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The treatment of electricity in each of the three most widely used National Science Foundation sponsored elementary science programs (SAPA, SCIS, and ESS) is examined. A first impression tends to leave one with the feeling that the approaches parallel each other; however, each program is quite different in its orientation, and the treatment of subject matter is quite different. The author has selected the concept of electricity to illustrate these different approaches in a comparative setting.
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Greg P. Stefanich (1976) studied this question.
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