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Whereas history studies man, science studies nature. The chronological development of science generally follows the logical order by which it should be taught. Explanation of the simple and observable, such as the apparent movement of celestial objects in the night sky, had to precede explanation of the complex and unobservable, such as atomic physics. In general, scientific principles will be presented in the order that they were discovered historically. To enhance student motivation, the science content will be integrated to relevant historical background as well as to any technology that the science gave birth to.
At the outset, the student will be taught that many millennia ago there was no science, that man had to painstakingly acquire knowledge about the world around him, and that all scientific advancements begin with observations and asking: "Why?"
As with all subjects, science will be taught in an inductive and integrative manner. This means beginning each topic with the relevant knowledge available to the scientist--the relevant observations and prior discoveries--and systematically showing how the scientist induced, or could have induced, the next step in the advancement of scientific knowledge. The key is to get the student to grasp the scientist's method and hopefully anticipate the scientist's discovery.
For example, to get the student to really understand Newton's general laws of motion and gravity, one has to begin with the observations of various moving objects, observations available to the first astronomers of Ancient Egypt and Mesopotamia. Next came the generalizations made by early Greek scientists, some of which were erroneous, and the reasons for making them. Next came the observations and conclusions made by Copernicus, who rejected Ptolemy's geocentric model of the solar system in favor of the heliocentric model. Then came the extensive and careful astronomical measurements of Tycho Brahe, the brilliant analyses of Johannes Kepler, and the novel experimentation and brilliant conclusions of Galileo. Finally, Newton came along and systematically integrated all this knowledge inductively into his law of gravity and his three laws of motion. Learning science this way is not only enjoyable, it teaches the student to think inductively.
Every time a new lesson is taught, the new knowledge will be integrated to things the student knows to be relevant, including explaining various phenomena known to the student as well as any technology that sprung from the discovery. After each principle is taught, the student will get practice at applying it deductively to specific problems. Students will be required to recall the basic principles on a regular basis so that they become thoroughly integrated in the student's mind. Simple demonstrations will be made and experiments performed as and when it is illuminating to do so.
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