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Content of courses It is not for me to suggest how to structure the curricula for science courses . I would only draw attention to statements by Prof . I . I . Rabi , the distinguished physicist at Columbia University in New York . He believes that science must be taught with historical perspective , and that a humanistic understanding of the social and biographical context of scientific struggles must be an integral part of all science teaching . To combine the realistic with the humanistic calls for qualifications of a high order . TECHNOLOGY The school system has been slow to admit technology , although there have been notable exceptions . For example , instructional television , which was initiated in 1966 , has by now been introduced into almost every school in Israel . The exceptions apart , we still have a long way to go to achieve an effective use of technology . I shall take up this problem in a later chapter . I would draw attention here to two forms of "penetration" of technology : The rapid acquisition by many Israeli households of television , video-tape recorders and personal computers , to be followed soon by video-discs , will create a generation of youngsters who will acquire a first taste of the twenty-first century . Their teachers will be lagging far behind , unless a successful effort is made by them to embrace technology as an effective educational aid . On the whole , the equipment in the science laboratories is adequate , except in physics for the highest grades , 11 and 12 . Modern physics is taught in these grades . This calls for sophisticated and costly equipment which is not now available in sufficient supply . The repeated budget cuts have caused a shortage of disposable equipment and have compelled the schools to have more and more pupils in the laboratories at anyone time . This results in a reduced effectiveness of science laboratory work .
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