论文标题
严峻的历史：20世纪科学教育的评论
History Of Rigor: A Review Of 20th Century Science Education
论文作者
论文摘要
“严峻”是一个经常受到追捧的教育概念，但定义不明。这项工作在提出一种用于分析整个历史上的科学教育的工具之前，先回顾了当前文献的几种严格模型。在美国，20 \ TextSuperscript {Th} Century Science Education遭受了关于一般和学生使用科学使用的社会政治动机的改变。这些因素以及学习理论和广泛教育改革理论方面的发展对科学教育中严格程度的影响有所不同。这项工作根据科学教育的两个主要激励因素来分析美国科学教育的理论水平；在20 \ textsuperscript {th}世纪中，科学是一门社会努力和科学作为纪律。
"Rigor" is an often sought after but ill-defined concept in education. This work reviews several models of rigor from current literature before proposing a tool which is used to analyze science education throughout history. The 20\textsuperscript{th} century science education in the United States was subject to changing sociopolitical motivations about the use of science both in general and for students. These factors as well as developments in theory of learning and broad education reforms had changing affects on the level of rigor in science education. This work analyzes the theoretical level of rigor of science education in the US based on two main motivating factors for science education; science as a social endeavor and science as a discipline, throughout the 20\textsuperscript{th} century.
