N pursuance of the policy to issue

IN

from time to time bibliographies of courses of study received by the U. S. Office of Education Library, the second installment of a unit of science courses is presented. The first installment, appearing in the June 4, 1945, issue of "Education for Victory" listed courses of study in elementary school science; most of those here given are of secondary school grade. Helen K. Mackintosh, Specialist in Elementary Education, and Carl A. Jessen, Specialist in Secondary Education, prepared these bibliographies.

No generally accepted plan for classification of secondary school science courses exists; sometimes science courses for junior high school are grouped together, sometimes biological and physical sciences are issued separately, sometimes each science subject has its own separately issued course. Because of this situation no plan of classification has been followed except to make the list alphabetical by States.

Courses of study listed are not available for purchase from the Office and only those marked with an asterisk (*) are available for interlibrary loan from the Office Library. Requests for such loans should be made by the local library and should be addressed to the U. S. Office of Education Library, Washington 25, D. C.

Secondary School Level

CALIFORNIA

56. San Diego County. Science on the Secondary School Level. Curriculum Department. November 1944. Mimeographed. 114 p.

The Bulletin opens with a discussion of the purposes of science and the placement of science subjects in the secondary schools (grades 7-14) of San Diego County. Then follow brief descriptions of science courses as taught in the several secondary schools of the county. Each description is developed under the following heads: 1. Main objectives. 2. Content of course. 3. Textbook used. 4. Principal supplementary materials used. Bibliographies of textbooks, workbooks, curriculum materials, and books for teachers of science close the bulletin.

SCHOOL LIFE, November 1945

FLORIDA

57. Florida. Education.

State Department of A Wartime Course in

Physics. Tallahassee, The Department, 1943. 125 p. (Bulletin No. 42.)

This course of study, as its title indicates, stresses wartime applications of physics. The "essential concepts" of physics are presented with some textual comment and frequent illustrations. Much of the laboratory work is based upon the physics principles present in the automobile engine; a considerable amount is based on other easily constructed laboratory apparatus; some of it requires more elaborate equipment. The course is practical in its viewpoint and rich in suggestion. INDIANA

*58. Indiana. State Department of Public Instruction. Digest of Courses of Study for Secondary Schools of Indiana. Indianapolis, The Department, 1944. 247 p. (Bulletin No. 151.)

Deals with the principal subjects of the high-school curriculum. The science portion includes semester by semester suggestions on objectives, basic content, and teaching procedures for general science (grades 7, 8, and 9); biology (9 or 10); botany, zoology, and physical science (10 or 11); physics, chemistry, advanced science, and physiography (11 or 12).

ing Applied Physics in Indiana High Schools. Indianapolis. The Department, 1943. 145 p. (Bulletin No. 159.)

Deals with a full year of physics study, 14 units in the first semester and 12 units in the second semester. With each unit are to be found an outline of the content, demonstration and teaching suggestions, students experiments, and important relationships.

*60.The Indiana Plan for Emergency Physics in High Schools. Indianapolis, The Department, January 1943. 53 p.

This is a one-semester course in physics designed to supply the most essential materials of high-school physics to pupils who are entering the armed forces or war industry. Week by week suggestions are given for demonstration, student experiments, and important relationships to be dealt with in this accelerated

course.

MASSACHUSETTS

61. Malden. Malden Public Schools. Course of Study in Science for Junior High School. By Robert W. Perry, Di

Courses of Study

The U. S. Office of Education Library is a depository for all types of courses of study from many States, cities, and counties throughout the country.

In 1938 the publication, A Survey of Courses of Study and Other Curriculum Materials Published Since 1934, Bulletin 1937, No. 31, was issued. This bulletin summarized course of study materials received through 1937. No follow-up study has been made from 1938 to the present time. In 1944 the Office of Education Library issued a request for courses of study from 1941 on. This fact determined the choice of the date, 1941, as the starting point for a series of bibliographies in curriculum fields that are of current interest to teachers and curriculum committees. These have appeared from time to time in Education for Victory and are continuing in SCHOOL LIFE through the cooperative efforts of the U.S. Office of Education Library and specialists in the various service divisions.

The listing of courses in any bibliography of this series will be limited to those received by the Library in response to its request for material, or those sent in voluntarily. Courses of the following types are not included: (1) those in outline form which constitute merely directions for work, (2) lesson assignments or outline based on a specific text or texts, (3) those consisting largely of quotations from various authorities or from course of study sources, (4) those which are not dated.

rector of Science. 1941. 129 p. Mimeographed.

Principally the course consists of detailed suggestions for teaching 18 general science units, 8 in the eighth grade and 10 in the ninth. While the terminology and treatment are suited to the nature of the unit, the following features are usually present: A considerable number of stimulating questions and statements drawn from everyday observation of scientific phenomena; suggestions for demonstrations in great variety, most of them with simple apparatus; ideas for pupil projects and reports; a list of the apparatus needed for carrying on the demonstrations; a list of references for teachers and pupils.

MINNESOTA

62. Minneapolis. Public Schools. Handbook on the Teaching of Science. 1941. 109 p.

For grades 7, 8, and 9, developed by committees of teachers, consists of 29 suggested units related to development of natural resources, conservation of human and natural resources,

for aviation courses by 150 Nebraska schools. Prepared by a committee of Nebraska educators, it offers suggestions for content of 11 units. Reading references, visual aids, and suggested activities are featured. NEW JERSEY

66. North Arlington. North Arlington High School. Science-Courses of 1942. MimeoStudy, Grades 7-12. transportation, communication, home life, and health. Each unit is treated graphed. under the following heads: Overview, approaches, concepts, activities, evaluation, and bibliography. Many of the units also include lists of materials other than books needed for teaching the course. MISSOURI

63. Missouri. Department of Education. Natural Sciences. Jefferson City, The Department, 1941. 486 p. (Missouri at Work on the Public School Curriculum, Secondary School Series, Bulletin No. 6.)

The course is developed in five sections: General science, biology, advanced physical science, chemistry, and physics. Each section contains a brief introduction and an extensive treatment of illustrative units in the science being studied. Each unit includes: A statement of objectives or purpose; a considerable treatment of such matters as content, problems, teacher procedure, and pupil or learning activities, including provisions for individual differences; tests for mastery; and references. Vocabulary is another feature which is rather generally found with the units. With most of them there is also provided opportunity for teacher evaluation of the unit. NEBRASKA

64. Nebraska. Department of Public Instruction. Physics and Mathematics for High Schools. Lincoln, The DeThe Nebraska High partment, 1942. The Nebraska High School Improvement Program, Reports of Committees on Physics and Mathematics. 66 p. (Bulletin No. 6.)

The physics portion of the bulletin occupies 36 pages. Of 7 units in the physics course the first 3 are on the airplane, meteorology, and the internal combustion engine; the others are on electric power, electric communications, optical instruments, and sound in the air age. Each unit is developed under the following heads: Course outline, basic principles, equipment needed, reference material, and text assignments.

65. Aviation for High Schools. Lincoln, The Department, 1942. The Nebraska High School Improvement Program, Report of Committee on Aviation for High Schools. 83 p. (Bulletin No. 5.)

A revision and expansion of a bulletin published the preceding year and used as a basis

In grades 7 and 8 the courses for each year cover 18 weeks work in general science and 18 weeks work in health. Beginning with the ninth grade, a year is given to each of the following: General science, biology, chemistry, and physics. For the most part the courses consist of content presented in outline form. 67. Tenafly. Tenafly Public Schools. Course of Study-General Science. 1944. 14 p. Mimeographed.

68. Course of Study— Biology. 1944. 5 p. Mimeographed. 69. Course of StudyChemistry. 1944. 10 p. Mimeo

graphed.

70. Course of StudyPhysics. 1944. 12 p. Mimeographed. The four courses of study were prepared by different teachers. Each contains a statement of objectives and an outline of the content of the course. The courses in general science, chemistry, and physics have bibliographies. The chemistry course includes a list of laboratory exercises and a typical lesson plan. OHIO

71. Cincinnati. Cincinnati Public Schools. Try-out Course of Study in General Science, Grade Nine. 1943. 40 p. Curriculum Bulletin 101. Mimeographed.

72.

Course of Study in Biology, Grades Nine and Ten. 1943. Biology, Grades Nine and Ten. 1943. 105 p. Curriculum Bulletin 102. Mimeographed.

73. Try-out Course of Study in Chemistry, Grades 11-12. 1943. 263 p. Curriculum Bulletin 103. Mimeographed.

references, and general considerations relating to the science studied. Principally each course gives attention to the units which are to be taught. These are as follows:

General Science: 16 units, of which one is developed fully as a sample.

Biology: 10 units, each treated under outcomes, concepts, approaches, carrying on the unit, and references, together with a section under the heading "Emphases related to the war" where applicable.

Chemistry: 20 units in the first semester, giving with each unit outline, procedure, presenting the topic, demonstrations, and teaching aids and suggestions; 42 units in the seeond semester-14 on common elements and their compounds, 11 on chemistry of the individual, 9 on chemistry of the home, and 6 ot chemistry of the community.

Physics: 7 units, with special emphasis or concepts and outcomes, safety practices, and outlines of the unit, including laboratory work and equipment.

Aeronautics and Navigation: The pre-flight courses are developed as a 2-year sequence: Aerodynamics, controls, engines, instruments. and meteorology are stressed in the first year: aerial navigation, including piloting, radio flying, dead reckoning, and celestial navigation are reserved for the second year. Extensive lists of books and visual materials are included.

76. Cleveland. Board of Education. Course in Mathematics and Physics of Aeronautics. 1942. 23 P. Mimeo

graphed.

Outlines are presented for eight units of aeronautics study. A parallel column ar rangement gives emphasis to the content in mathematics and physics courses which has especial bearing upon aeronautics.

77. Orville. Orville Public Schools Course of Study-Orville High School-Geography and Sciences. 56 p. Processed.

The science part of the course of study gives a total of 48 pages to elementary science. physiology, nature study, general science, bi- Į ology,and chemistry; the first 3 of these ar planned for grade 8, the remaining 3 for grade 9 and following grades. Objectives, scope of subject matter, supplementary activities, tins allotments and grade attainments, methods provisions for individual differences, and ref erences are treated with each science subject. OREGON

78. Oregon. State Department of Education. Applied Physical Science. Salem, The Department, 1941. 16 P Mimeographed.

This course is designed for pupils who do not expect to continue their formal schooling be yond high-school graduation; it is conceived as a 1-year alternative to regular physics and chemistry courses. There are 6 units en

phasizing the scientific features of modern

machines, electricity and electrical appliances, light in modern living, and the contributions of chemistry to modern living. Since the course is regarded as tentative, criticisms by those who use it are solicited.

79. Corvallis. Corvallis Public Schools. Curriculum Handbook, Grades VII-IX. 1941-42. 116 p. Mimeographed.

Six pages are given to junior high school science. The units (11 in grade 7, 9 in grade 8, and 12 in grade 9) are listed very briefly. A feature of the course is the listing in a column parallel to the list of units the coordinated experiences in other subjects, such as English, art, music, mathematics, industrial arts, and so forth.

PENNSYLVANIA

80. Mt. Lebanon, Pittsburgh. Mellon Junior High School Science Course of Study-9th Grade. 1944. Unpaged. Mimeographed.

Outlines are presented of units on heredity, energy, matter, and sound for the first semester and on simple machines, light, and electricity for the second semester.

81.

Mt. Lebanon Senior High School. Course of Study in High School Chemistry. 1942. 67 p. Mimeographed.

82. A Course of Study in Physics. 1942. 31 p. Mimeographed. The chemistry course opens with a listing of objectives and then gives detailed outlines of content for 19 units with references for each unit. Similarly, the first half of the physics course consists of a statement of objectives and one-page outlines of 9 units. Significant are the suggestions for teaching procedures and for laboratory activities together with more detailed development of a sample unit appearing in the last 18 pages of the physics course.

83. Pittsburgh. Pittsburgh Public Schools. Department of Curriculum Study. Aeronautics Course Outline of Topics from Aeronautics I-II with a List of Aids to Perceptual Learning. 1943. 19 p. Mimeographed. 84.

Supplement to the Aeronautics Course of Study with a List of Aids to Aircraft Identification. 1943. 20 p. Mimeographed.

Eight units in aeronautics are presented in outline form. A feature of the course is the extensive reference list of visual aids. The supplement on aircraft identification is complete as of the time of its appearance. RHODE ISLAND

85. Providence. Department of Pub

of Study in Biology. 1944. 60 p. Mimeographed. (Curriculum Bulletin No. 333.)

An introductory chapter and 4 additional chapters on general science (10 units), chemistry (13 units), physics (12 units), and aviation (7 units), make up this publication. Each unit is developed under the following heads: Desired outcomes, overview, outline of content, suggested activities, and bibliography. A course in biology (7 units) has the same characteristics as the other courses, but is bound separately.

Physics. Teachers'

Guide. Salt Lake City, The Department, 1941. 18 p. Mimeographed.

Together these 4 publications cover the science course of grades 7 to 12. There are 8 suggested units for grade seven, 9 units for grade eight, 10 for grade nine, 12 for biology, 12 for chemistry, and 9 for physics. Each unit is developed under the following heads: Purpose, generalizations, outline, suggested activities, and references. It is emphasized that the courses are to be considered as guides to teachers, not prescriptions. Consequently, instructors are urged to adapt the courses to local needs and conditions.

WASHINGTON

92. Washington. Department of Education. Temporary Guides for the Junior High School Curriculum. Olympia, The Department, 1944. 116 p. (Instructional Service Bulletin No. 14.)

The continuity of the science course through grades 7, 8, and 9 is emphasized by having the same units persist through two or more grades with content in advanced units based upon content already learned in earlier grades. Thus a unit on What Science Is runs through 7th and 8th grades; The Earth Is a Part of a Great System occurs in all three grades; The Changing Surface of the Earth appears in grades 7 and 8; and so with other units. Goals, suggested activities, and references are given with each unit.

Elementary and Secondary Levels ARKANSAS

93. Arkansas. State Department of Education. Nature Study and Conservation. Suggested Instructional Units for Arkansas Elementary and Secondary Schools. Elementary Section. Bulletin No. XI. Arkansas Cooperative Program to Improve Instruction. Little Rock, The Department, 1942. 141 p.

This bulletin was prepared in tentative form at the University of Arkansas in 1940, was tried out in a selected group of schools in 1940-41, and was completely re-written in the curriculum workshop in 1941.

In the introduction, need of conservation, definition, objectives, legal requirements, organization, and scope of the course of study in natural resources are briefly treated. Helpful suggestions are offered for putting the program into action. An interesting chart shows the progressive growth of the conservation concept from preschool through adult life together with other ideas. Instructional units for primary grades include "Our Garden," "A Journey Through the Woods," and "Our Wild and Tame Animal Friends." Four instructional units are developed for intermediate grades. Units are developed with attention to objectives, setting, suggested approaches, suggested pupil activities that are practical

and which should be successful, evaluation of pupil outcomes, and a bibliography including films as well as books.

The Appendix contains suggestions on how to conduct a field trip, directory of publishers, directory of agencies engaged in conservation activities.

The first section of this course is similar to that for the elementary level. The second section is devoted to problems involved in putting a program of conservation into action. There are six instructional units suggested for the junior high school and six for the senior high school. The general plan of presenting these is similar to that of the elementary level. An appendix is included with the same content as for the elementary bulletin.

CALIFORNIA

*95. California. State Department of Education. Aviation Education in California Public Schools. Vol. 13, No. 5. Sacramento, The Department, 1944. This bulletin combines reports of committees at the elementary, secondary, and junior college levels.

For the elementary school, there is a summary of recommendations followed by the more detailed statements concerning issues and problems, basic knowledge and understandings regarding relationships between aviation and other current problems; the organization, program, subject matter, materials of instruction, and training of teachers for aviation education.

At the secondary-school level in addition to items mentioned for the elementary level there are listed general objectives, discussion of courses in the science of aeronautics, services of State department of education, the flightexperience program, and pilot training. MICHIGAN

96. Allegan. Public Schools. Curriculum Guide for Allegan Public Schools. 1943. 50 p. Hectographed.

This guide was prepared by committees composed of the entire faculty, and consists of a series of reports on the major subject fields. The report on science covers the entire field from kindergarten through 12. Following a brief statement of objectives there are presented a set of guiding principles for judging the suitability of activities, a statement on the importance of method, evaluations, recommended practices of instruction, suggested science activities for kindergarten and grades 1-3, a section on science instruction in grades 4, 5,, including general recommendations, list of suggested units, and a sample unit. The high-school outline of courses is developed in keeping with the elementary program. NORTH CAROLINA

97. North Carolina. State Department of Public Instruction. Science for the Elementary School. Publication No. 227. Raleigh, The Department, 1941. 115 p.

Starting out with a discussion of the place of science in the elementary school, the bulletin then reviews practices in the existing program in the State. Objectives, generalizations, and concepts are discussed in relation

to a balanced program based on the environment in which the child lives. A list of purposeful activities applicable to many situations numbers 45 items. A helpful section is devoted to suggested experiments numbering 38, with suggested sources of equipment and materials. There are suggested unit topics for each of grades 1-7 inclusive, usually 9 to 12 per grade, which are then developed briefly with references and essential understandings for each. There is a list of inexpensive, reliable, science source materials and lists of references for teachers and children.

98. A suggested Twelve-Year Program for the North Carolina Public Schools. Raleigh, The Department, 1942. 293 p.

A brief section on science emphasizes plans for the eighth grade as the added year in a 12-year public-school program which has previously consisted of 11 grades. The list of suggested units is given for years I-VII. For the eighth year a series of 7 units is proposed which includes a list of essential understandings and suggested references. This course is designed to tie into the existing course in elementary science and to lead naturally into the science program for secondary schools, mentioned briefly in this publication, and in detail in a separate bulletin.

This course is prepared for the guidance of teachers of grades 1, 2, 3; grades 4, 5, 6; junior high school; and senior high school. The builders of the course base their suggestions upon the premise that science is primarily a method of thinking which contributes to the development of the child.

The principal aims of science teaching, curriculum principles, science concepts, the scientific attitude, desirable social attitudes, types of activities, laboratory versus demonstration, solution of problems, pupil's notebooks, textbooks are discussed in a general way. A brief outline of content is given for each grade 1-12.

Functional School Buildings Emphasized

We may expect the schoolhouse of the future to be as functional as air

planes, mechanical refrigerators, radios, and electric clocks, Prof. William

C. Reavis told the conference for execu

tives of public and private schools meeting recently at the University of Chicago. "Functional classrooms, providing space for study and group instruction, constructive activities, committee work and audio-visual aids for

groups and individual students, must replace the standarized classroom if the schoolroom is to keep pace with education."

The Chicago educator further stated that, "Planning and construction of a school building is a cooperative enterprise requiring the services of citizens, school patrons, teachers, school administrators, board members, architects. and specialists in education.

"The concept that the school is a community institution and should serve adults as well as children of a prescribed age during certain hours of the 5-day school week is now generally accepted.

"This concept has necessitated the enlargement of school sites, the provision of parking space, inclusion of rooms for multiple use, and special space facilitie in some instances for the exclusive use of community groups.”

At the same conference, Architect Lawrence B. Perkins stated that. "Gothic pinnacles had an engineering reason for being in the cathedrals of the 12th century. Today they merely add to the burden of maintenance. When we build today, we pour concrete and frame steel for plain functional buildings."

In order to assure the functional planning of community institutions as visualized at the Chicago conference. each educational plant must be tailored to fit the specific educational program to be accommodated. A functiona! building does not just happen. It is the result of long-time and careful cooperative planning by educators and designers.

It was emphasized that the first step in plant planning is the determination of the type, scope, and content of the programs of school and community services to be provided. The second step is to determine the location, size. and type of attendance or housing units, and to group these into economical and effective administrative units. The third step is the cooperative planning of individual projects in terms of the specific services to be accommodated and modern building materials.