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Peer reviewedHarris, David; Taylor, Michael – Journal of Curriculum Studies, 1983
Teachers are encouraged to examine more critically the assumptions on which science curricula are based so they will be less likely to accept naive approaches to discovery learning. Examples from the Physical Science Study Committee (PSSC) and Nuffield Physics are used to show how they use discovery learning. (IS)
Descriptors: Discovery Learning, Discovery Processes, Educational Needs, Induction
