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Teaching Children ScienceHands-On Nature Study in North America, 1890-1930$
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Sally Kohlstedt

Print publication date: 2010

Print ISBN-13: 9780226449906

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226449920.001.0001

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Conclusion

Conclusion

Chapter:
(p.227) Conclusion
Source:
Teaching Children Science
Author(s):

Sally Gregory Kohlstedt

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226449920.003.0010

The central aim of nature study leaders as they sought to introduce their curriculum to elementary and grammar school pupils was to acquaint children with nature firsthand, equipping each individual to be a keen observer and to appreciate the complexity and significance of the natural environment. Nature study's initial sponsors included men and women with scientific training, several of whom also had school-teaching experience. Although nature study could be controversial and more demanding to teach than some other subjects, evidence demonstrates that it enjoyed widespread and sustained support from administrators, teachers, and communities where it was implemented. Moreover, it was intimately related to the social outlook and political activism that undergird a broad interest in the natural environment and generated conservationist and preservationist activities in the early decades of the twentieth century. Nature study was an innovation that initially appealed to educators and a wider public who defended the place of science in the curriculum because of a conviction that no one should “separate science from culture or culture from science.”

Keywords:   social outlook, nature study, political activism, natural environment, curriculum

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