Editing Science education (section)

=== Guided-discovery approach ===
Along with [[John Dewey]], [[Jerome Bruner]], and many [[Discovery learning|others]], [[Arthur Koestler]]<ref>{{Cite book|title=Act of Creation|last=Koestler|first=Arthur|publisher=Hutchinson|year=1964|location=London|pages=265–266}}</ref> offers a critique of contemporary science education and proposes its replacement with the guided-discovery approach: <blockquote>To derive pleasure from the art of discovery, as from the other arts, the consumer—in this case the student—must be made to re-live, to some extent, the creative process. In other words, he must be induced, with proper aid and guidance, to make some of the fundamental discoveries of science by himself, to experience in his own mind some of those flashes of insight which have lightened its path. . . . The traditional method of confronting the student not with the problem but with the finished solution, means depriving him of all excitement, [shutting] off the creative impulse, [reducing] the adventure of mankind to a dusty heap of theorems.</blockquote>Specific hands-on illustrations of this approach are available.<ref>{{Cite web|url=http://serc.carleton.edu/NAGTWorkshops/teaching_methods/guided_discovery/examples.html|title=Guided discovery problems: Examples (in: Teaching Methods: A Collection of Pedagogic Techniques and Example Activities)|last=Carleton University}}</ref><ref>{{Cite web |last=Nissani |first=Moti |title=Science exercises and instructional materials: Teaching science as if minds mattered! |url=http://drnissani.net/mnissani/pagepub/SCIEX.htm}}</ref>