Abstract
In this article, Professor Watson emphasizes the distinctive role of experimentation in science—how controlled observation renders science different from other fields of knowledge. He then suggests ways in which high-school laboratories can provide true experimentation for pupils, and how what may appear to be a "hopeless" labo ratory situation may be converted into one of high educational significance. The article is concluded with suggestions for administrators who wish to promote the improvement of science instruction in their schools.
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