The pioneers of science education imagined that its introduction into the curriculum would erase conventionality, artificiality, and prejudice. So, too in their time had the humanists thought that the study of the classics would banish pedantry and superstition. The chief claim for the use of science in the learning process is that it teaches young ones some truths about the universe that we are part of, acquaints them with the highlights of scientific discoveries, and rationally. To some extent, these goals have been reached only in the first of these aims. Young people who have been given this sort of science education will know the basics of physics and chemistry. However, they will know not much more than what they would have learned by picking up scientific hobbies or suing everyday scientific appliances.
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