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Troublesome Problems Related to Science Teaching....

Summary...

Enrollments in Science Courses....

Science Teachers and Science Classes...

Grade Levels of Pupils in Science Courses.
Time Allotments for Science Courses..
Troublesome Problems Related to Science Teaching.

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1. SIZES OF PUBLIC HIGH SCHOOLS IN THE UNITED STATES COMPARED WITH
THE HIGH SCHOOLS WHOSE REPORTS WERE USED IN THIS STUDY.
2. TYPES OF PUBLIC HIGH SCHOOLS IN THE UNITED STATES COMPARED WITH
THE HIGH SCHOOLS WHOSE Reports WERE USED IN THIS STUDY....
3. TYPES AND SIZES OF PUBLIC HIGH SCHOOLS IN THE UNITED STATES COM-
PARED WITH THE TYPES AND SIZES OF HIGH SCHOOLS INVITED TO
PARTICIPATE IN THIS STUDY..

4. OFFERINGS AND ENROLLMENTS IN THE COMMONLY ACCEPTED HIGH-SCHOOL
SCIENCE COURSES.

5. PERCENT OF PUPILS ENROLLED IN SCIENCES OVER THE YEARS...

6. GENERAL DISTRIBUTION OF PUPILS IN LAST 4 YEARS OF PUBLIC HIGH SCHOOL....

7. ENROLLMENT in High-School General Science AND BIOLOGY COMPARED WITH TOTAL ENROLLMENTS IN LAST 4 YEARS, BY TYPE AND SIZE OF HIGH SCHOOL...

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8. ENROLLMENT IN HIGH-SCHOOL CHEMISTRY AND PHYSICS COMPARED WITH TOTAL ENROLLMENT IN LAST 4 YEARS, BY TYPE AND SIZE OF HIGH SCHOOL.....

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9. ENROLLMENT IN SEVENTH-GRADE GENERAL SCIENCE COMPARED WITH TOTAL ENROLLMENT IN GRADE 7, BY TYPE AND SIZE OF HIGH SCHOOL.. 10. ENROLLMENT IN EIGHTH-GRADE GENERAL SCIENCE COMPARED WITH TOTAL ENROLLMENT IN GRADE 8, BY TYPE AND SIZE OF HIGH SCHOOL.. 11. ENROLLMENT IN NINTH-GRADE GENERAL SCIENCE COMPARED WITH TOTAL ENROLLMENT IN GRADE 9, BY TYPE AND SIZE of High ScHOOL.. 12. ENROLLMENT IN BIOLOGY COMPARED WITH TOTAL ENROLLMENt in Grade 10, BY TYPE and Size of HIGH SCHOOL.

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13. ENROLLMENT IN CHEMISTRY COMPARED WITH TOTAL ENROLLMENT IN GRADE 11, BY TYPE AND SIZE OF HIGH SCHOOL....

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14. ENROLLMENT IN PHYSICS COMPARED WITH TOTAL ENROLLMENT IN GRADE 12, BY TYPE and Size of HIGH SCHOOL.

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15. CHANGES IN ENROLLMENT IN NINTH-GRADE GENERAL SCIENCE AND IN BIOLOGY BETWEEN FIRST AND SECOND TERMS, BY TYPE AND SIZE OF HIGH SCHOOL....

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16. CHANGES IN ENROLLMENT IN CHEMISTRY AND IN PHYSICS BETWEEN
FIRST AND SECOND TERMS, BY TYPE AND SIZE OF HIGH SCHOOL.
17. HIGH SCHOOLS OFFERING ADDITIONAL SCIENCE COURSES, BY TYPE AND
SIZE OF HIGH SCHOOL...

18. SCIENCE TEACHERS IN PUBLIC HIGH SCHOOLS OF THE UNITED STATES..

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19. SCIENCE TEACHERS AND PUPILS IN PUBLIC HIGH SCHOOLS OF VARIOUS TYPES AND SIZES WHOSE REPORTS WERE USED IN THIS STUDY......

20. CLASS SIZE in Seventh-, EIGHTH-, AND NINTH-GRAde General SCIENCE, BY TYPE AND SIZE OF HIGH SCHOOL..

21. CLASS SIZE IN BIOLOGY, CHEMISTRY, AND PHYSICS, BY TYPE AND Size of HIGH SCHOOL...

22. DISTRIBUTION OF PUPILS IN BIOLOGY, BY GRADE Level. 23. DISTRIBUTION OF PUPILS IN CHEMISTRY, by Grade Level.. 24. DISTRIBUTION OF PUPILS IN PHYSICS, BY GRADE LEVEL...

25. NUMBER OF SCHOOLS REPORTING PUPILS AT VARIOUS GRADE Levels in BIOLOGY, CHEMISTRY, AND PHYSICS.....

26. NUMBER OF SCHOOLS WHICH ALLOT the GIVEN RECITATION TIME PER WEEK TO THE VARIOUS SCIENCES.

27. NUMBER OF SCHOOLS WHICH ALLOT THE GIVEN LABORATORY TIME PER WEEK TO THE VARIOUS SCIENCES..

28. NUMBER OF SCHOOLS WHICH ALLOt the Given TOTAL TIME Per Week TO THE VARIOUS SCIENCES..

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29. TOTAL TIME ALLOTTED for the VariIOUS SCIENCES PER SCHOOL YEAR... 30. TROUBLESOME PROBLEMS RELATED TO SCIENCE TEACHING, BY TYPE AND SIZE OF HIGH SCHOOL....

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31. COMPARISON OF THE NUMBERS AND KINDS OF PROBLEMS RELATED TO SCIENCE TEACHING WITH THE SIZES AND TYPES OF SCHOOLS WHOSE REPORTS WERE USED IN THIS STUDY.

32. INQUIRY FORM USED IN SECURING DATA FOR THIS STUDY.

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HE OFFICE OF EDUCATION has issued several bulletins on the Offerings and Registrations in High-School Subjects. The most recent of these bulletins was for the year 1933–34. Data for a similar bulletin for 1948-49 are now in process of tabulation. These bulletins, because of the large number of subjects and schools involved, cannot report more than the over-all data for any subject area. This leaves school leaders and the general public without data concerning the general conditions and specific factors that relate to any particular subject area such as science.

The data reported in this bulletin were obtained from a sampling of the Nation's public high schools. The bulletin presents a glimpse of the national conditions that influence opportunities for learning science. If leaders in various units of our systems of schools become concerned about these opportunities, it may be wise for them to make a comprehensive survey of the same type involving the schools in their own system. Summaries of such local studies when compared with this national report may help to reveal local problems which can be studied and provide a basis for making needed improvements.

School leaders should recognize that all youth will help to determine the uses to be made of scientific developments. For this they need a general understanding and appreciation of scientific principles and facts. They need to know the types of evidence that make scientific knowledge dependable. They need to know how to determine quality of scientific information. Can the general science courses, and perhaps a course such as biology, provide the science learnings necessary for intelligent living? Are science courses appropriate in content, methods, and experiences to the needs of all youth? What additions or alternatives can be provided in order to bring science offerings in tune with our times?

School leaders should also recognize that among high-school youth are to be found the creative scientists of tomorrow. Are we adequately nur

turing these young scientists in our high-school activities? Do we find in our schools the facilities and leadership needed to challenge the interests and abilities of these precious minds?

This study was undertaken to reveal the extent and nature of our science education enterprise at high-school levels. It is hoped that many fruitful developments will grow out of a view of what we are currently doing.

GALEN JONES, Director,

Division of Elementary and Secondary Schools.

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