We use Optical Character Recognition (OCR) during our scanning and processing workflow to make the content of each page searchable. You can view the automatically generated text below as well as copy and paste individual pieces of text to quote in your own work.
Text recognition is never 100% accurate. Many parts of the scanned page may not be reflected in the OCR text output, including: images, page layout, certain fonts or handwriting.
APPLICATIONS OF THE FILM IN SCIENCE
garten to the graduate school. Nevertheless, they are essentially true statements of fact and relationship as conceived by each individual at his particular level of maturity. For example, a first-grade child might generalize his experiences and observations with the statement that "Animals get bigger as they get older." This may not be strictly true in the light of all the evidence known to the biologist on the college level, yet for the child it is a working concept of considerable practical value. It will certainly have functional importance for him when he undertakes to build a kennel in the backyard for his Great Dane puppy.
The same principle, revised and renewed to the level of understanding of the high school student might become "Growth of the organism through digestion and assimilation of food is a characteristic of all animal life." The college student could broaden his generalization to encompass considerations of plant life also, refining the final statement to allow for exceptions to the rule. So the process goes on as long as learning continues. Supporting facts. and statistics may be forgotten, but the principle will remain to assist each individual in meeting the new problems of his environment which are forever arising.
Formulation of a scientific principle thus becomes a personal privilege for self-expression on the part of each student, since it is his individual understanding of the idea which is being stated. But for the benefit of teachers of science who must guide their students' experiences in both breadth and detail, lists of the most important principles in the various areas of science have been determined through research and published within recent years,4 summing up the substance of what
4 For elementary science: Martin L. Robertson. "The Selection of Science Principles Suitable as Goals of Instruction in Elementary Science," Science Education, XIX (February and April, 1935), 1-4, 65-70. For physical sciences (physics, chemistry, geology, astronomy): Harold E. Wise. "A Determination of the Relative Importance of Principles of Physical Science for General Education," Science Education, XXV and XXVI (December, 1941 and January, 1942), 371-379, 8-12.
For biological sciences (biology, botany, zoology): W. Edgar Martin. "A Determination of the Principles of the Biological Sciences of Importance for General Education, II," Science Education, XXIX (April-May, 1945), 152-163.
[99]