STEMing Back: Early American Agriculturally-Based Elementary Science As a Model for Today

摘要

The superior work and interest of general [integrated] science pupils is not likely due to duplication and memorization and may, therefore be due to specific training values and attitudes that are carried over the span of years (Carpenter, 1930). Harry A. Carpenter, arguably, could have been speaking about the importance placed on elementary STEM (science, technology, engineering, and mathematics) today and its value in preparing young adults. Surprisingly, Carpenter the author of America's most popular and widely used 1940 Rainbow Series, Adventures in Science was a visionary who supported the elements of STEM before its time. Additionally, he supported the connection to nature study, sometimes termed practical agriculture, with elementary-aged children. Nature study integrated agriculture education into the sciences while attaching content to a story of the science explorations of children. For each grade, the Adventures in Science series, took students on a journey integrating nature study to teach children about the world in which they lived, including agriculture education. This article examines the trends of American agriculturally based elementary science prior to Sputnik and the parallel to today's guiding principles of elementary STEM curricula. Could the design of the 1940 Adventures in Science series be a model for today