The school is a product of civilization. It became necessary because of the division of labor caused by the multiplication of the interests of mankind which made it impossible for the home to continue wholly to care for the training of its children. The history of education must not merely treat of the development of the school, but it must consider education in its broader meaning; that is, as a history of civilization. For this reason some of the great educators of the world who have not been school teachers, must receive consideration.

It is one of the complaints of the schoolmaster that the public does not defer to his professional opinion as completely as it does to that of practitioners in other professions. At first sight it might seem as though this indicated a defect either in the public or in the profession; and yet a wider view of the situation would suggest that such a conclusion is not a necessary one. The relations of education to the public are different from those of any other professional work. Education is a public business with us, in a sense that the protection and restoration of personal health or legal rights are not. To an extent characteristic of no other institution, save that of the state itself, the school has power to modify the social order. And under our political system, it is the right of each individual to have a voice in the making of social policies as, indeed, he has a vote in the determination of political affairs. If this be true, education is primarily a public business, and only secondarily a specialized vocation. The layman, then, will always have his right to some utterance on the operation of the public schools.

Yaşadığı dünyayı gören, analiz eden, sorgulayan ve sentez yoluyla yeni çıkarımlar yapan bireylerin yetiştirilmesinde fen eğitiminin önemli bir rolü vardır. Özellikle ilkokul kademesinde öğrencilerin yaşadığı dünyayı anlayabilme gayreti ve arzusu içinde olmaları için fen derslerinin önemi tartışılamaz. Fen öğretimi ile öğrenciler problem çözme, yaratıcılık, analiz ve sentez yapabilme, eleştirel düşünme ile elde edilen bilgiyi güncel sorunlara uygulayabilme gücü kazanabilmektedirler. Ancak bu becerilerin kazanılabilmesi için çocukların karşılaştıkları fen eğitiminin niteliği çok önemlidir.

Bu kitapta analojiler, kavram karikatürleri ve tahmin gözlem açıklama teknikleriyle desteklenmiş fen eğitiminin öğrenme ürünleri üzerindeki etkileri anlatılmaktadır. Çocukların bilimsel süreç becerileri, akademik başarıları, tutumları ve akademik risk alma davranışları üzerinde bu eğitimin etkisi incelenmektedir.

Although the month is March and not November, it is never unseasonable to count up the blessings for which it is well to be thankful. In fact, from the standpoint of education, the spring is perhaps the appropriate time to perform this very pleasant function. As if still further to emphasize the fact that education, like civilization, is an artificial thing, we have reversed the operations of Mother Nature: we sow our seed in the fall and cultivate our crops during the winter and reap our harvests in the spring. I may be pardoned, therefore, for making the theme of my discussion a brief review of the elements of growth and victory for which the educator of to-day may justly be grateful, with, perhaps, a few suggestions of what the next few years may reasonably be expected to bring forth.

And this course is all the more necessary because, I believe, the teaching profession is unduly prone to pessimism. One might think at first glance that the contrary would be true. We are surrounded on every side by youth. Youth is the material with which we constantly deal. Youth is buoyant, hopeful, exuberant; and yet, with this material constantly surrounding us, we frequently find the task wearisome and apparently hopeless. The reason is not far to seek. Youth is not only buoyant, it is unsophisticated, it is inexperienced, in many important particulars it is crude. Some of its tastes must necessarily, in our judgment, hark back to the primitive, to the barbaric. Ours is continually the task to civilize, to sophisticate, to refine this raw material. But, unfortunately for us, the effort that we put forth does not always bring results that we can see and weigh and measure. The hopefulness of our material is overshadowed not infrequently by its crudeness. We take each generation as it comes to us. We strive to lift it to the plane that civilized society has reached. We do our best and pass it on, mindful of the many inadequacies, perhaps of the many failures, in our work. We turn to the new generation that takes its place. We hope for better materials, but we find no improvement.