his country.Such things as active community projects dealing with these pro-blems may be sponsored and engaged in by the students, which willbe much greater in value than mere knowledge and learning of cer-tain rules of health. Iwell realize that this subject matter isnot the sole concern of the students of General Science but Is alsothe concern of all students or members of the community and islikewise to be considered in the teaching of Biology, Physical Ed-ucation, and other subject matter. In fact, well organized school31Journal of the Arkansas Academy of Science, Vol. 2 [1947], Art. 11Published by Arkansas Academy of Science, 194732and community projects built around these interests will servemore in the teaching of the particular materials if students ac-tually are a part of such a program.Aeronautics and aviation are increasingly Important In theconsideration of the life of the Individual and of the nation. Irecently heard a man from the Civil aeronautics Authority and theOffice of Education, at North Central Association meetings urgingthat we make our students airminded by our various teaching de-vices. The study of weather, meteorology, and astronomy, whichare ordinarily considered in General Science, are of extreme im-portance in aviation navigation. Again active participation inprojects is far better than mere textbook learning. Of great Im-portance to young men and in many cases to young women Is an un-derstanding of the principles of the gasoline engine and the prin-ciples of aeronautics. Natural interests can be easily capitali-zed upon in the teaching of these matters in General Science.Further, in our present mechanical and electrical world a veryvaluable field of study Is that of home mechanics, which Is im-portant for both boys and girls.We should not neglect the study of the conservation of ournatural resources in the study of any of our sciences. Particu-larly at this time with such large demands being placed on ournatural resources and a shortage of essential war materials, It Iseasy to teach and Instill the ideas and Ideals of conservation ofour natural resources. The campaigns for saving various scrap ma-terials have been of great value in teaching conservation if pro-perly used. Such attitudes must not be considered merely as tem-porary measures but something which Is essential for the furtherdevelopment of our national and personal welfares.In addition to the necessity of the teaching of certain ofthe above mentioned subjects in Biology there are still other Im-portant considerations. Most certainly, conservation of naturalresources, health and the teaching of human physiology throughFirst Aid cannot be neglected. Attention should be given to thepresent through well-planned activities, even such as growing a"Victory Garden"; as teaching the factors which Influence plantgrowth and development. Likewise the care of livestock and petsmay well illustrate and be used in the discussion of the fundamen-tal principles of reproduction and nutrition of animals. Likewisethere Is need for consideration of the laws of heredity by practi-cal activities such as records from pedigreed livestock, tracingones own ancestors and the social problems concerned with the so-called superior and pure races of the world.Some have experienced the fear that the teaching of only thepractical aspects of biology (or any science) would lead to fail-ure on the part of the teacher to give a thorough course in thesubject. (Riddle '42). Possibly we need to realize that it isnot the object of secondary science subjects to prepare solelyprofessional scientists. We should not lose sight of the possi-bility of better teaching of fundamental principles through prac-tical activities and applications. Projects and other participa-tion activities are creating an interest on the part of the studentsto find out details concerning phenonema. Surely that Is betterthan superimposing the enthusiasm of a teacher and forceful studyof principles for the sake of knowledge alone.Finally, let us consider the teaching of chemistry in oursecondary schools. The principles and laws of chemistry have cometo play an important role in the everyday activities and lives ofall. Nevertheless, It seems that the learning of many symbols,32Journal of the Arkansas Academy of Science, Vol. 2 [1947], Art. 11http://scholarworks.uark.edu/jaas/vol2/iss1/1133formulas, equations, and mathematical computations becomes ex-tremely distasteful to the beginning chemistry student. ItIstrue that these, when taught from a pure memory standpoint, becomea hard and difficult chore for students to do and ItIs difficultto create an Interest In the work. Here again, possibly we areover-emphaslzlng the mastery of knowledge which Is a part of theequipment needed for a chemist. Such a knowledge Is Indeed neces-sary for a successful working basis using chemistry In the fieldof Industry and other pursuits of life having a chemical basis.Usually, young students are deeply Interested In the common every-day elements and their properties. Possibly, more attention Isneeded for a descriptive chemistry rather than a lot of emphasison theoretical chemistry which the majority of these students willnot be able to master or have any need of later In life. Verysuccessfully, many Instructors have made use of the testing ofconsumer products and the preparation of various drugs and cosmet-ics Inhigh school chemistry classes which have been of definitevalue to the pupils working with them. At the same time manyfundamental chemical principles and laws have been learned. Per-haps we can give a knowledge of the fundamentals ordinarily taughtby using these particular terms and symbols In our discussion ofthe problems and definitely relating them to the Interests and ac-tivities of the students. The associative powers of the memorywill help much In remembering these fundamentals when Itcan beconnected with practical applications. Also, we had best providefor the Individual Interests and vocational choices and aptitudesof our students by challenging them with a more detailed study ofcertain principles which they will eagerly master than study fromthe textbook with certain page to page assignments.In conclusion, we probably do not need to teach science In agreatly different manner during the time of war than during thetime of peace. It Is true probably that our present emergency hashelped us to emphasize the need of practical applications and se-curing a more definitely embedded knowledge of scientific princi-ples and fundamentals which may be necessary for the life of thestudents both at the present and In the future. May we use basicprinciples and methods of presentation with an active participa-tion of the student in learning activities which will develop ascientific attitude and teach scientific principles!Army and Navy, 1942. - Various publications especially folder byNavy as to education required for definite branches of ser-vice.Riddle, Oscar, Editor.«33Journal of the Arkansas Academy of Science, Vol. 2 [1947], Art. 11Published by Arkansas Academy of Science, 194734Journal of the Arkansas Academy of Science, Vol. 2 [1947], Art. 11http://scholarworks.uark.edu/jaas/vol2/iss1/11

How Should Science be Taught to Aid in our Present Emergency?

UARK (University of Arkansas )

Journal of the Arkansas Academy of Science Volume 2 Article 11 1947 How Should Science be Taught to Aid in our Present Emergency? Irvin A. Wills John Brown University Follow this and additional works at: https://scholarworks.uark.edu/jaas  Part of the Science and Mathematics Education Commons Recommended Citation Wills, Irvin A. (1947) "How Should Science be Taught to Aid in our Present Emergency?," Journal of the Arkansas Academy of Science: Vol. 2 , Article 11. Available at: https://scholarworks.uark.edu/jaas/vol2/iss1/11 This article is available for use under the Creative Commons license: Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0). Users are able to read, download, copy, print, distribute, search, link to the full texts of these articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This Article is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Journal of the Arkansas Academy of Science by an authorized editor of ScholarWorks@UARK. For more information, please contact scholar@uark.edu. 31HOW SHOULD SCIENCE BE TAUGHT TO AID IN OUR PRESENT EMERGENCYIrvin A. Wills, John Brown University, Siloam SpringsOur present national emergency In defense and all-out effortof warfare has greatly emphasized the need of men and women thor-oughly trained in mathematics and science. There can be no doubtthat we live in a highly developed and specialized scientificworld. In view of this fact, it is more than ever necessary thatcitizens understand the basic principles of science involved intheir environment. The mathematics and science courses of oursecondary schools and colleges if properly taught, can contributemuch to the civic and national welfare. Ido not wish to be pre-sumptuous in suggesting that there are only certain methods bywhich science classes may be taught and that your present methodsof teaching are entirely wrong. However, Ido wish to urge thatour science teaching become definitely functional and practicalfor the students so that they may make use of their science exper-iences both now and In the future. The content of our sciencecourses should be thoroughly scrutinized with the view of includ-ing only the subject matter which Is essential to the needs of ourstudents. This may make necessary the elimination of certain ma-terial which we have long thought of as essential and the substi-tution of new material. Also, possibly it means spending a longerperiod of time on a smaller amount of subject matter in order toInsure thoroughness as well as practicality.Iwish to suggest that in the three commonly taught scienceclasses of the high school that more emphasis be placed on parti-cipation In learning activities dealing with things vital to thestudent in relation to his own life and to his community. Suchactivities should be of greater value than the mere learning andmemorizing of facts from textbooks. Those following me on thisprogram are going to discuss certain specific phases concerningindividual science subjects. Therefore, Ishall confine this dis-cussion, particularly, to general phases of General Science, Biol-ogy, and Chemistry.By far the greater number of students of the secondary schoolsreceive Instruction in General Science. Its popularity has stead-ily Increased as a requirement of secondary curricula. There areso many varied subjects In this general field to be consideredthat it becomes a difficult problem to make the selection of ma-terial which is vital. Itseems that most certainly an elementaryconsideration of atomic structure of matter Is a necessity sincematter is the basic component of our environment. So much of ourrecent progress In Physical Science has resulted from a better un-derstanding of the nature of matter. This particular phase may nothave such intimate connection with the Individual student but willbe a necessary part of his equipment to understand intelligentlymodern scientific discoveries and recent articles, even thoughthey are popular articles.At the present time much emphasis Is being placed upon health,nutrition, physical fitness, and in First Aid as matters Inwhichevery citizen can not only help himself but serve his country.Such things as active community projects dealing with these pro-blems may be sponsored and engaged in by the students, which willbe much greater in value than mere knowledge and learning of cer-tain rules of health. Iwell realize that this subject matter isnot the sole concern of the students of General Science but Is alsothe concern of all students or members of the community and islikewise to be considered in the teaching of Biology, Physical Ed-ucation, and other subject matter. In fact, well organized school31Journal of the Arkansas Academy of Science, Vol. 2 [1947], Art. 11Published by Arkansas Academy of Science, 194732and community projects built around these interests will servemore in the teaching of the particular materials if students ac-tually are a part of such a program.Aeronautics and aviation are increasingly Important In theconsideration of the life of the Individual and of the nation. Irecently heard a man from the Civil aeronautics Authority and theOffice of Education, at North Central Association meetings urgingthat we make our students airminded by our various teaching de-vices. The study of weather, meteorology, and astronomy, whichare ordinarily considered in General Science, are of extreme im-portance in aviation navigation. Again active participation inprojects is far better than mere textbook learning. Of great Im-portance to young men and in many cases to young women Is an un-derstanding of the principles of the gasoline engine and the prin-ciples of aeronautics. Natural interests can be easily capitali-zed upon in the teaching of these matters in General Science.Further, in our present mechanical and electrical world a veryvaluable field of study Is that of home mechanics, which Is im-portant for both boys and girls.We should not neglect the study of the conservation of ournatural resources in the study of any of our sciences. Particu-larly at this time with such large demands being placed on ournatural resources and a shortage of essential war materials, It Iseasy to teach and Instill the ideas and Ideals of conservation ofour natural resources. The campaigns for saving various scrap ma-terials have been of great value in teaching conservation if pro-perly used. Such attitudes must not be considered merely as tem-porary measures but something which Is essential for the furtherdevelopment of our national and personal welfares.In addition to the necessity of the teaching of certain ofthe above mentioned subjects in Biology there are still other Im-portant considerations. Most certainly, conservation of naturalresources, health and the teaching of human physiology throughFirst Aid cannot be neglected. Attention should be given to thepresent through well-planned activities, even such as growing a"Victory Garden"; as teaching the factors which Influence plantgrowth and development. Likewise the care of livestock and petsmay well illustrate and be used in the discussion of the fundamen-tal principles of reproduction and nutrition of animals. Likewisethere Is need for consideration of the laws of heredity by practi-cal activities such as records from pedigreed livestock, tracingones own ancestors and the social problems concerned with the so-called superior and pure races of the world.Some have experienced the fear that the teaching of only thepractical aspects of biology (or any science) would lead to fail-ure on the part of the teacher to give a thorough course in thesubject. (Riddle '42). Possibly we need to realize that it isnot the object of secondary science subjects to prepare solelyprofessional scientists. We should not lose sight of the possi-bility of better teaching of fundamental principles through prac-tical activities and applications. Projects and other participa-tion activities are creating an interest on the part of the studentsto find out details concerning phenonema. Surely that Is betterthan superimposing the enthusiasm of a teacher and forceful studyof principles for the sake of knowledge alone.Finally, let us consider the teaching of chemistry in oursecondary schools. The principles and laws of chemistry have cometo play an important role in the everyday activities and lives ofall. Nevertheless, It seems that the learning of many symbols,32Journal of the Arkansas Academy of Science, Vol. 2 [1947], Art. 11https://scholarworks.uark.edu/jaas/vol2/iss1/1133formulas, equations, and mathematical computations becomes ex-tremely distasteful to the beginning chemistry student. ItIstrue that these, when taught from a pure memory standpoint, becomea hard and difficult chore for students to do and ItIs difficultto create an Interest In the work. Here again, possibly we areover-emphaslzlng the mastery of knowledge which Is a part of theequipment needed for a chemist. Such a knowledge Is Indeed neces-sary for a successful working basis using chemistry In the fieldof Industry and other pursuits of life having a chemical basis.Usually, young students are deeply Interested In the common every-day elements and their properties. Possibly, more attention Isneeded for a descriptive chemistry rather than a lot of emphasison theoretical chemistry which the majority of these students willnot be able to master or have any need of later In life. Verysuccessfully, many Instructors have made use of the testing ofconsumer products and the preparation of various drugs and cosmet-ics Inhigh school chemistry classes which have been of definitevalue to the pupils working with them. At the same time manyfundamental chemical principles and laws have been learned. Per-haps we can give a knowledge of the fundamentals ordinarily taughtby using these particular terms and symbols In our discussion ofthe problems and definitely relating them to the Interests and ac-tivities of the students. The associative powers of the memorywill help much In remembering these fundamentals when Itcan beconnected with practical applications. Also, we had best providefor the Individual Interests and vocational choices and aptitudesof our students by challenging them with a more detailed study ofcertain principles which they will eagerly master than study fromthe textbook with certain page to page assignments.In conclusion, we probably do not need to teach science In agreatly different manner during the time of war than during thetime of peace. It Is true probably that our present emergency hashelped us to emphasize the need of practical applications and se-curing a more definitely embedded knowledge of scientific princi-ples and fundamentals which may be necessary for the life of thestudents both at the present and In the future. May we use basicprinciples and methods of presentation with an active participa-tion of the student in learning activities which will develop ascientific attitude and teach scientific principles!Army and Navy, 1942.-Various publications especially folder byNavy as to education required for definite branches of ser-vice.Riddle, Oscar, Editor.«33Journal of the Arkansas Academy of Science, Vol. 2 [1947], Art. 11Published by Arkansas Academy of Science, 194734Journal of the Arkansas Academy of Science, Vol. 2 [1947], Art. 11https://scholarworks.uark.edu/jaas/vol2/iss1/11

https://scholarworks.uark.edu/cgi/viewcontent.cgi?article=1071&amp;context=jaas

How Should Science be Taught to Aid in our Present Emergency?

Abstract

Similar works

Full text

Available Versions

ScholarWorks@UARK

UARK (University of Arkansas )