AbstractThe rapid spread of Integra

Abstract
The rapid spread of Integrated Science Courses throughout the world should not conceal the difficulties facing teachers in utilizing Integrated Science curricula. These problems derive from lack of precision in definition and give rise to basic tensions between scientific and educational principles in course design. Learning by discovery approaches, applied to the pupil's level of intellectual development, have to bridge the gap between knowledge from everyday experience and an articulated appreciation of the unity of science. The contrasting environments which condition everyday experience complicate the resolution of these problems. Three kinds of ‘dilemma’ in teachers' utilizing of Integrated Science curricula are identified from the evaluation of ‘Project for Science Integration’ in Ghana: (1) how far experience can be incorporated before beginning to sacrifice conceptual unity; (2) how pupils' understanding of the theoretical implications of practical activities can be achieved; and (3) how the varying results of individual pupils' experience can be adapted to the successful teaching of prescribed objectives. These dilemmas exemplify the need for a realistic assessment of the experience of Integrated Science teaching over the last decade, leading to more conceptual precision, a greater awareness of curricular possibilities, and more enlightened decision-making.

結果 (中文) 1:

抽象
综合科学课程在全球的迅速蔓延不应当掩盖在利用综合科学课程教师面临的困难。这些问题缺乏精度定义中派生，并引起基本课程设计中的科学和教育原则之间的紧张。所发现的办法，学习对学生的智力发展水平的应用，必须从日常生活的经验知识和科学的统一的铰接式的赏析之间的差距。条件日常经验的对比环境复杂化这些问题的解决。从科学一体化项目在加纳的评价确定了 '两难' 教师利用综合科学课程的三种： (1) 多远经验可以纳入牺牲团结的概念 ； 在开始之前(2) 如何可以实现的实际活动的理论启示学生的理解 ；(3) 如何个别学生经验的不同结果可以适应的成功的教学所订明的目标。这些难题的例子综合科学教学在过去十年，导致更多的概念性精度，课外的可能性，更多地了解和更开明的决策的经验的现实评估的必要性。

結果 (中文) 3:

摘要
世界各地的综合科学课程的迅速蔓延，不应掩盖在利用综合科学课程教师面临的困难。从定义缺乏精度得到这些问题和产生的基本原则之间的紧张局势的科学和教育课程设计。被发现的方法学习，适用于智力发展的学生的水平，要从桥的日常经验和铰接欣赏的统一的科学知识之间的差距。对比环境条件复杂的日常经验，解决这些问题。三种“两难”教师利用综合科学课程被确定从评价项目科学整合在加纳：（1）有多远的经验可以纳入之前开始牺牲概念上的统一；（2）如何学生实践活动的理论内涵的理解可以实现；与（3）学生个人的经验如何变化的结果可以适用于规定的目标的成功教学。这些困境说明过去十年的综合科学教学的经验现实的评估的需要，导致更多的概念精度，进一步了解课程的可能性，更开明的决策。