Date of Award

5-1956

Degree Type

Master's Essay - Restricted

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

George J. Mouly

Abstract

An import ant problem which now f aces school administrators is the ever increasing shortage of science teachers in the schools of our nation. At a time when school enrollment increases yearly, the problem becomes evermore acute. High school principals, faced with a situation such as this, have in many instances been obliged to use teachers who were inadequately prepared to teach science courses. In other instances courses in science have been dropped from the curriculum. Either course of action, that of the students being t aught by teachers inadequately trained in science or that of the school not offering the science course at all, can only mean that in the years ahead f ewer students will be entering college with a developed interest in the field of science. In this era of specialization another problem presents itself in regard to science teachers. A large proportion of the teachers classified as 'science' teachers, through the general use of that term, are probably thus expected to teach many areas of science when in reality many of them have science background in one field and little, if any at all, in others. It is with this problem that this paper is principally concerned. One of these specialists is the biology teacher, and in order that future biology teachers may prepare themselves adequately, it will be necessary for them to have a knowledge of the subject combinations with which they will be confronted at the time they are ready to accept positions.

Comments

A Research Paper Submitted to the Graduate School of Marquette University in Partial Fulfillment of the Requirements for the Degree of Master of Education, Milwaukee, Wisconsin

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