Abstract
In this article, Dr. Baker discusses some of the outstanding problems and possi bilities associated with science instruction in a typical large city school system. As a background, he summarizes a basic philosophy of science education and outlines current curriculum practices for the entire public school sequence of kindergarten through the twelfth grade. He concludes by outlining broader horizons for science instruction and by spelling out the implications of this enriched program in terms of the need for better prepared teachers of science.
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