method of science in the middle of the century, The

School Science and Mathematics, Nov 2001 by Oliver, J Steve, Nichols, B Kim

1. Recognizing a problem; defining it and stating it clearly.

2. Suggesting a tentative hypothesis for solution of the problem.

3. Planning a course of action, properly involving controlled tests, to test the hypothesis proposed.

4. Carrying out the plan; collecting the facts of observation.

5. Organizing and analyzing the facts collected.

6. Drawing conclusions and inferences with respect to the hypothesis; proposing generalizations.

7. Applying the generalizations to new situations. (p. 526-527)

Although some of Mork's example hypotheses related to the "sickness" problem and were probably not what we might expect today (such as "We were bad. We ate poor foods. We did not live right."), it is again clear that Mork was thinking of relating science to students and teachers. Near the end of his article, he reiterate this theme: "Science reaches its greatest heights when its findings are not merely considered valuable in and of themselves and are thus stored in the archives, but rather when its findings are utilized for better living and greater happiness for the individual among all men" (p. 530).

The scientific literacy movement which would receive new impetus in the late 1950s was revved up after WWII, at least for some. Butler Laughlin, principal of Harper High School in Chicago recognized this issue and wrote about it for the third issue of SSM in 1948. In a piece titled, "Science For All," Laughlin outlined the problem succinctly. He wrote,"A check up will show only a small part of our people get enough science to react intelligently to the problems which they meet every day" (p. 169). And it was clear that he did not just mean that they need to know facts, but also how science works. His article is a melding of ideas from his experience as a principal, the objectives of the Progressive Education Association and the National Society for the Study of Education's (NSSE) 1947 yearbook titled, Science Education in American Schools. He clearly felt that the principles of the Progressive Education Association were not only current but vital. In his final statement, he made clear the point that science education must teach students about the methodologies of science. Quoting from the above-mentioned NSSE yearbook,

Science teachers have a great opportunity and responsibility to make a large contribution to the welfare and advancement of humanity. The intellectual aspects of this responsibility are at least coequal in importance with the material. Science is a great social force as well as a method of investigation. The understanding and acceptance of these facts and this point of view and their implementation in practice will, more than anything else, make science teaching what it can and should be. (p. 176) It is hard to discern the degree to which the NSSE yearbook or other forces were responsible for the importance being place on the teaching the "scientific method," but clearly it was widely seen as a major component of the science class in high school and was on many agendas in those years just after WWII.