Integration: An approach to Science in primary schooling

Asia-Pacific Forum on Science Learning and Teaching, Volume 2, Issue 1, Article 10 (Jun., 2001)
Peter J FENSHAM
Integration: An approach to Science in primary schooling

Previous Contents Next

HISTORICAL BACKGROUND : 1960 To 1990
- Glimmers of new integrations
During these years there were, however, occasional voices who argued that Science in the primary school had a great potential to contribute to language development. At a Commonwealth Workshop in Cyprus in 1982 for mathematics and science curriculum representatives, I also recall that both groups found they had a great interest in the teaching and learning of Measuring as a topic of great importance for all young learners in the primary years.
Finally, the 1980s saw the beginnings of serious recognition of the environment and of technology by education systems. Both of these had obvious links with science. The brave teacher pioneers, who tried to introduce such topics into their primary classrooms, found very warm receptions from their students who related easily to the idea of using science to take care of (or to nurture) both natural and human environments in order to improve their life's quality. Similarly, the design and making that were at the heart of technology had such an appeal to many primary learners, that teachers could open the science door by focussing on the Science of the materials and the processes involved in construction with them.
These glimmerings of new possibilities for integration were, however, soon to be extinguished by much grander curricular forces.