BIOLOGY education, HIGH schools, ANATOMY, TAXONOMY, TEACHING, LEARNING, SCIENCE
Abstract
The article discusses the problem approach used in teaching biology to the students in the U.S. Certain objectives of teaching science was recently proposed to the National Education Association by its committee. The objectives are to secure the development of the student's ability to reason in a scientific way. A second major objective is the formation of fundamental concepts in the student's mind. But, these objectives are never obtained in the teaching process. The students learn by doing, they cannot learn to think by memorizing anatomical structures and taxonomical data. The problem approach has been recognized to more superior as compared to the recitation approach in fulfilling these objectives. Little or no time is usually spent in a discussion of scientific-mindedness, its value and method of development. In addition, no attempt is usually made to show the student that the methods of scientific reasoning can be applied to other than science work.
An encyclopedia entry for U.S. physician Daniel A. K. Steele is presented. After completing a graded course at the Chicago Medical College in Illinois in 1873, Steele worked as Prosector of Anatomy in this school. He was appointed as the house physician and surgeon at the Cook County Hospital of the state and lecturer of surgery at the educational institution in the late 1800s.
Published
1898
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