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قراءة كتاب Adequate Preparation for the Teacher of Biological Sciences in Secondary Schools
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Adequate Preparation for the Teacher of Biological Sciences in Secondary Schools
ADEQUATE PREPARATION FOR THE
TEACHER OF BIOLOGICAL SCIENCES
IN SECONDARY SCHOOLS.
J. Daley McDonald
Submitted to the School of Education of the University of California in partial fulfillment of the minor requirements for the degree of Doctor of Philosophy.
November 15th
1921
CONTENTS
| Introduction | 3 |
| Retarding factors in improvement | 4 |
| Qualifications in subject matter | 5 |
| Scope of Biology | 6 |
| Values and relations of Biology | 7 |
| Adaptation of course to community conditions | 10 |
| Freedom from textbook slavery | 11 |
| Materials and laboratory equipment | 12 |
| Historical setting | 13 |
| Spirit of research | 14 |
| Qualifications in method | 16 |
| Factors determining correct method | 16 |
| History of scientific method | 17 |
| Problem method | 17 |
| Accuracy and logical constructive thinking | 18 |
| Teacher's final method necessarily unique | 19 |
| Summary of necessary qualifications | 19 |
| Opportunity for adequate preparation | 20 |
| Lack of professional course | 20 |
| Requirements of Teachers Recommendation in Zoology | 21 |
| Courses not adapted for teacher-preparation | 22 |
| Professional course the goal | 23 |
| Suggested modifications of present courses | 24 |
| Course in special methods | 25 |
| Practice teaching | 27 |
| Bibliography | 29 |
The use of the term preparation herein is intended to indicate partially the limitation of the problem attempted. The following discussion will be concerned only with such attributes of the successful teacher as are the direct result, or at least greatly enhanced by thorough preparation. A sufficiently comprehensive and difficult problem remains after still further restriction of the field so as to include only subject matter and the method of biological science.
It is scarcely necessary to make the statement that the standards of preparation and the facilities for meeting these standards have been enormously improved within the past few years. Evidence of this is found in the changes recently made in the curricula of and the requirements for graduation from the California State Teachers Colleges. Neither is it necessary to say that improvement must continue. Such problems are evolutionary. Notwithstanding that requirements for teachers certificates have been raised the country over, the universities are not generally making very rapid strides in affording opportunities for better preparation in subject-matter and special methods. In corroboration, witness the recent