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Abstract
In this article, Professor Barnard examines the rationale underlying the frequent inclusion of scientific attitudes and methods among the objectives of science educa tion. After discussing the nature of the scientific method(s), he outlines research evidence on the extent to which education along these lines is actually occurring in today's schools. He concludes that one reason teachers do not do better in these areas is that they are unclear concerning the objectives— in terms of behavior— of learning related to scientific attitudes and methods. The writer next proposes ten statements which describe behavior pupils will ex hibit as they improve in their possession of scientific attitudes and ability to use scien tific methods. Finally, he describes the kind of teaching we should have, as compared to that we should not have, if our science pupils are to make progress toward the realization of these objectives.
Published Version
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