New trends in physics teaching, v.4; The ... - unesdoc - Unesco

Hungary
with a wide range of natural phenomena and technological processes: prediction from one’s
knowledge becomes possible’.
The four basic components of scientific knowledge were taken to be (1) the laws of motion,
(2) the structure of matter, (3) the specific character of living organisms and (4) the history and
evolution of matter.
Five common goals were proposed for science education: to increase interest in science and to
present science as an integral part of universal culture; to show how scientific methods may be
used to understand nature (the fundamental steps in these methods were taken to be: observation,
finding what is relevant to the enquiry, making theoretical models, predicting new phenomena,
testing the models experimentally and finally applying the knowledge and understanding gained);
to demonstrate the universal principles which are manifest in nature (which pupils should meet
in ‘discovery’ situations and which they should be able to apply in situations which are new to
them); to encourage children to orient themselves in the natural world using scientific methods
based on fundamental principles (special cases being presented only as examples to be discussed
rather than as rules to be learned); and to encourage pupils to build up a scientific world picture
(man as the child of nature and society can transform his environment to a better one by understanding
and using the laws of nature but not by attempting to defeat them).
In this programme of science education, integrated science courses are planned for the first
five classes, followed by well-co-ordinated physics, chemistry and biology. Interaction as the
cause of all changes in nature stands at the centre of discussion. Because of the co-ordination
between the three sciences, the conventional sequence of topics in physics was changed in order
to help in the understanding of biology and chemistry. Thus the concept of energy was introduced
qualitatively in class 6 through its close connection with the process of warming because the food
chain was treated at the same time in biology. Similarly, the concept of electric charge is introduced
in class 7 in order to help pupils to understand the chemical bond.
The new curricula were introduced into the schools in 1978. Drawing upon the international
experiences [ 1-61 and the recommendations of HAS, new textbooks and teachers’ guides were
written, experimental equipment was designed for use by both teachers and pupils, audiovisual
(AV) materials for teaching were developed and television programmes for teachers and pupils
in primary schools were prepared. All these materials were elaborated and tested in classroom
conditions by several dozen practising schoolteachers and university and college professors. The
National Centre for Educational Technology co-ordinated the AV materials (colour slides,
transparencies for overhead projectors and films).
The examples below are representative of the development of the concept of energy from its
connection with the process of warming to the connection between order and chance and the
development of the Universe, finally arriving at a consideration of the energy problem in society.
ENERGY IN THE PRIMARY SCHOOL
Introducing science
The discussion of the theme starts with the main topics and uses methodological principles appropriate
to the lower primary school as part of the subject known as ‘Kornyezetismeret’ [Environmental
Studies]. This subject, which is studied for five years, aims to develop ideas about the
natural and social environment of the pupils. Among other topics, the three states of matter,
interactions between elastic bodies, inelastic bodies, magnetic substances, electrified materials,
107