By Robert G. Fuller (auth.), Robert G. Fuller (eds.)
Robert Karplus, a professor of physics on the college of California, Berkeley, united states, grew to become a pacesetter within the circulate to reform effortless university technological know-how within the Sixties. This publication selects the iconic facets of his paintings and offers them for the scientists and technology educators of at the present time. In an period whilst `science schooling for ALL scholars' has develop into the clarion name, the insights and works of Robert Karplus are as appropriate now as they have been within the Sixties, '70s, and '80s. This publication attempts to seize the essence of his lifestyles and paintings and offers decisions of his released articles in a worthy context.
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Extra resources for A Love of Discovery: Science Education — The Second Career of Robert Karplus
SUMMARY I have described the history of the SCIS project and nine strategies that were employed consciously and consistently to guide the curriculum development activities. The overall approach was pragmatic, with classroom trials and field experience playing the key role in decision making. At the same time, however, the original program design and the responses to the classroom trials were shaped by a conceptual framework of science and an inquiryoriented educational philosophy that determine the character of the SCIS program.
This commitment to the integral nature of science and how one learned it was the vision of the entire SCIS team under Bob's thoughtful leadership. Prior to and early in the development of SCIS, Bob's research (see chapter 4) on how to effectively construct the interaction between a teacher and a classroom full of learners resulted in the commitment to guided student experiences rather than a textbook as the basis of the program. The concurrent development of the LEARNING CYCLE as the conceptual organizer for structuring the interaction between the teacher and a whole classroom of learners provided the approach needed to relate the guided student experiences to the ongoing intellectual and social development of each learner.
These classes were visited regularly by the unit's developers and also by other staff members who observed the teaching, occasionally spoke to children if this did not interfere with the teacher's work, and conferred with the teacher concerning any questions the teacher might have. Reports of the observations were filed after the visits and ultimately served as source material for revision of the unit. Individual conferences, feedback meetings, and feedback questionnaires enabled teachers to communicate th~ir reactions to the developers.
A Love of Discovery: Science Education — The Second Career of Robert Karplus by Robert G. Fuller (auth.), Robert G. Fuller (eds.)