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1

Implementing and Supporting Earth Science Curriculum Reform in Secondary Schools  

NASA Astrophysics Data System (ADS)

The American Geological Institute has been actively involved in developing earth science curricula for more thanm 40 years through programs like Earth Science Sourcebook and the Earth Science Curriculum Project. Recently, the AGI was funded by the National Science Foundation to develop curriculum for secondary school (grades 6-12) that would address the Earth science and inquiry content standards of the National Science Education Standards. The EarthComm (high school) and Investigating Earth Systems (middle school) curriculum programs were developed through funding from the National Science Foundation and corporate sponsors of the AGI Foundation, and published for the 2002-2003 schol year. The AGI is now actively involved in developing and refining systems for supporting the professional development of teachers who implement EarthComm and Investigating Earth Systems. The paper presentation will outline how AGI is supporting teachers through a combination of web-based programs, teacher workshops, and DVD and video materials.

Smith, M. J.

2003-12-01

2

Inquiry-Based Science Education: A Scenario on Zambia's High School Science Curriculum  

ERIC Educational Resources Information Center

This paper is aimed at elucidating the current state of inquiry-based science education (IBSE) in Zambia's high school science curriculum. Therefore, we investigated Zambian teachers' conceptions of inquiry; determined inquiry levels in the national high school science curriculum materials, which include syllabi, textbooks and practical exams; and…

Chabalengula, Vivien M.; Mumba, Frackson

2012-01-01

3

InterActions in Physical Science: A new curriculum for middle school physical science  

NSDL National Science Digital Library

This presentation from the 2006 PTEC conference describes the InterActions in Physical Science curriculum. This curriculum meets the need for a standards-based middles school physical science curriculum. This talk outlines the goals, structures, and activities of the project.

Goldberg, Fred

2006-09-30

4

ELEMENTARY SCIENCE OUTLINE, A GUIDE TO SUGGESTED CURRICULUM PRACTICES IN ELEMENTARY SCHOOL SCIENCE.  

ERIC Educational Resources Information Center

|THE COMMITTEE ON ELEMENTARY SCHOOL SCIENCE OF THE LEHIGH VALLEY SCHOOL STUDY COUNCIL REPORTS THEIR WORK ON SUGGESTED CURRICULUM FOR GRADES 1-6. THE BELIEF IS THAT SCIENCE IS A MAJOR STUDY AREA IN ELEMENTARY SCHOOL, AND SHOULD BE TAUGHT TO ALL PUPILS IN A PLANNED LEARNING SEQUENCE, WITH DUE CONSIDERATION BEING GIVEN TO THE MATURITY OF THE CHILD.…

KARTSOTIS, A. THOMAS; MESSERSCHMIDT, RALPH M.

5

Building Potemkin Schools: Science Curriculum Reform in a STEM School  

ERIC Educational Resources Information Center

|"Potemkin schools" is used as the phrase to capture what a US science, technology, engineering, and mathematics (STEM) public speciality high school becomes as a result of its institutional branding. By way of an examination of the efforts of one teacher drawn into school branding through his "inquiry-based reform" of an Advanced Chemistry…

Teo, Tang Wee

2012-01-01

6

The Science Curriculum. The Report of the National Forum for School Science (Crystal City, Virginia, November 14-15, 1986). This Year in School Science 1986.  

ERIC Educational Resources Information Center

|The outgrowth of a conference on how science education can best meet the needs and expectations of society, this volume is designed to provide a source of information and ideas about the future of the school science curriculum. It contains 15 papers, including: "Critical Questions and Tentative Answers for the School Science Curriculum" (Audrey…

Champagne, Audrey B., Ed.; Hornig, Leslie E., Ed.

7

The Science Curriculum. The Report of the National Forum for School Science (Crystal City, Virginia, November 14-15, 1986). This Year in School Science 1986.  

ERIC Educational Resources Information Center

The outgrowth of a conference on how science education can best meet the needs and expectations of society, this volume is designed to provide a source of information and ideas about the future of the school science curriculum. It contains 15 papers, including: "Critical Questions and Tentative Answers for the School Science Curriculum" (Audrey B.…

Champagne, Audrey B., Ed.; Hornig, Leslie E., Ed.

8

The Pursuit of Humanity: Curriculum Change in English School Science  

ERIC Educational Resources Information Center

|This paper is concerned with the recent history of science curriculum reform in England, though it traces these developments back to the mid-nineteenth century. It first reviews approaches to science in the curriculum until the mid-1960s, identifying the curricular settlement of the postwar years and the beginning of the so-called "swing from…

Donnelly, Jim; Ryder, Jim

2011-01-01

9

Molecular genetics in the high-school science curriculum  

SciTech Connect

The development of a curriculum at the high school level for genetics with experimental methods from molecular biology is described. The laboratory work includes protocols involving nucleic acids and proteins.

Ehrman, P.G.; Fritz, L.K.

1987-11-01

10

Earth System and Space Science Curriculum for High Schools  

NASA Astrophysics Data System (ADS)

Earth System and Space Science emphasizes the dynamic interrelationships between the atmosphere, the geosphere, the hydrosphere, the biosphere and the earth-universe system. There is a strong emphasis on internet-based and technology activities, and laboratory activities. Science skills and processes learned in this course prepare for continued development of scientific inquiry in other science disciplines. A partnership with the Goddard Space Flight Center and collaboration with Anne Arundel County Public Schools provides enhanced richness to the learning activities. Earth and Space scientists from NASA GSFC gave their expertise in the development of ESSS. Their suggestions were the foundation for the development of this curriculum. Earth System and Space Science is a course, which develops student knowledge and understanding of the Earth System and its place in the universe. This course seeks to empower students to understand their dynamic local and global environments and the Earth as part of a complex system. The student will learn the science content necessary to make wise personal and social decisions related to quality of life, and the management of the Earth's finite resources, environments, and hazards. During much of the recent past, scientists have been concerned with examining individual physical, chemical, and biological processes or groups of processes in the atmosphere, hydrosphere, lithosphere, and biosphere. Recently, however, there has been a movement in Earth Science to take a planetary or "system" approach to investigating our planet. Satellite images show planet Earth as one entity without boundaries. There are concerns with environmental issues on regional, global, and even planetary scales. In Earth/Space Systems Science, Earth is viewed as a complex evolving planet that is characterized by continually interacting change over a wide scale of time and space.

Leck, J. P.

2005-12-01

11

Teaching Evolution in New Zealand's Schools--Reviewing Changes in the New Zealand Science Curriculum  

ERIC Educational Resources Information Center

|New Zealand has had a national school science curriculum for more than 80 years. In the past the evolution content of this document has varied, and has at times been strongly influenced by creationist lobby groups. The "new" science curriculum, to be fully implemented in 2010, places much greater emphasis than before on understanding evolution,…

Campbell, Alison; Otrel-Cass, Kathrin

2011-01-01

12

THE ROLE OF HIGH SCHOOL TEACHERS IN DISSEMINATING NEW ELEMENTARY SCIENCE CURRICULUMS. FINAL REPORT.  

ERIC Educational Resources Information Center

|REPORTED ARE TWO STUDIES OF THE NEWTON, MASSACHUSETTS EDUCATION DEVELOPMENT CENTER. IN ONE STUDY DATA ON WORKSHOPS TO ACQUAINT HIGH SCHOOL PHYSICS TEACHERS WITH NEW SCIENCE CURRICULUM MATERIALS ARE REPORTED. THE WORKSHOPS WERE HELD AT 23 AREA MEETINGS AND ATTENDED BY 755 HIGH SCHOOL SCIENCE TEACHERS DURING THE 1966-67 SCHOOL YEAR. THE WORKSHOPS…

HOFFART, ERVIN H.

13

An Analysis of the Secondary School Science Curriculum and Directions for Action in the 1980's. 1982 AETS Yearbook.  

ERIC Educational Resources Information Center

The 1982 Yearbook of the Association for the Education of Teachers in Science (AETS) is the second in a series of three AETS yearbooks in which Ralph Tyler's 1949 curriculum rationale is used to analyze science curriculum. This publication is focused on the secondary school science curriculum (the 1981 yearbook was concerned with teaching science

Staver, John R., Ed.

14

The effect of an integrated high school science curriculum on student achievement, knowledge retention, and science attitudes  

Microsoft Academic Search

The research study investigates the effectiveness of an integrated high school science curriculum on student achievement, knowledge retention and science attitudes using quantitative and qualitative research. Data was collected from tenth grade students, in a small urban high school in Kansas City, Missouri, who were enrolled in a traditional Biology course or an integrated Environmental Science course. Quantitative data was

Kimberly A. Smith

2006-01-01

15

Employability Standards: Inclusion in Family and Consumer Science Middle School Curriculum  

ERIC Educational Resources Information Center

|The purpose of this study was to determine the extent that the Georgia Quality Core Curriculum (QCC) employability standards were included in the family and consumer sciences (FCS) curriculum. The 149 middle school teachers in this study were asked to indicate on a 4-point Likert type scale whether they considered each of the 25 employability…

Smith, Bettye P.

2007-01-01

16

New Mexico State Secondary School Science-Based Nutrition Curriculum.  

ERIC Educational Resources Information Center

|This curriculum guide provides instructional materials for a 10-unit secondary-level science-based nutrition course. Each unit contains some or all of the following components: a summary sheet for each function, including generalizations with corresponding objectives, additional learning activities, and additional resources; unit outline;…

Ecklund, Susan, Ed.; Smalley, Katherine, Ed.

17

School science curriculum reforms in Malaysia: world influences and national context  

Microsoft Academic Search

This paper examines how science education becomes institutionalized in Third World countries using Malaysia as a case study. The findings shows that the development of science education in Malaysia has been greatly influenced by international trends and the country's socio?political development. Science gained a place in the school curriculum in the midst of British colonial rule. The strong colonial influence

Molly N. N. Lee

1992-01-01

18

The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students' Science Achievement  

ERIC Educational Resources Information Center

|Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade…

Kulo, Violet; Bodzin, Alec

2013-01-01

19

A Suggested Approach to the Elementary School Science Curriculum.  

ERIC Educational Resources Information Center

|The author describes a comprehensive science program for the elementary school. The program should include six components: (1) The story of the great generalizing constructs of science, such as the atom, the universe, the layers of the earth, and evolution--even though the students do not have the observational evidence to support the constructs;…

Lipson, Joseph I.

20

Formative Evaluation of Elementary School Pre-Service Science Curriculum.  

ERIC Educational Resources Information Center

|Evaluations of the preservice science education program for elementary school teachers at the University of Arizona, Tucson, are discussed. The evaluations of the program are in the areas of course structure and organization, and students' attitudes and overall knowledge of the science processes. (CP)|

Horak, Willis J.; Blecha, Milo K.

21

Fueling the Car of Tomorrow: An Alternative Fuels Curriculum for High School Science Classes  

ERIC Educational Resources Information Center

|It is no secret that many high school students are fascinated with automobiles. The activities in "Fueling the Car of Tomorrow"--a free high school science curriculum, available online--(see "On the web")--capitalize on this heightened awareness and provide relevant learning opportunities designed to reinforce basic physics, chemistry, biology,…

Schumack, Mark; Baker, Stokes; Benvenuto, Mark; Graves, James; Haman, Arthur; Maggio, Daniel

2010-01-01

22

Middle school integrated science, mathematics and technology curriculum. Final report, September 30, 1991--December 31, 1993  

SciTech Connect

The Project ``Middle School Integrated Science, Mathematics and Technology Curriculum`` had two goals: (1) to survey the literature of energy education; and (2) to develop a theme for a possible integrated middle school energy based curriculum. We aimed to respond to the challenge of developing thematic integrated curricula as advocated by the NSTA, AAAS and other organizations analyzing the future of American science and mathematics education. The survey of middle school energy curriculum materials has been completed. A list of the resources surveyed are included in this report. Though many energy based curriculum materials have been produced, none of them appears to be broadly disseminated throughout the country. Some energy based curriculum materials are far less well developed than others. We found that an integrated set of modular materials concerning the energy based theme of light and optics does not now exist. If they were developed, they could be broadly disseminated throughout middle school courses in the physical and biological sciences, as well as in new integrated science courses proposed as part of the current science education reform movement. These types of modular materials could also provide a powerful means of student exploration of new technologies such as microcomputers.

Brecher, K.

1994-03-01

23

Biological Sciences Curriculum Study  

NSDL National Science Digital Library

Looking for ideas or resources for your biology lessons? A specialist in inquiry-based education "the Biological Sciences Curriculum Study (BSCS) is a nonprofit corporation that develops and supports the implementation of innovative science education curriculum for students in kindergarten through college." The BSCS website is organized around their three main activity centers: Curriculum Development, Professional Development, and Research & Evaluation. The Curriculum Development section profiles a wide variety of resources and organizes them by elementary school, middle school, high school, and college. The Professional Development section features information about various BSCS development programs, institutes, and other resources. The Research & Evaluation section includes information about current research projects, informed consent, evaluation philosophy, and internal and external evaluation projects. The site also provides corporate information about BSCS, a press kit and a job board.

24

Implementing a New Science National Curriculum for England: How Trainee Teachers See the "How Science Works" Strand in Schools  

ERIC Educational Resources Information Center

|This article reports empirical work conducted by three university teacher education providers into how a major revision of the science curriculum in England, the "How Science Works" strand, has been translated into practice for 14-16 year olds in schools. Data were collected from pre-service teachers about their understanding, experiences,…

Toplis, Rob; Golabek, Charles; Cleaves, Anna

2010-01-01

25

The Truth About Science: A middle school curriculum teaching the scientific method and data analysis in an ecology context  

Microsoft Academic Search

The Truth About Science is a 40-lesson middle school curriculum module that teaches the process of scientific research, integrating mathematics and science concepts and skills. The goal of the curriculum is to teach students to think systematically and statistically about science inquiry. Students participate in each step of the scientific inquiry process, from asking testable research questions, designing unbiased experiments,

E. Ashley Steel; Kathryn A. Kelsey; June Morita

2004-01-01

26

Inquiry Learning of High School Students through a Problem-Based Environmental Health Science Curriculum  

ERIC Educational Resources Information Center

The purpose of this study was to examine the degree to which high school students improved their inquiry capabilities in relation to scientific literacy through their experience of a problem-based environmental health science curriculum. The two inquiry capabilities studied were scientific questioning and approaches to inquiry into their own…

Kang, Nam-Hwa; DeChenne, Sue Ellen; Smith, Grant

2012-01-01

27

Designing offline computer science activities for the korean elementary school curriculum  

Microsoft Academic Search

The rapid rate of the development of computer technology raises the issue of how to reform Computer Science education in elementary and middle schools. In Korea the government has taken this issue seriously, and the Ministry of Education & Human Resources Development has announced substantial revisions to its computing curricula, leading to a new curriculum in Informatics to be introduced

Sook Kyoung Choi; Tim Bell; Soo Jin Jun; Won Gyu Lee

2008-01-01

28

Towards a More Authentic Science Curriculum: The contribution of out-of-school learning  

NASA Astrophysics Data System (ADS)

In many developed countries of the world, pupil attitudes to school science decline progressively across the age range of secondary schooling while fewer students are choosing to study science at higher levels and as a career. Responses to these developments have included proposals to reform the curriculum, pedagogy, and the nature of pupil discussion in science lessons. We support such changes but argue that far greater use needs to be made of out-of-school sites in the teaching of science. Such usage will result in a school science education that is more valid and more motivating. We present an “evolutionary model” of science teaching that looks at where learning and teaching take place, and draws together thinking about the history of science and developments in the nature of learning over the past 100 years or so. Our contention is that laboratory-based school science teaching needs to be complemented by out-of-school science learning that draws on the actual world (e.g., through fieldtrips), the presented world (e.g., in science centres, botanic gardens, zoos and science museums), and the virtual worlds that are increasingly available through information technologies.

Braund, Martin; Reiss, Michael

2006-10-01

29

Professional Development School Support of the Elementary GLOBE Curriculum A Facilitated Adaptation of Inquiry Science  

NASA Astrophysics Data System (ADS)

This qualitative study focused on identifying barriers and remedies to those barriers found when teaching elementary school science. The Elementary GLOBE Program (2006) was the curriculum selected when doing the 18 month study. The researcher asked what made Elementary GLOBE (EG) easy and/or difficult to use. The researcher also wished to ascertain what impact did the adoption of EG have on the delivery of science instruction in the K-4 grade classrooms participating in this study. Two professional developments schools (PDS), located in a Mid Atlantic state were the sites for the study. Both schools are in an urban setting and affiliated with a nearby land grant university. The main purpose of this study was to investigate how elementary teachers integrate inquiry-based science in their classrooms. This was accomplished by providing an inservice workshop on an elementary science curriculum (EG) to six teachers. Then teachers were observed instructing with the newly learned curriculum. During the course of the study, teachers kept journals about their experiences teaching science. Later, they gave interviews about their classroom and school environments while teaching science. To ascertain trustworthiness, a member check in the form of a questionnaire was given to the participating teachers to determine the reliability of the findings at the conclusion of the study. Seven out of seven teachers agreed that EG changed the way their students experienced science. Five out of seven participants felt EG increased their confidence to teach science. Time management was identified as the major barrier to teaching science with six out seven teachers agreeing with this finding. Although accommodation was identified as a barrier, four out of seven agreed to this finding even though there was a high prevalence of diversity in the studied schools and EG was not presented in the any language other than English. Five of the seven participants preferred teaching science with EG over the approved textbook used by the schools. There is a dearth of primary level earth system science materials, so the findings from this study provide evidence for an engaging curriculum promoting science and literacy.

High, Vance D.

30

Transformative Multicultural Science curriculum: A case study of middle school robotics  

NASA Astrophysics Data System (ADS)

Multicultural Science has been a topic of research and discourse over the past several years. However, most of the literature concerning this topic (or paradigm) has centered on programs in tribal or Indigenous schools. Under the framework of instructional congruence, this case study explored how elementary and middle school students in a culturally diverse charter school responded to a Multicultural Science program. Furthermore, this research sought to better understand the dynamics of teaching and learning strategies used within the paradigm of Multicultural Science. The school's Robotics class, a class typically stereotyped as fitting within the misconceptions associated with the Western Modern Science paradigm, was the center of this case study. A triangulation of data consisted of class observations throughout two semesters; pre and post student science attitude surveys; and interviews with individual students, Robotic student teams, the Robotics class instructor, and school administration. Three themes emerged from the data that conceptualized the influence of a Multicultural Science curriculum with ethnically diverse students in a charter school's Robotics class. Results included the students' perceptions of a connection between science (i.e., Robotics) and their personal lives, a positive growth in the students' attitude toward science (and engineering), and a sense of personal empowerment toward being successful in science. However, also evident in the findings were the students' stereotypical attitudes toward science (and scientists) and their lack of understanding of the Nature of Science. Implications from this study include suggestions toward the development of Multicultural Science curricula in public schools. Modifications in university science methods courses to include the Multicultural Science paradigm are also suggested.

Grimes, Mary Katheryn

31

Teaching Evolution in New Zealand's Schools—Reviewing Changes in the New Zealand Science Curriculum  

NASA Astrophysics Data System (ADS)

New Zealand has had a national school science curriculum for more than 80 years. In the past the evolution content of this document has varied, and has at times been strongly influenced by creationist lobby groups. The `new' science curriculum, to be fully implemented in 2010, places much greater emphasis than before on understanding evolution, and also on teaching the nature of science. Interplay between the two can potentially improve student understanding of the culture and processes of science in general and evolutionary theory in particular. While the explicit use of the word `evolution' highlights its significance, it is necessary to provide both resources and pedagogical guidelines to support teachers in dealing with this important topic.

Campbell, Alison; Otrel-Cass, Kathrin

2011-05-01

32

The Lamprey River Curriculum: A Teacher-Written, Teacher-Tested Social Studies Curriculum with a Science Component for Elementary, Middle and High School Students.  

ERIC Educational Resources Information Center

This social studies curriculum with a science component contains two sections. The first section targets elementary schools and includes six lessons. The second section is intended for middle schools and high schools and contains four units. These two sections overlap with each other and can be used by teachers from any grade level. The content of…

McNelly, Deborah; Hoff, Douglas

33

The Value of Fidelity of Implementation Criteria to Evaluate School-Based Science Curriculum Innovations  

Microsoft Academic Search

School-based curriculum innovations, including those in science education, are usually not adequately evaluated, if at all. Furthermore, current procedures and instruments for programme evaluations are often unable to support evidence-based decision-making. We suggest that adopting fidelity of implementation (FOI) criteria from healthcare research can both characterize and narrow the separation between programme intent and actual implementation, which is a mandatory

Yew-Jin Lee; Shien Chue

2011-01-01

34

Hidden student voice: A curriculum of a middle school science class heard through currere  

NASA Astrophysics Data System (ADS)

Students have their own lenses through which they view school science and the students' views are often left out of educational conversations which directly affect the students themselves. Pinar's (2004) definition of curriculum as a 'complicated conversation' implies that the class' voice is important, as important as the teacher's voice, to the classroom conversation. If the class' voice is vital to classroom conversations, then the class, consisting of all its students, must be allowed to both speak and be heard. Through a qualitative case study, whereby the case is defined as a particular middle school science class, this research attempts to hear the 'complicated conversation' of this middle school science class, using currere as a framework. Currere suggests that one's personal relationship to the world, including one's memories, hopes, and dreams, should be the crux of education, rather than education being primarily the study of facts, concepts, and needs determined by an 'other'. Focus group interviews were used to access the class' currere: the class' lived experiences of science, future dreams of science, and present experiences of science, which was synthesized into a new understanding of the present which offered the class the opportunity to be fully educated. The interview data was enriched through long-term observation in this middle school science classroom. Analysis of the data collected suggests that a middle school science class has rich science stories which may provide insights into ways to engage more students in science. Also, listening to the voice of a science class may provide insight into discussions about science education and understandings into the decline in student interest in science during secondary school. Implications from this research suggest that school science may be more engaging for this middle school class if it offers inquiry-based activities and allows opportunities for student-led research. In addition, specialized academic and career advice in early middle school may be able to capitalize on this class' positive perspective toward science. Further research may include using currere to hear the voices of middle school science classes with more diverse demographic qualities.

Crooks, Kathleen Schwartz

35

Science teachers' beliefs about curriculum design  

Microsoft Academic Search

Teacher beliefs about curriculum design affect the quality of science education in schools, but science researchers know little\\u000a about the interrelation of beliefs about alternative curriculum designs. This article describes a quantitative study of secondary\\u000a science teachers' beliefs about curriculum design. A 33-item Science Curriculum Orientation Inventory (SCOI) was developed\\u000a to measure five distinct orientations to curriculum: academic, cognitive processes,

Derek Cheung; Pun-Hon Ng

2000-01-01

36

Mothering and Moralism during the Progressive Era: How Women's Associations Reinterpreted Science To Shape the School Curriculum.  

ERIC Educational Resources Information Center

The history of the early 20th century public school curriculum has established a narrative that investigates the transition from an emphasis on the liberal arts to a more functional, or useful, curriculum. This history details the influence of the developing social sciences and scientific thinking in debates among various interest groups to…

Woyshner, Christine

37

Media Literacy Ignored: A Qualitative Call for the Introduction of Media Studies Across the High School Social Science Curriculum.  

ERIC Educational Resources Information Center

|Noting that America is behind several countries in media studies and that efforts to introduce systematic study and use of media in the curriculum has been sporadic, this paper calls for the introduction of media studies in the social science curriculum of American high schools. Two projects are examined as possible means of helping spread media…

Sneed, Don; And Others

38

A New Core Curriculum for Engineering and Science Programs at the Colorado School of Mines.  

ERIC Educational Resources Information Center

|The Colorado School of Mines is in the 4th year of a comprehensive curriculum revision process. After refining the mission statement and graduate profile, the school has developed and begun to implement a new undergraduate curriculum which features design-across-the-curriculum, a sequence of "systems" courses, an enhanced and integrated…

Olds, Barbara M.; Middleton, Nigel T.; Trefny, John U.

39

The Science of Safety Curriculum in US Colleges and Schools of Pharmacy  

PubMed Central

Objective. To describe the integration of science of safety (SoS) topics in doctor of pharmacy (PharmD) curricula of US colleges and schools of pharmacy. Methods. A questionnaire that contained items pertaining to what and how SoS topics are taught in PharmD curricula was e-mailed to representatives at 107 US colleges and schools of pharmacy. Results. The majority of the colleges and schools responding indicated that they had integrated SoS topics into their curriculum, however, some gaps (eg, teaching students about communicating risk, Food and Drug Administration [FDA] Sentinel Initiative, utilizing patient databases) were identified that need to be addressed. Conclusions. The FDA and the American Association of Colleges of Pharmacy (AACP) should continue to collaborate to develop resources needed to ensure that topics proposed by the FDA in their SoS framework are taught at all colleges and schools of pharmacy.

Basak, Ram; Bentley, John P.; Holdford, David A.; Warholak, Terri L.; Malone, Daniel C.; Murphy, John E.

2011-01-01

40

Curriculum Process in Science Education  

NASA Astrophysics Data System (ADS)

Physics/science education in the communicative conception is defined as the continuous transfer of the knowledge and methods of physics into the minds of individuals who have not participated in creating them. This process, called the educational communication of physics/science, is performed by various educational agents-teachers, curriculum makers, textbook designers, university teachers and does not mean only a simple transfer of information, but it also involves teaching and instruction at all levels of the school system, the study, learning, and cognition of pupils, students and all other learners, the assessment and evaluation of learning outcomes, curriculum composition and design, the production of textbooks and other means of educational communication and, in addition, university education and the further training of teachers. The educational communication is carried out by the curriculum process of physics/science, which is a sequence of variant forms of curriculum mutually interconnected by curriculum transformations. The variant forms of curriculum are as follows: conceptual curriculum, intended curriculum, project (written) curriculum, operational curriculum, implemented curriculum, and attained curriculum.

Adam?íková, Veronika; Tarábek, Paul

2010-07-01

41

Contextualized science curriculum: Influence on student learning and attitudes, and teachers' self-efficacy beliefs in an urban middle school  

NASA Astrophysics Data System (ADS)

The purpose of the study was to investigate the influence of a contextualized science curriculum on students' content acquisition, students' attitude toward school science, students' engagement in the science classroom, teachers' perceptions of students' attitudes in the science classroom, and teachers' self-efficacy beliefs in an urban middle school setting. Fifty-six (N = 56) urban school students (seventh graders) in two intact groups and their science (n = 2) teachers were purposively selected for the study. The study focused on a nine-week science unit using a traditional and a contextualized version of the curriculum on the topic 'Earth's Waters'. Five research questions guided the study. The quantitative data collected during the study included content acquisition data, student attitude data, and observational data. Formal interviews with students and the teachers at the end of the nine-week period provided data about teachers' perceptions of students' attitudes in the science classroom and teachers' self-efficacy beliefs. Results of the study did not indicate any statistically significant differences in content acquisition and students' attitudes toward science between the control and the experimental groups. There was a statistically significant difference between the two groups on student engagement scores using an observation instrument. Interview data indicated the positive impact of contextualized curriculum on students' attitude toward science and on participating teachers' self-efficacy beliefs in the experimental group. Implications for science education and strategies for future research are also included.

Verma, Geeta Kumari

2001-12-01

42

Elementary Science Curriculum, Grade 6.  

ERIC Educational Resources Information Center

This is one of a set of curriculum guides for the Stoneham Elementary School Science Program (see SE 012 153 - SE 012 158). Each guide contains a chart illustrating the scope and sequence of the physical, life, and earth sciences introduced at each grade level. For each of the topics introduced at this grade level an overview of the topic, a list…

Stoneham Public Schools, MA.

43

Elementary Science Curriculum, Grade 6.  

ERIC Educational Resources Information Center

|This is one of a set of curriculum guides for the Stoneham Elementary School Science Program (see SE 012 153 - SE 012 158). Each guide contains a chart illustrating the scope and sequence of the physical, life, and earth sciences introduced at each grade level. For each of the topics introduced at this grade level an overview of the topic, a list…

Stoneham Public Schools, MA.

44

Elementary Science Curriculum, Grade 2.  

ERIC Educational Resources Information Center

|This is one of a set of curriculum guides for the Stoneham Elementary School Science Program (see SE 012 153 - SE 012 158). Each guide contains a chart illustrating the scope and sequence of the physical, life, and earth sciences introduced at each grade level. For each of the topics introduced at this grade level, an overview of the topic, a…

Stoneham Public Schools, MA.

45

The effect of an integrated high school science curriculum on student achievement, knowledge retention, and science attitudes  

NASA Astrophysics Data System (ADS)

The research study investigates the effectiveness of an integrated high school science curriculum on student achievement, knowledge retention and science attitudes using quantitative and qualitative research. Data was collected from tenth grade students, in a small urban high school in Kansas City, Missouri, who were enrolled in a traditional Biology course or an integrated Environmental Science course. Quantitative data was collected in Phase 1 of the study. Data collected for academic achievement included pretest and posttest scores on the CTBS MATN exam. Data collected for knowledge retention included post-posttest scores on the CTBS MATN exam. Data collected for science attitudes were scores on a pretest and posttest using the TOSRA. SPSS was used to analyze the data using independent samples t-tests, one-way ANCOVA's and paired samples statistics. Qualitative data was collected in Phase 2 of the study. Data included responses to open-ended interview questions using three focus groups. Data was analyzed for common themes. Data analysis revealed the integrated Environmental Science course had a statistically significant impact on academic achievement, knowledge retention and positive science attitudes. Gender and socioeconomic status did not influence results. The study also determined that the CTBS MATN exam was not an accurate predictor of scores on state testing as was previously thought.

Smith, Kimberly A.

46

Science K-12, Conservation of Energy. Utica City School District Articulated Curriculum: Project SEARCH, 1975.  

ERIC Educational Resources Information Center

|Two-column objectives are listed for an integrated science curriculum (Grades K-12), often subheaded according to science area (physical sciences, physics, biology, chemistry, general science) and grade level. Objectives that relate characteristics and forms of energy to energy conservation are stressed in the primary grades (K-6). In grade 7,…

Utica City School District, NY.

47

Practicing Reform-Based Science Curriculum in an Urban Classroom: A Hispanic Elementary School Teacher's Thinking and Decisions  

ERIC Educational Resources Information Center

This study explores the thinking and decisions of Vera (pseudonym), a Hispanic elementary teacher, while she enacted a reform-based science curriculum in an urban school in the southern United States. Vera's thinking, decisions, experiences, and practices were documented over a 2-year period. Using the data collected from semistructured…

Upadhyay, Bhaskar Raj

2005-01-01

48

How well do middle school science programs measure up? Findings from Project 2061's curriculum review  

NASA Astrophysics Data System (ADS)

The purposes of this study were to examine how well middle school programs support the attainment of key scientific ideas specified in national science standards, and to identify typical strengths and weaknesses of these programs using research-based criteria. Nine widely used programs were examined by teams of teachers and specialists in research on teaching and learning. Reviewers found that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas. Programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations, or scaffolded student efforts to make meaning of key phenomena and ideas presented in the programs. New middle school science programs that reflect findings from learning research are needed to support teachers better in helping students learn key ideas in science. The criteria and findings from this study on the inadequacies in existing programs could serve as guidelines in new curriculum development.

Kesidou, Sofia; Roseman, Jo Ellen

2002-08-01

49

Work in progress - developing an integrated mathematics, science and engineering curriculum for elementary school  

Microsoft Academic Search

As the fact that effective and efficient engineering education does not begin at the University becomes more universally acknowledged, it is becoming more apparent that the fundamental aspects of engineering must be presented in the high school curriculum, should be inserted into middle school, and could be introduced into elementary school environment. This work-in-progress describes the initial activities of a

M. Barger; R. Poth; R. Little; R. Gilbert

2005-01-01

50

Moving Women from School to Work in Science: Curriculum Demands/adult Identities. And Life Transitions  

NASA Astrophysics Data System (ADS)

This article proposes that the organization of some college curriculum programs as well as some workplaces presents special and perhaps unnecessary obstacles to women who might pursue science or engineering. The article begins with a framework for thinking about connections between school and work in various fields. This section reveals important differences in the way college degree programs are organized and in their implications for the transition to work. Some programs, such as in physics, construct a "tight" link between school and work; others, such as in sociology, construct much looser links. The article proceeds by reviewing results of previous ethnographic research about women's actual experiences in college and work. This section suggests that during the period of transition from college to work, women face special cultural demands that interfere with their pursuit of degrees in tight programs. Joining the lessons from the two preceding sections, the argument is made that the tight organization of some college and workplace environments asks more of women than they can give and helps explain why women continue to be under represented in some fields. The argument has testable Implications for the design of curricularprogramsana'workplace environments that might attract more women (and perhaps more minorities and men) to science and engineering.

Eisenhart, Margaret

51

A Curriculum for a Three Year High School Science Research Program  

Microsoft Academic Search

A three-year high school science research program has been taught in Woodbridge Township School District - Woodbridge, New Jersey, since 1987. The program's focus is to foster originial science research projects for high school students that have shown an aptitude and an interest in science. Students are instructed in basic research skills, including developing and conducting original research projects, statistical

F. Darytichen; J. Danch

2003-01-01

52

The Evolution of Science Curriculum  

NSDL National Science Digital Library

A vote by the Kansas Board of Education on Wednesday will change the way science is taught in the sunflower state. The decision, to virtually do away with any mention of evolution from the school curriculum, is a huge victory for those espousing creationism. The fact that theories of evolution will not be included in state assessment tests may also discourage teachers from including material on evolution in their science classes. The sites listed provide information about this scientific and religious issue.

Charbonneau, David D.; Bower, Rachael E.

53

Reinventing the Science Curriculum  

ERIC Educational Resources Information Center

|For many, the dominant model of curriculum development in science includes generating a topic, clarifying science content, identifying activities associated with the topic, and figuring out an assessment. Unfortunately, this approach tends to overemphasize activities and underemphasize mastery of science concepts and the process of scientific…

Bybee, Rodger W.; Van Scotter, Pamela

2007-01-01

54

Earth and Beyond. Teacher Support for Science in the National Curriculum for Primary and Middle Schools.  

ERIC Educational Resources Information Center

|The material in this book was devised in answer to a need expressed by many teachers, especially in primary (elementary) schools, for support in the teaching of astronomy. These projects and activities are aimed at fulfilling the requirements of the National Curriculum in England and Wales and the 5-14 Guidelines in Scotland. Each activity gives…

Pickwick, Alan

55

A Case Study of Attitudinal Effects of Internet Use in a Middle School Integrated Science Curriculum.  

ERIC Educational Resources Information Center

This study seeks to observe and record the impact of the Internet as an educational tool on fifth grade students' (N=95) attitudes towards and behavior while interacting with this technology. The students attend a rural elementary school that is part of a study to implement a community-based, technology-enhanced, integrated curriculum. Working in…

O'Hara, Susan P.

56

Law Enforcement Technology (Police Science Technology). A Suggested Two-Year Post High School Curriculum.  

ERIC Educational Resources Information Center

|The suggested curriculum guide for law enforcement (police science) programs was designed to assist those responsible for implementing a course of study that is becoming a job requirement prior to employment in police service. Law enforcement education programs are discussed in terms of background, police roles, employment opportunities, and…

University Research Corp., Bethesda, MD.

57

Science Curriculum. Kindergarten through Grade Twelve.  

ERIC Educational Resources Information Center

|This science curriculum guide provides a framework for science teachers of grades K-12 in the Leominster Public School System, Massachusetts. It represents the efforts of teachers and higher education faculty. An introductory section provides a philosophical statement on the nature of science and perspectives in the learning and teaching of…

Fitchburg State Coll., MA. Dept. of Special Education.

58

Project Exploration's Personalized Curriculum: Fostering Access and Equity in Science Out-of-School  

ERIC Educational Resources Information Center

|Participation and achievement in science by students of color and girls remains inequitable despite decades of initiatives aimed at leveling the playing field. Science in out-of-school-time is a strategy that emphasizes the role of informal education, however, robust descriptions of learning environments which effectively recruit and retain…

Lyon, Gabrielle Helena

2010-01-01

59

Biological Sciences Curriculum Study  

SciTech Connect

The product, which culminates a two-year curriculum development project is a 152-page curriculum module dealing with genes, environment, and human behavior for use in high school biology classrooms. BSCS began the Project in January 1997 with funding from the U.S. Department of Energy. Development work included the input of an external advisory committee, external reviewers, a panel of writers, and national field testing. BSCS printed 20,000 copies of the module. To date, over 11,000 teachers have requested and received copies of the module free of charge. The curriculum exposes students to methods used to study behavioral genetics and examines the impact if this research on society.

Biological Sciences Curriculum Study (BSCS)

1999-11-29

60

Science K-12, Living Things in Continuous Change. Utica City School District Articulated Curriculum: Project SEARCH, 1975.  

ERIC Educational Resources Information Center

|Two-column objectives are listed for an integrated science curriculum (grades K-12), often subheaded according to science area (biology, general science, physical science, earth science) and grade level. In grades K-6, objectives for topics of science study include conditions for plants and animals to live, adaptation, conservation,…

Utica City School District, NY.

61

Aerospace Science Education, A Curriculum Guide.  

ERIC Educational Resources Information Center

|This curriculum guide was developed by the Alaska State Department of Education for the purpose of aiding elementary and secondary school teachers in incorporating elements of aerospace science in the classroom. The section of the guide designed for elementary school teachers includes chapters under the headings: Aircraft, Airports, Weather,…

Hilburn, Paul

62

The Impact of High School Science Teachers’ Beliefs, Curricular Enactments and Experience on Student Learning During an Inquiry-based Urban Ecology Curriculum  

Microsoft Academic Search

Inquiry-based curricula are an essential tool for reforming science education yet the role of the teacher is often overlooked in terms of the impact of the curriculum on student achievement. Our research focuses on 22 teachers’ use of a year-long high school urban ecology curriculum and how teachers’ self-efficacy, instructional practices, curricular enactments and previous experience impacted student learning. Data

Katherine L. McNeill; Diane Silva Pimentel; Eric G. Strauss

2011-01-01

63

Science K-12, Continuous Change in the Universe. Utica City School District Articulated Curriculum: Project SEARCH, 1975.  

ERIC Educational Resources Information Center

|Two-column objectives are listed for an integrated science curriculum (grades K-12), often subheaded according to science area (biology, earth science, physical science) and grade level. The objectives for grades K-8 include areas of study in earth science that can be used as examples of the scientific concept of change. Grade 10 includes…

Utica City School District, NY.

64

Improving the Science Curriculum with Bioethics.  

ERIC Educational Resources Information Center

|Explains the importance of integrating bioethics into the science curriculum for student learning. Introduces a workshop designed for middle and high school science teachers teaching bioethics, its application to case studies, and how teachers can fit bioethics into their classroom. (YDS)|

Lundmark, Cathy

2002-01-01

65

Implementing Inquiry Kit Curriculum: Obstacles, Adaptations, and Practical Knowledge Development in Two Middle School Science Teachers  

ERIC Educational Resources Information Center

|Two elementary certified middle school science teachers are studied for changes in practical knowledge supporting the implementation of kit-based inquiry as part of a schoolwide reform effort. Emphasis is placed on studying how these two pilot teachers enact guided inquiry within their unique pedagogical and curricular interests, and what…

Jones, Mark T.; Eick, Charles J.

2007-01-01

66

Solar Energy in the School Curriculum: Giving New Life to Old Science.  

ERIC Educational Resources Information Center

Describes some simple solar energy experiments, reviews real life examples of solar energy, and lists areas where solar energy can fit into existing school science curricula. Instructions for making equipment needed, a discussion of recent developments in thermal systems and photovoltaics, and a bibliography are included. (JN)

Hibbert, Oliver D.

1984-01-01

67

Crossroads: Quality of Life in a Nuclear World. A High School Science Curriculum.  

ERIC Educational Resources Information Center

|One of a set of high school curricula on nuclear issues, this 10-day science unit helps students understand the interrelationship between the economy, the arms race, military spending, and the threat of nuclear war. Through activities such as role playing, discussion, brainstorming, and problem solving, students develop their ability to evaluate…

French, Dan; Phillips, Connie

68

Solar Energy in the School Curriculum: Giving New Life to Old Science.  

ERIC Educational Resources Information Center

|Describes some simple solar energy experiments, reviews real life examples of solar energy, and lists areas where solar energy can fit into existing school science curricula. Instructions for making equipment needed, a discussion of recent developments in thermal systems and photovoltaics, and a bibliography are included. (JN)|

Hibbert, Oliver D.

1984-01-01

69

Analyzing Breadth and Depth of a Virtual Charter School's Science Curriculum  

ERIC Educational Resources Information Center

This case study analyzes five science courses of a United States virtual charter school. Online quizzes and exams are provided by the corporate partner, while local teachers have selected report topics, virtual labs and at-home labs for students to complete. These assessments were coded for their correlation to the cognitive levels of the revised…

Vick, Matthew

2012-01-01

70

The relationship between the beliefs of school board members concerning Young Earth Creationism and Old Earth Creationism and the inclusion of creationism in the science curriculum of Georgia public schools  

Microsoft Academic Search

This study investigated district location and the beliefs of school board members regarding Young Earth Creationism (YEC) and Old Earth Creationism (OEC) associated with the inclusion or exclusion of creationism in the district science curriculum of Georgia public schools. A random sampling of 144 mailed of a total population of 1,034 local school board members was selected as subjects. Data

Karen S. Cook

2007-01-01

71

Curriculum Implementation and Reform: Teachers' Views about Kuwait's New Science Curriculum  

ERIC Educational Resources Information Center

|The MoE (Ministry of Education) in the state of Kuwait is starting to reform the science curriculum in all school academic stages: primary (1-5) grades, intermediate (6-9) grades, and secondary (10-12) grades. The purpose of this study was to explore the opinions of science teachers about Kuwait's new sixth and seventh grade science curriculum,…

Alshammari, Ahmad

2013-01-01

72

A Comparative Study of Effect of New and Old Science Curriculum on Chinese Junior High School Students' Abstract Thinking  

ERIC Educational Resources Information Center

|"Teenagers' abstract thinking ability test" was designed in accordance with the structure and performance of teenagers' ability to think abstractly. 138 Chinese junior high school students who learned New curriculum and old curriculum separately were measured. A comparison between the two kinds of students shows that abstract thinking ability of…

Hu, Weiping; Chen, Ming

2008-01-01

73

Hydromania: Summer Science Camp Curriculum.  

SciTech Connect

In 1992, Bonneville Power Administration (BPA) and the US Department of Energy (DOE) began a collaborative pilot project with the Portland Parks and Recreation Community Schools Program and others to provide summer science camps to children in Grades 4--6. Camps run two weeks in duration between late June and mid-August. Sessions are five days per week, from 9 a.m. to 3 p.m. In addition to hands-on science and math curriculum, at least three field trips are incorporated into the educational learning experience. The purpose of the BPA/DOE summer camps is to make available opportunities for fun, motivating experiences in science to students who otherwise would have difficulty accessing them. This includes inner city, minority, rural and low income students. Public law 101-510, which Congress passed in 1990, authorizes DOE facilities to establish collaborative inner-city and rural partnership programs in science and math. A primary goal of the BPA summer hands on science camps is to bring affordable science camp experiences to students where they live. It uses everyday materials to engage students` minds and to give them a sense that they have succeeded through a fun hands-on learning environment.

Moura, Joan

1995-07-01

74

High School Curriculum. Research Brief  

ERIC Educational Resources Information Center

There is a fair amount of research on individual curricular experiments in specific high school courses, but general research on high school curriculum and what the curriculum should be is hard to find and is far out weighed by theory and policy. Most of the theory and policy literature are dominated by discussions of state and national standards.…

Muir, Mike

2003-01-01

75

Middle School Students' Conceptual Learning from the Implementation of a New NSF Supported Curriculum: Interactions in Physical Science[TM  

ERIC Educational Resources Information Center

|A new National Science Foundation supported curriculum, Interactions in Physical Science[TM], was evaluated on students' conceptual change in the twelve concept areas of the national physical science content standard (B) for grades 5-8. Eighth grade students (N = 66) were evaluated pre and post on a 31-item multiple-choice test of conceptual…

Eick, Charles J.; Dias, Michael; Smith, Nancy R. Cook

2009-01-01

76

Middle School Students' Conceptual Learning from the Implementation of a New NSF Supported Curriculum: Interactions in Physical Science[TM  

ERIC Educational Resources Information Center

A new National Science Foundation supported curriculum, Interactions in Physical Science[TM], was evaluated on students' conceptual change in the twelve concept areas of the national physical science content standard (B) for grades 5-8. Eighth grade students (N = 66) were evaluated pre and post on a 31-item multiple-choice test of conceptual…

Eick, Charles J.; Dias, Michael; Smith, Nancy R. Cook

2009-01-01

77

Champions or Helpers: Leadership in Curriculum Reform in Science  

ERIC Educational Resources Information Center

|This study describes the perceptions of embedded teaching and learning leadership teams working on curriculum reform in science teaching departments. The teams combined a formally recognised leader, School Director of Learning and Teaching, with a project-based, more junior academic, Curriculum Fellow, to better leverage support for curriculum

Johnson, Elizabeth D.; Bird, Fiona L.; Fyffe, Jeanette; Yench, Emma

2012-01-01

78

SCIENCE CURRICULUM REVISION AND THE TECHNOLOGICAL CLASSROOM.  

ERIC Educational Resources Information Center

THE REVOLUTION IN THE ORGANIZATION AND STRUCTURE OF THE SUBJECT MATTER OF SCIENCE AS TAUGHT IN THE SCHOOLS MUST NOW BE MATCHED TO ANOTHER REVOLUTION IN EDUCATION--THE TECHNOLOGICAL CLASSROOM. CURRICULUM REVISION MUST BE MADE WITH A VISION OF WHERE THE CLASSROOM MAY BE HEADED IN THE FUTURE. THE TRADITIONAL, THE TRANSITIONAL, AND THE TECHNOLOGICAL…

SHERBURNE, E.G., JR.

79

Developing Options for Managing NSF's (National Science Foundation's) Middle School Science Education Programs. Final Report.  

National Technical Information Service (NTIS)

Contents: The goals of middle school science education; Problems in middle school science education; NSF's Directorate for science and engineering education; Alternative NSF/SEE approaches for improving middle school science curriculum and instruction; Al...

I. R. Weiss

1986-01-01

80

Curriculum Benchmarking: A Tool for School Improvement.  

ERIC Educational Resources Information Center

Curriculum auditing is a quality-control process. If a course is not meeting expectations, is not serving students, or needs adjustment, the Roanoke Valley (Virginia) Governor's School for Science and Technology employs benchmarking to attain data to fix the problem or move in another direction. (MLH)

Shelly, Richard W.

2000-01-01

81

How to Develop a Core Curriculum in Clinical Skills for Undergraduate Medical Teaching in the School of Medical Sciences at Universiti Sains Malaysia?  

PubMed Central

Clinical skills program as a laboratory method is a valuable adjunct to other forms of undergraduate medical training. This article describes the process of developing a core curriculum in clinical skills based on the Dundee model for a clinical skills centre. The School of Medical Sciences, in Universiti Sains Malaysia (USM) has been provided with a well equipped skills centre. However, the PBL curriculum in the undergraduate medical program in the school needs to be integrated with a clinical skills lab program. This is to counter the general feeling that the contribution of PBL is insignificant in terms of building clinical competency in an integrated system such as that used in USM compared to the traditional curriculi of other medical teaching institutions in Malaysia. Integrating clinical skills laboratory training with the PBL curriculum will provide evidence of PBL as an effective and innovative method for teaching and learning in Malaysia.

Hassan, Shahid

2007-01-01

82

Curriculum Rhetoric and Social Control: a Perspective on Recent Science Curriculum Development  

Microsoft Academic Search

EnglishThis article outlines an approach towards interpreting the influence of social factors on the directions in which secondary school science curricula have developed. In particular, the influence of the institutional context of comprehensivization on emerging science curriculum materials in Britain in the 1960s is explored. From a survey of curriculum writings of this period, it is suggested that authors have

R. H. Millar

1981-01-01

83

A case study of collaboration in science education: Integrating informal learning experiences into the school curriculum  

NASA Astrophysics Data System (ADS)

This is a study of a collaboration between multiple stakeholders in science education for the purpose of creating educational field trip experiences. The collaboration involves four major facets of science education: formal education at the elementary and university levels, informal education, and educational research. The primary participants in the collaboration include two elementary school teachers, a scientist from a local university, an informal educator from an environmental education site, and the researcher acting as a participant observer. The coming together of these different sides of science education provided a unique opportunity to explore the issues and experiences that emerged as such a partnership was formed and developed. Strongly influenced by action research, this study is a qualitative case study. The data was collected by means of observation, semi-structured interviews, and written document review, in order to provide both a descriptive and an interpretive account of this collaboration. The final analysis integrates a description of the participants' experiences as evidenced in the data with the issues that arose from these experiences. The evolution of the collaborators' roles was examined, as was the development of shared vision. In this study, there were several factors that significantly affected the progress towards a shared vision and a successful collaboration. These factors include time, communication, understanding others' perspectives, dedication and ownership, as well as the collaborative environment. Each collaborator benefited both professionally and personally from their participation in the collaboration. In addition, the students gained cognitively, affectively, and socially from the educational experiences created through the collaboration. Steps, such as working towards communication and understanding others' perspectives, should continue to be taken to ensure the collaboration continues beyond the term of the current key participants.

Robertson, Amy Michelle

84

Use of structured flowcharts in the undergraduate Computer Science curriculum  

Microsoft Academic Search

Over the last four years a new Computer Science major program has been introduced into the curriculum of the School of Engineering at Oakland University. During this period computer science educators throughout the country have debated the best way to introduce structured programming into the curriculum. There is now a widespread belief that beginning FORTRAN courses cannot be taught using

R. E. Haskell; D. E. Boddy; G. A. Jackson

1976-01-01

85

Towards an indigenous science curriculum  

NASA Astrophysics Data System (ADS)

The recent development of a national science curriculum in M?ori opened up space to contest whose knowledge and whose ways of knowing are included. This paper outlines the background to the curriculum development work in Aotearoa New Zealand with respect to the indigenous M?ori people and science education. Concern is expressed about the fitting of one cultural framework into another and questions are raised about the approach used in the development of the science curriculum. Further research in the area of language, culture and science education is discussed along with how M?ori might move forward in the endeavour of developing a curriculum that reflects M?ori culture and language.

McKinley, Elizabeth

1996-06-01

86

Grade 6 Science Curriculum Specifications.  

ERIC Educational Resources Information Center

|This material describes curriculum specifications for grade 6 science in Alberta. Emphases recommended are: (1) process skills (50%); (2) psychomotor skills (10%); (3) attitudes (10%); and (4) subject matter (30%). Priorities within each category are identified. (YP)|

Alberta Dept. of Education, Edmonton. Curriculum Branch.

87

Writing in the Science Curriculum  

ERIC Educational Resources Information Center

There are a plethora of opportunities for pupils to write across the curriculum. Each academic discipline may well provide chances for pupils to develop skill in writing, science being no exception. The science teacher needs to develop pupil knowledge in science as well as using the contents in written work. Learning to write and writing to learn…

Ediger, Marlow

2012-01-01

88

Writing in the Science Curriculum  

ERIC Educational Resources Information Center

|There are a plethora of opportunities for pupils to write across the curriculum. Each academic discipline may well provide chances for pupils to develop skill in writing, science being no exception. The science teacher needs to develop pupil knowledge in science as well as using the contents in written work. Learning to write and writing to learn…

Ediger, Marlow

2012-01-01

89

Science Curriculum Guide, Level 4.  

ERIC Educational Resources Information Center

The fourth of four levels in a K-12 science curriculum is outlined. In Level 4 (grades 9-12), science areas include earth science, biology, chemistry, and physics. Six major themes provide the basis for study in all levels (K-12). These are: Change, Continuity, Diversity, Interaction, Limitation, and Organization. In Level 4, all six themes are…

Newark School District, DE.

90

School Science: A Questionable Construct?  

ERIC Educational Resources Information Center

|I explore the emergence of science and scientific method as political constructs in the 19th century and argue that the associated rhetoric continues to have significant consequences for contemporary school science education. It allows science to be promoted as a coherent curriculum component and fosters an untenable but enduring notion of a…

Jenkins, Edgar

2007-01-01

91

Energy Education in Elementary Science: Science Curriculum Improvement Study.  

ERIC Educational Resources Information Center

This looseleaf teacher's manual is designed to facilitate using Science Curriculum Improvement Study (SCIS) for energy education in elementary schools. It is intended to be used with the SCIS Teacher's Guide as a supplement. The format of this manual matches a main SCIS concept with a closely related energy concept. Matrices show matched concepts…

Lind, Jackie; Premo, Joe

92

Energy Education in Elementary Science: Science Curriculum Improvement Study.  

ERIC Educational Resources Information Center

|This looseleaf teacher's manual is designed to facilitate using Science Curriculum Improvement Study (SCIS) for energy education in elementary schools. It is intended to be used with the SCIS Teacher's Guide as a supplement. The format of this manual matches a main SCIS concept with a closely related energy concept. Matrices show matched concepts…

Lind, Jackie; Premo, Joe

93

The USAF School of Health Care Sciences PLATO IV Project: A Mini-Curriculum for PAs  

ERIC Educational Resources Information Center

Describes the experimental problem-oriented curriculum implemented via an advanced computer-based educational system for training physician's assistants (PA) regarding "The Respiratory System and Its Diseases," constituting one-tenth of the year-long PA course. All lessons are on-line and students work independently at their own pace. Project…

Stutz, David R.; Steinkerchner, Raymond E.

1976-01-01

94

GUIDE FOR SOCIAL STUDIES AND SCIENCE-HEALTH, FIRST YEAR. JUNIOR HIGH SCHOOL SPECIAL CURRICULUM.  

ERIC Educational Resources Information Center

|THIS CURRICULUM GUIDE FOR JUNIOR HIGH EDUCABLE MENTALLY HANDICAPPED STUDENTS PROVIDES INFORMATION ON TEACHING PROCEDURES, SUGGESTIONS FOR PLANNING SUPPLEMENTAL UNITS, TYPES OF LESSONS, AND EVALUATION. INDIVIDUAL UNITS INCLUDE THE INFORMATION CONTENT, SUGGESTIONS FOR BACKGROUND STUDY, SPECIFIC TEACHING PLANS, DISCUSSION QUESTIONS, ASSIGNMENTS,…

STINCHCOMB, KOMA D.; AND OTHERS

95

Human Growth: Guide to a Healthier You. A Middle School Science Curriculum. Instructor's Manual.  

ERIC Educational Resources Information Center

This instructor's manual contains information and activities related to human growth processes. The curriculum focuses on choices students can make for a healthy lifestyle and is based on the most up-to-date research about human growth and development. Students generate and test their hypotheses throughout each of five modules which include…

Huba, Jeanne C.; Crow, Tracy L.

96

Should Different Types of Analogies Be Treated Differently in Instruction? Observations from a Middle-School Life Science Curriculum  

Microsoft Academic Search

ABSTRACT This study is a formative evaluation of analogies,as one of multiple tools used to help middle- school students understand,cellular respiration and the body systems,associated,with it. In a curriculum trial that was conducted in three schools, analogies were used to help students develop understandings in areas that may be inaccessible through student reasoning, prior knowledge, or direct experience. We propose

Mary Jane Else; John Clement; Mary Anne Ramirez

97

A comparison of a fifth-grade elementary school science research-based curriculum and an activity-centered traditional curriculum: Effects on conceptual knowledge, process skills and attitude  

NASA Astrophysics Data System (ADS)

This study examined the student outcomes of process skills, conceptual knowledge and attitudes of a research-based, model curriculum (SLL) as defined by the National Center for Improving Science Education (NCISE) and two similar programs that were activity centered, but traditionally taught science curricula (ACTS). Fifth-grade elementary students in a southeastern county participated in the study. The public school system has urban, suburban and rural schools within the county. Five public schools and one private school were included in the study contributing a total of 443 students in 18 classes taught by nine teachers. Students in both groups had participated in their science program for a minimum of one academic year. A state fifth grade science End of Grade (EOG) test form M, the Test of Basic Process Skills (BAPS) (Padilla, Cronin, & Twiest, 1985), and an attitude instrument (AI) (Simpson & Oliver, 1985; Simpson & Oliver, 1990; Simpson & Troost, 1982) were used to measure the student outcomes. Mean scores were analyzed by a t test and a two-way analysis of variance. At the end of a complete academic year of participating in the SLL or ACTS programs, the results indicated that the students taught with the SLL curriculum scored significantly higher on the fifth grade science EOG, the BAPS and the AI than those taught with the ACTS program. The outcomes provided evidence that the research-based curriculum promoted a higher level of conceptual development and process skills attainment and developed more positive attitudes than the students in the activity-centered traditional science program.

Maidon, Carolyn Howser

2001-07-01

98

Disciplined knowledge: Differentiating and binding the elementary science curriculum  

Microsoft Academic Search

The purpose of this research was to investigate elementary science curriculum differentiation at two schools with widely divergent student demographics. Historically, elementary school students of ethnic-minority and low-socioeconomic backgrounds have not performed on traditional assessments of academic achievement and progress in science education at the same level as their White and more affluent peers. This inequality has long been of

Michael Thomas Hayes

1998-01-01

99

Impact of student ratings on basic science portion of the medical school curriculum.  

PubMed

Student opinion questionnaires used by the Office of Research in Medical Education (ORME) at the University of Texas Medical Branch (UTMB) as one source of evaluating the curriculum established in 1970 revealed widespread dissatisfaction with many of the courses. Concern over student dissatisfaction and poor performance on both internal and external measures of achievement led to the inauguration of student ratings. With the aid of the ORME in developing questionnaires, interpreting sources of student difficulty, and providing consultation to course directors and faculty, most of the faculty eventually accepted the ratings. As a result, improvements in instruction and evaluation were brought about which increased student satisfaction with courses and improved scores on internal, statewide, and national examinations. PMID:7381903

Feinstein, E; Levine, H G

1980-06-01

100

Science, Levels 7-12. Secondary Core Curriculum Standards.  

ERIC Educational Resources Information Center

|This document presents the core science curriculum standards which must be completed by all students as a requisite for graduation from Utah's secondary schools. Contained within are the elementary and secondary school program of studies and high school graduation requirements. Each course entry for grades 7-12 contains: course title, unit of…

Utah State Board of Education, Salt Lake City. Div. of Curriculum and Instruction.

101

Cultural resources of minority and marginalised students should be included in the school science curriculum  

NASA Astrophysics Data System (ADS)

This paper responds to Schademan's "What does playing cards have to do with science? A resource—rich view of African American young men", and takes a resource-rich view to explore the notion of agency and elements of cultural resources that minority and marginalised students bring to the classroom. The paper examines the deficit model, the need to adopt capacity building perspective, and a classroom study, which sought to contextualise capacity building with a group of Australian indigenous students in a science class. As science educators, we need to reject the deficit model by developing capacity building pedagogies that affirm minority and marginalised students' lived languages, experiences and knowledge in their learning.

Chigeza, Philemon

2011-06-01

102

Curriculum Management for Schools, Colleges, Business.  

ERIC Educational Resources Information Center

What works and does not work in school systems, colleges, and businesses is discussed with a focus on curriculum in the schools and other organizations. Organizational studies were completed in several school systems nationwide. Ten chapters look at the following: (1) curriculum management (the case of the academy, what curriculum is, the nature…

English, Fenwick W.

103

Physical Sciences: Curriculum Resources and Activities for School Librarians and Teachers.  

ERIC Educational Resources Information Center

|This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

Bain, Amy; Richer, Janet; Weckman, Janet

104

Cultural Resources of Minority and Marginalised Students Should Be Included in the School Science Curriculum  

ERIC Educational Resources Information Center

|This paper responds to Schademan's "What does playing cards have to do with science? A resource-rich view of African American young men", and takes a resource-rich view to explore the notion of agency and elements of cultural resources that minority and marginalised students bring to the classroom. The paper examines the deficit model, the need…

Chigeza, Philemon

2011-01-01

105

Life Sciences: Curriculum Resources and Activities for School Librarians and Teachers.  

ERIC Educational Resources Information Center

|This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

Bain, Amy; Richer, Janet; Weckman, Janet

106

Earth Sciences: Curriculum Resources and Activities for School Librarians and Teachers.  

ERIC Educational Resources Information Center

This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

Bain, Amy; Richer, Janet; Weckman, Janet

107

Earth Sciences: Curriculum Resources and Activities for School Librarians and Teachers.  

ERIC Educational Resources Information Center

|This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

Bain, Amy; Richer, Janet; Weckman, Janet

108

Global Citizenship Education, School Curriculum and Games: Learning Mathematics, English and Science as a Global Citizen  

ERIC Educational Resources Information Center

|Based on an account of how two classes of primary five students in Singapore engage in the learning of English, Mathematics and Science by playing the role of global citizens, the paper suggests an alternative but realistic approach to teaching global citizenship education. Set against the back story of Atlantis facing ecological, social and…

Lim, Cher Ping

2008-01-01

109

Physical Sciences: Curriculum Resources and Activities for School Librarians and Teachers.  

ERIC Educational Resources Information Center

This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

Bain, Amy; Richer, Janet; Weckman, Janet

110

Life Sciences: Curriculum Resources and Activities for School Librarians and Teachers.  

ERIC Educational Resources Information Center

This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

Bain, Amy; Richer, Janet; Weckman, Janet

111

Environment in the science curriculum: the politics of change in the Pan-Canadian science curriculum development process  

NASA Astrophysics Data System (ADS)

This paper draws on the experience of the Pan-Canadian science curriculum development process as an instance of the more general problem of integrating science and environmental education. It problematizes the issue of incorporation of social and environmental dimensions within the science curriculum in terms of both policy and practice. The agenda of environmental education, as eco-philosophical and eco-political, provides a radically different base from which to explore the impact of change on science teachers and schools. Thus, the very idea of environmental education as an educational policy goal must be examined in light of conflicting agendas of science and environmental education. This paper argues that transforming structures and processes of school science to enable different teacher and student roles involves closing the gap between curriculum (policy) development and professional development as well as reconceptualizing science education, but from more overtly open moral value and political perspectives than have been considered in the literature of science education.

Hart, Paul

2002-11-01

112

Correlation Between Science Curriculum and Cognitive Level in Earth Science of Secondary School Students in the Philippines and Japan  

Microsoft Academic Search

Imperative to economic development is quality educati on. With the belief that science and technology is a twin vehicle towards the attainment of a country' s economic development, science education has always been the object of reform. The Philippines in its quest to alleviate the qualit y of life of its people, has done much effort to impr ove Science

DIGNA CABARDO PANINGBATAN; TAKESHI KOZAI; HIROAKI OZAWA; MAMORU MURATA; HIROSHI NISHIMURA

113

Food Science 7075. Curriculum Guide.  

ERIC Educational Resources Information Center

|This curriculum guide was developed as a resource for teachers to use in planning and implementing a competency-based instructional program on food science in the 11th and 12th grades. It contains materials for a 2-semester course, based on the North Carolina Program of Studies (revised 1992); it is designed to help students learn about the…

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational and Technical Education Services.

114

Computer science curriculum, deceptive advertising  

Microsoft Academic Search

The Communications Web site, http:\\/\\/cacm.acm.org, features more than a dozen bloggers in the BLOG@CACM community. In each issue of Communications, we'll publish excerpts from selected posts.Ramana Rao writes about the evolution of computer science curriculum and Greg Linden reflects on ethics and advertising.

Ramana Rao; Greg Linden

2009-01-01

115

Science Sampler: Making science relevant with an integrated curriculum  

NSDL National Science Digital Library

This article describes a modular middle school curriculum that integrates science, math, social studies, and language arts. An adventure story creates the context for student learning of the academic content, which is made relevant to students by including environmental health themes. Most children can relate curriculum concepts to environmental health problems because they have such a problem or know of someone who does. Common conditions include allergies and asthma; poisoning from food, water, or air; exposure to chemical hazards and carcinogens; nutritional disorders; and assorted infectious diseases (NIEHS).

Johnson, Larry; Hardy, Vince; Klemm, W. R.

2008-03-01

116

Geology at Our Doorstep: Building a Partnership for Standards-Based Curriculum and Professional Development in Middle School Earth Science  

Microsoft Academic Search

Geology at Our Doorstep is a collaboration between a science outreach program (CIRES Outreach), students and faculty in a university geology department (U. Colorado at Boulder), and a local school district (St. Vrain Valley) to develop locally relevant geology classroom resources for use by the district's middle-school teachers. The project grew out of direct conversations with teachers about their ideas

S. Laursen; A. Lester; E. Cannon; A. Forrest; B. Bencivengo; K. Hunter

2003-01-01

117

School-Based Curriculum Development  

Microsoft Academic Search

The concept of school based curriculum development has been central to my professional concerns and ways of thinking about\\u000a educational change since the late 1950’s. It had two main tributaries: my early experience and dialogue with colleagues as\\u000a a secondary school teacher in London; and the interest I took as a graduate student in Australia, the U.S. and England in

Malcolm Skilbeck

118

Mechanics. Secondary Schools. Curriculum Guide.  

ERIC Educational Resources Information Center

|This document, a curriculum guide for auto mechanics for secondary students, is one of six guides developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for…

Trust Territory of the Pacific Islands Dept. of Education, Saipan.

119

Mechanics. Secondary Schools. Curriculum Guide.  

ERIC Educational Resources Information Center

This document, a curriculum guide for auto mechanics for secondary students, is one of six guides developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective…

Trust Territory of the Pacific Islands Dept. of Education, Saipan.

120

Evaluating the Effects of Medical Explorers a Case Study Curriculum on Critical Thinking, Attitude Toward Life Science, and Motivational Learning Strategies in Rural High School Students  

NASA Astrophysics Data System (ADS)

The purpose of this study was three-fold: to measure the ability of the Medical Explorers case-based curriculum to improve higher order thinking skills; to evaluate the impact of the Medical Explorers case-based curriculum to help students be self directed learners; and to investigate the impact of the Medical Explorers case-based curriculum to improve student attitudes of the life sciences. The target population for this study was secondary students enrolled in advanced life science programs. The resulting sample (n = 71) consisted of 36 students in the case-based experimental group and 35 students in the control group. Furthermore, this study employed an experimental, pretest-posttest control group research design. The treatment consisted of two instructional strategies: case-based learning and teacher-guided learning. Analysis of covariance indicated no treatment effect on critical thinking ability or Motivation and Self-regulation of Learning. However, the Medical Explorers case-based curriculum did show a treatment effect on student attitudes toward the life sciences. These results seem to indicate that case-based curriculum has a positive impact on students' perspectives and attitudes about the study of life science as well as their interest in life science based careers. Such outcomes are also a good indicator that students enjoy and perceive the value to use of case studies in science, and because they see value in the work that they do they open up their minds to true learning and integration. Of additional interest was the observationthat on average eleventh graders showed consistently stronger gains in critical thinking, motivation and self-regulation of learning strategies, and attitudes toward the life sciences as compared to twelfth grade students. In fact, twelfth grade students showed a pre to post loss on the Watson-Glaser and the MSLQ scores while eleventh grade students showed positive gains on each of these instruments. This decline in twelfth grade performance is an endemic indicator of underlying problems that exists in this transitional year of education and supports the need to strengthen the transitional connections between high schools and institutions of higher learning.

Brand, Lance G.

121

Investigating the Propriety of a Science and Technology Curriculum in Turkiye  

ERIC Educational Resources Information Center

The purpose of this paper is analyzing the new Science and Technology curriculum, which was declared as the new primary school curriculum in August 2004 by Turkish Minister of Education (MoE), based on Posner's (2004) curriculum analysis framework. The written curriculum was examined and the findings were supported with a variety of resources…

Demiraslan, Yasemin

2008-01-01

122

Science through Engineering in Elementary School: Comparing Three Enactments of an Engineering-Design-Based Curriculum on the Science of Sound  

ERIC Educational Resources Information Center

|This research illustrates how varying enactments of an engineering-design-based science curriculum shaped the development of students' domain-specific scientific ideas and practices. In this comparative case study rooted in the analytical perspectives of activity theory and learning environments, student and teacher participants in three…

Wendell, Kristen Bethke

2011-01-01

123

Collaborative professional development and curriculum enactment: Teacher reflection to inform inquiry-based discussions in high school science classrooms  

NASA Astrophysics Data System (ADS)

Professional development for practicing science teachers has been a goal in education for the last two decades. Studies have shown that the quality of teacher instruction may be linked to teacher participation and involvement in professional development programs (Fishman, Marx, Best, & Tal, 2003). Furthermore, reflection during professional development has been emphasized as an important aspect of teacher learning (Birman, Desimone, Porter, & Garet, 2000; Dinkleman, 2003). However, we have yet to fully understand how teacher reflection and the components of professional development can be linked to changes in classroom instruction (Fendler, 2003). This study incorporated a variety of resources, including AAAS criteria, research-based discussion strategies, educative curriculum materials, a common curriculum, and in particular, a committed researcher, video artifacts and science education research articles, to provide teachers with opportunities to engage in an iterative process of reflection and instruction to bring about instructional change; a process of self-examination and experimentation that was fostered in a small group, collaborative, and sustained professional development program. I also show that the role of the researcher is a key element in connecting professional development and classroom instruction. This study used interviews, professional development workshops, and teacher enactment to show that the design of professional development can foster a teacher learning community of reflective practice that promotes instructional change in inquiry-based science when resources are used to support and complement each other.

Alozie, Nonyelum M.

124

Trash Conflicts: A Science and Social Studies Curriculum on the Ethics of Disposal. An Interdisciplinary Curriculum.  

ERIC Educational Resources Information Center

Designed for middle school science and social studies classes, this document is a curriculum on waste disposal. Mathematics and language skills also are incorporated into many of the activities. In the study of trash disposal, science students benefit from understanding the social issues related to the problem. Social studies students need…

Ballin, Amy; And Others

125

Systemic Reform of Astronomy Curriculum in the Montgomery County Public Schools  

Microsoft Academic Search

In the Montgomery County Public Schools (MCPS), the science curriculum is undergoing a comprehensive systemic review in an effort to revise the system's curriculum and the entire instructional program. As a part of this overall effort, MCPS has developed a framework for the astronomy curriculum that includes a rationale, essential indicators, and blueprints. The school system is partnering with the

M. Szesze; S. Kahl; D. Janney

2002-01-01

126

Science: Model Curriculum Guide, Kindergarten through Grade Eight.  

ERIC Educational Resources Information Center

This guide was developed with the intention of helping teachers and school site administrators in California review the elementary science curriculum and compare it to an idealized model that is presented in the document. Part I of the guide provides a summary of a number of characteristics considered to be important to a strong elementary science

California State Dept. of Education, Sacramento.

127

North Dakota Elementary Science Curriculum Guide K-6.  

ERIC Educational Resources Information Center

It is often claimed that students must have a thorough understanding of the processes of science to understand the constant changes in scientific theories and make meaningful decisions. This curriculum guide has five major parts including goals and objectives of elementary school science, problem solving, suggested scope and sequence,…

North Dakota State Dept. of Public Instruction, Bismarck.

128

Water Pollution, Environmental Science Curriculum Guide Supplement.  

ERIC Educational Resources Information Center

|This curriculum guide is a 40-day unit plan on water pollution developed, in part, from the National Science Foundation Environmental Science Institutes' Ninth Grade Environmental Science Curriculum Guide. This unit contains teacher lesson plans, suggested teacher and student modules, case studies, and activities to be developed by teachers…

McKenna, Harold J.

129

NUCLEAR SCIENCE CURRICULUM PROJECT. INSTRUCTIONAL RESOURCES SUPPLEMENT.  

ERIC Educational Resources Information Center

|DESIGNED AS AN ADJUNCT TO MATERIALS DEVELOPED BY THE NUCLEAR SCIENCE CURRICULUM PROJECT, THIS DOCUMENT PROVIDES RESOURCE MATERIAL WITH WHICH THE NUCLEAR SCIENCE CURRICULUM MAY BE ENRICHED, AND ADDRESSES ITSELF TO (1) INSTRUCTIONAL AIDS PRESENTLY AVAILABLE, (2) USE OF INSTRUCTIONAL AIDS TO SUPPLEMENT THE CURRENT SCIENCE CURRICULA, (3) FACILITIES…

Culver City Unified School District, CA.

130

The relationship between the beliefs of school board members concerning Young Earth Creationism and Old Earth Creationism and the inclusion of creationism in the science curriculum of Georgia public schools  

NASA Astrophysics Data System (ADS)

This study investigated district location and the beliefs of school board members regarding Young Earth Creationism (YEC) and Old Earth Creationism (OEC) associated with the inclusion or exclusion of creationism in the district science curriculum of Georgia public schools. A random sampling of 144 mailed of a total population of 1,034 local school board members was selected as subjects. Data analysis indicated that beliefs of school board members in Young Earth Creationism had a weak, positive association with the permitted inclusion of creationism in the district science curriculum while board member beliefs in OEC had a moderate, negative relationship. No association was found between board member beliefs in either Young Earth Creationism or Old Earth Creationism and the required inclusion of creationism in district creationism in Georgia public schools. Concerning district location (rural, urban, or suburban) and the permitted or mandatory inclusion of creationism, no relationship was found. The results of this study provide insight into connections between beliefs of board members and the inclusion of creationism, which may translate into enlightened voting decisions.

Cook, Karen S.

131

Science K-12, Living Things Are Products of Their Heredity and Their Environment. Utica City School District Articulated Curriculum: Project SEARCH, 1975.  

ERIC Educational Resources Information Center

|Two-column objectives are listed for an integrated science curriculum (grades K-12), often subheaded according to science area (biology, health, general science, physical science) and grade level. Concepts regarding characteristics of living things are stressed in objectives for the primary grades (K-5), and reproductive biology is covered…

Utica City School District, NY.

132

Effectiveness of a Highly Rated Science Curriculum Unit for Students with Disabilities in General Education Classrooms  

ERIC Educational Resources Information Center

This research is part of a study on scaling-up middle school science curriculum units in a large, diverse public school system. Chemistry That Applies (CTA), a guided inquiry unit based on conceptual change theory and highly rated according to the Project 2061 Curriculum Analysis, was implemented in five middle schools matched demographically with…

Lynch, Sharon; Taymans, Juliana; Watson, William A.; Ochsendorf, Robert J.; Pyke, Curtis; Szesze, Michael J.

2007-01-01

133

ETV Assists Science Curriculum Development in Barbados  

ERIC Educational Resources Information Center

|Article discusses how the West Indian Science Curriculum Innovation Project (WISCIP) and the University of the West Indies have cooperated to improve the quality of science education in Barbados. (Author)|

Owen, Michael

1973-01-01

134

A Leader's Guide to Science Curriculum Study  

NSDL National Science Digital Library

Use this powerful professional development approach to improve teacher understanding of K-12 science teaching and learning! The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, helps teachers improve their practic

Landel, Carolyn; Keeley, Page; Mundry, Susan

2009-01-01

135

First Grade Level Science Sample Curriculum.  

ERIC Educational Resources Information Center

|This document presents a sample of the Arkansas science curriculum and identifies the content standards for physical science systems, life science systems, and Earth science/space science systems for first grade students. Each content standard is explained and includes student learning expectations, first grade benchmarks, assessments, and…

Arkansas State Dept. of Education, Little Rock.

136

Life Science Curriculum Guide. Bulletin 1614.  

ERIC Educational Resources Information Center

|This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a life science course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals…

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

137

Aspirations: The Ganado Primary School Curriculum.  

ERIC Educational Resources Information Center

This document describes an elementary school curriculum implemented at the Ganado Primary School in Arizona. The curriculum is based on traditional Navajo teachings associated with the four cardinal directions. The goal is to help students live harmonious lives by developing a sound belief and value system, learning ways to make a living, learning…

Ganado Public Schools, AZ.

138

Go Ask Alice: Uncovering the Role of a University Partner in an Informal Science Curriculum Support Network  

Microsoft Academic Search

This article describes a study from the Linking Instructors Networks of Knowledge in Science Education project, which aims to examine the informal science curriculum support networks of teachers in a school–university curriculum reform partnership. We used social network analysis and qualitative methods to reveal characteristics of the informal science curriculum support network reported by a cohort of 13 teachers in

Kira J. Baker-Doyle

2012-01-01

139

Science K-12, Interdependency of Living Things and Living Things With Their Environment. Utica City School District Articulated Curriculum: Project SEARCH, 1975.  

ERIC Educational Resources Information Center

|Two-column objectives are listed for an integrated science curriculum (grades K-12), often subheaded according to science area (biology, physical science), and grade level. Choices of environmental topics such as weather, conservation of natural resources, and the interdependence of organisms and environment dominate objectives written for grades…

Utica City School District, NY.

140

Science: Model Curriculum Guide, Kindergarten through Grade Eight.  

ERIC Educational Resources Information Center

|This guide was developed with the intention of helping teachers and school site administrators in California review the elementary science curriculum and compare it to an idealized model that is presented in the document. Part I of the guide provides a summary of a number of characteristics considered to be important to a strong elementary…

California State Dept. of Education, Sacramento.

141

REORGANIZED SCIENCE CURRICULUM, 6A, SIXTH GRADE SUPPLEMENT.  

ERIC Educational Resources Information Center

|THE NINTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SIXTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THE SIXTH GRADE SUPPLEMENT IS IN THREE VOLUMES. VOLUME 6A HAS A DETAILED OUTLINE OF THE SUBJECT MATTER…

Minneapolis Special School District 1, Minn.

142

REORGANIZED SCIENCE CURRICULUM, 6C, SIXTH GRADE SUPPLEMENT.  

ERIC Educational Resources Information Center

|THE ELEVENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SIXTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THIS VOLUME, 6C, IS ONE OF THREE COMPRISING THE SIXTH GRADE SUPPLEMENT, AND CONTAINS THE SECTIONS ON…

Minneapolis Special School District 1, Minn.

143

Student Invention and the 3 x 5 Card Science Curriculum.  

ERIC Educational Resources Information Center

|To introduce right brain activities into the elementary school curriculum, science activities were generated for gifted children in which every item for investigation was made from a three-by-five card. Three major steps were repeated in developing activities: copying materials, adapting materials, and inventing materials. (SW)|

Dyrli, Odvard E.

1982-01-01

144

Science CAP: Curriculum Assistance Program. [Multimedia.  

ERIC Educational Resources Information Center

Science Curriculum Assistance Program (Science CAP(TM)) is a multimedia package developed to create a model for preserving classroom science activities that can be shared and customized by teachers. This program is designed to assist teachers in preparing classroom science activities for grades five through eight, and to foster an environment of…

DEMCO, Inc., Madison, WI.

145

A Unifying Curriculum for Museum-Schools  

ERIC Educational Resources Information Center

There are over two dozen schools in the United States with the word "museum" in their names. However, the philosophy and pedagogy that tie these schools together is unclear. A consistent definition, criteria for classification, and a unifying curriculum to guide museum- schools is lacking. Yet, museum-schools continue to open across the country.…

Povis, Kaleen E.

2011-01-01

146

Environmental Education Curriculum in a Bilingual Education School in China  

ERIC Educational Resources Information Center

In this article, the author discusses her experiences with developing an English-language science curriculum for students at the experimental Hai Bin Lu Primary School in China. She uses Schwab's (1973) four common denominators (or essential factors) of curricula--teacher, student, subject matter, and milieu--and Genette's (1980) three…

Li, Ling

2006-01-01

147

The design of a medical school social justice curriculum.  

PubMed

The acquisition of skills to recognize and redress adverse social determinants of disease is an important component of undergraduate medical education. In this article, the authors justify and define "social justice curriculum" and then describe the medical school social justice curriculum designed by the multidisciplinary Social Justice Vertical Integration Group (SJVIG) at the Geisel School of Medicine at Dartmouth. The SJVIG addressed five goals: (1) to define core competencies in social justice education, (2) to identify key topics that a social justice curriculum should cover, (3) to assess social justice curricula at other institutions, (4) to catalog institutionally affiliated community outreach sites at which teaching could be paired with hands-on service work, and (5) to provide examples of the integration of social justice teaching into the core (i.e., basic science) curriculum. The SJVIG felt a social justice curriculum should cover the scope of health disparities, reasons to address health disparities, and means of addressing these disparities. The group recommended competency-based student evaluations and advocated assessing the impact of medical students' social justice work on communities. The group identified the use of class discussion of physicians' obligation to participate in social justice work as an educational tool, and they emphasized the importance of a mandatory, longitudinal, immersive, mentored community outreach practicum. Faculty and administrators are implementing these changes as part of an overall curriculum redesign (2012-2015). A well-designed medical school social justice curriculum should improve student recognition and rectification of adverse social determinants of disease. PMID:23969356

Coria, Alexandra; McKelvey, T Greg; Charlton, Paul; Woodworth, Michael; Lahey, Timothy

2013-10-01

148

Evaluation of Elementary Students' Attitudes toward Science as a Result of the Introduction of an Enriched Science Curriculum  

ERIC Educational Resources Information Center

One of the challenges facing school educators is motivating students to learn science. This study is part of an evaluation of enriched science curriculum introduced in five western Canadian (Alberta) urban schools. The objective was to develop a multidimensional instrument suitable for evaluating the attitudes of students toward science with a…

Nadirova, Anna; Burger, John

2008-01-01

149

Ethics across the computer science curriculum  

Microsoft Academic Search

The aim of this workshop is to assess the current practices and project future trends for the integration of ethics across the computer science curriculum. The workshop organizers are developing a computer security and information assurance curriculum across which ethical content is integrated. Through this workshop, they will share their experiences and facilitate a dialog with others involved in teaching

Cynthia Della Torre Cicalese; Janine Dewitt; C. Dianne Martin

2005-01-01

150

The Atlantic Science Curriculum Project in Perspective.  

ERIC Educational Resources Information Center

The Atlantic Science Curriculum Project was launched in 1976 at the Atlantic Institute of Education in Halifax, Nova Scotia, Canada, as a regional initiative. This account of the project provides its aims, its experience, and its lessons for others similarly engaged in the task of improving curriculum and instruction. This paper was written at a…

McFadden, C.

151

Influencing Student Understanding of the Nature of Science: Data from a Case of Curriculum Development.  

ERIC Educational Resources Information Center

More than 1,600 middle school students, including an experimental group exposed to the Biological Science Curriculum Study (BSCS), were administered the Modified Nature of Scientific Knowledge Scale. Results indicate that the students utilizing the traditional science curriculum possessed a significantly better understanding of the testable nature…

Meichtry, Yvonne J.

1992-01-01

152

Religion, Interculturalism and Science in an English Primary School  

ERIC Educational Resources Information Center

|This article attempts to show how a set of values associated with the Christian character of an English primary school support aspects of the science curriculum. Data are obtained from the chair of governors and school documents.|

Coulby, David

2008-01-01

153

Children's Literature and the Science Curriculum  

ERIC Educational Resources Information Center

|A quality children's literature program needs to be correlated with ongoing science lessons and units of study. It can enhance and enrich the science curriculum. Pupils tend to enjoy reading library books and the the literature may assist pupils to explore topics in greater depth. In addition to science experiments, demonstrations, and…

Ediger, Marlow

2010-01-01

154

Curriculum Development. A Handbook for School Districts.  

ERIC Educational Resources Information Center

|This handbook has been prepared to assist administrators, curriculum specialists, and teachers in local school districts and boards of cooperative educational services (BOCES) in the state of New York in developing curriculum, but it could be used by local education agencies in any state. The introduction describes the role of the state and of…

Wing, Richard L.; And Others

155

Language games: Christian fundamentalism and the science curriculum  

NASA Astrophysics Data System (ADS)

Eighty years after the Scope's Trial, the debate over evolution in the public school curriculum is alive and well. Historically, Christian fundamentalists, the chief opponents of evolution in the public schools, have used the court system to force policymakers, to adopt their ideology regarding evolution in the science curriculum. However, in recent decades their strategy has shifted from the courts to the local level, where they pressure teachers and school boards to include "alternate theories" and the alleged "flaws" and "inconsistencies" of evolution in the science curriculum. The purpose of this content analysis study was to answer the question: How do Christian fundamentalists employ rhetorical strategies to influence the science curriculum? The rhetorical content of several public legal and media documents resulting from a lawsuit filed against the Athens Public Schools by the American Center of Law and Justice were analyzed for the types of rhetorical strategies employed by the participants engaged in the scientific, legal, and public discourse communities. The study employed an analytical schema based on Ludwig Wittgenstein's theory of language games, Lawrence Prelli's theory of discourse communities, and Michael Apple's notion of constitutive and preference rules. Ultimately, this study revealed that adroit use of the constitutive and preference rules of the legal and public discourse communities allowed the school district to reframe the creation-evolution debate, thereby avoiding a public spectacle and ameliorating the power of creationist language to affect change in the science curriculum. In addition, the study reinforced the assertion that speakers enjoy the most persuasive power when they attend to the preference rules of the public discourse community.

Freund, Cheryl J.

156

Environmental Chemistry in the High School Curriculum.  

ERIC Educational Resources Information Center

|Discusses the incorporation of environmental chemistry topics into the traditional high school chemistry curriculum. Describes and provides lesson plans for the sulfur cycle and acid rain, and radioactivity and nuclear energy. Considers possible laboratory experiments. (CW)|

Stearns, Carole

1988-01-01

157

How Teachers Perceive the New Curriculum Reform: Lessons from a School District in the Eastern Cape Province, South Africa  

ERIC Educational Resources Information Center

|The meanings that a teacher attaches to the new curriculum reforms act as his or her map on the curriculum implementation journey, and these usually determine the success of the education reforms. This research article explores the meanings attached to the new Science curriculum reforms by primary school teachers in a school district in South…

Bantwini, Bongani D.

2010-01-01

158

A Substantiation of Macdonald's Models in Science Curriculum Development.  

ERIC Educational Resources Information Center

|A history and analysis of science curriculum development is presented. Factors which influence the selection and organization of content in a science curriculum are discussed, including Macdonald's curriculum development models, propositions for curriculum development, and changes made in science curricula during the last century. (CJ)|

Searles, W. E.

1982-01-01

159

The Impact of a Curriculum Course on Pre-Service Primary Teachers' Science Content Knowledge and Attitudes towards Teaching Science  

ERIC Educational Resources Information Center

|Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

Murphy, Cliona; Smith, Greg

2012-01-01

160

Field Test of an Epidemiology Curriculum for Middle School Students.  

PubMed

The purpose of this study was to test the effectiveness of a middle school epidemiology curriculum called Detectives in the Classroom. The curriculum presents epidemiology as the science of public health, using health-related issues that capture the interest of young students and help prepare them to make evidence-based health-related decisions. The curriculum was field tested among seventh-grade urban students using a quasi-experimental design. Analysis of covariance of pre- and post-test scores examined five outcomes, including students' perceptions of their abilities in science as inquiry, scientific literacy, and knowledge about five enduring epidemiologic understandings; their self reported interest in science, and assessment of students' epidemiological reasoning ability. The 378 experimental students, compared to 620 controls, had generally higher post-test improvements in epidemiology-related outcomes and smaller increases in the other measures. A dose-response was suggested by higher scores among students exposed to more than 10 lessons. Strengths of this evaluation include a large sample and availability of data to account for differences in demographic and school performance variables. Limitations of this evaluation include randomization by school as opposed to student, the relatively short-term and generally self-reported outcomes, and inconsistencies in proportion of the curriculum actually taught. The findings offer encouragement about the potential for Detectives in the Classroom to improve students' perceptions of their science abilities and scientific literacy, their interest in science and their abilities in basic epidemiologic reasoning. Further tests of this and other epidemiology curricula are needed to respond to the growing interest in teaching public health science to younger students. And while it is important to test near-term impacts, an additional challenge from a curriculum evaluation standpoint will be to follow students over several years to examine subsequent choices concerning selected courses, college majors, and career paths. PMID:18274623

Kaelin, Mark A; Huebner, Wendy W; Nicolich, Mark J; Kimbrough, Maudellyn L

2007-02-01

161

Consumer's Guide to Science Curriculum. Developing Science Curriculum for High Ability Learners K-8. Draft.  

ERIC Educational Resources Information Center

|This guide is intended to provide educators responsible for selecting elementary science curriculum materials for high ability learners with both quantitative and qualitative assessment data for 27 science curricula or materials. The review process attempted to balance sound practices of curriculum development (using standards required for any…

Boyce, Linda Neal; And Others

162

The entomologist as a science partner and curriculum advisor: The Earth School model for grades 6--8  

Microsoft Academic Search

The Earth School model for creation of partnerships between university scientists and public schools began with a traditional research project involving the study of macroinvertebrate recolonization of agriculturally based restored wetlands. From fieldwork designed to address hypotheses of community composition over time, protocols and equipment evolved for application in middle-school classrooms. In addition to classroom teachers guiding their students in

Bethany Johnston Marshall

1999-01-01

163

Mathematics and Science across the Curriculum.  

ERIC Educational Resources Information Center

|This issue, intended for classroom teachers, provides a collection of essays organized around the theme of mathematics and science across the curriculum as well as a guide to instructional materials related to the theme. Topics addressed in the essays include experiencing mathematics through nature; connecting science, fiction, and real life;…

Thorson, Annette, Ed.

2002-01-01

164

Mathematics and Science across the Curriculum.  

ERIC Educational Resources Information Center

This issue, intended for classroom teachers, provides a collection of essays organized around the theme of mathematics and science across the curriculum as well as a guide to instructional materials related to the theme. Topics addressed in the essays include experiencing mathematics through nature; connecting science, fiction, and real life;…

Thorson, Annette, Ed.

2002-01-01

165

One Brief, Shining Moment? The Impact of Neo-Liberalism on Science Curriculum in the Compulsory Years of Schooling  

ERIC Educational Resources Information Center

The past 20 years or so have seen ongoing concern for the nature of science education in the Anglophone developed world. A particular focus of this concern has been the need to find new ways to frame science curricula that will engage students, yet it is proving difficult to achieve this goal. In this article I argue that the impact on science

Smith, Dorothy Veronica

2011-01-01

166

Small Schools Curriculum: Physical Education, K-6.  

ERIC Educational Resources Information Center

The self-contained sections within the document (one for grades K-3, the other for grades 4-6) present objectives, activities, monitoring procedures and resources for the elementary physical education curriculum for Washington small school districts. Identical introductory materials describe the organization of Small Schools materials,…

Hartl, David, Ed.; Hartl, Doris, Ed.

167

Perceptions of bias in medical school curriculum  

Microsoft Academic Search

This study surveyed over 540 students at two private medical schools regarding perceptions of bias during admissions and in curriculum, lectures and teaching events, evaluations and grades, and interpersonal relationships. One school's population was predominantly European American and the other predominantly African American. Students marked level of agreement or disagreement to survey items which were then assigned strengths to generate

James L Bills

2005-01-01

168

The Professional Growth of a Primary School Teacher Engaged in an Innovative Primary Science Trial Curriculum Development Project Utilising Satellite Broadcasting.  

ERIC Educational Resources Information Center

|The implementation of effective science programs in primary schools is of continuing interest and concern for teacher educators. Recent Australian national initiatives have been designed to foster the teaching of science in primary schools. At the provincial level in Queensland, decisions concerning the planning and introduction of a new primary…

Ginns, Ian S.; Watters, James J.

169

Benchmarks for Science Literacy: A Tool for Curriculum Reform  

NSDL National Science Digital Library

Benchmarks for Science Literacy, a companion publication to the American Association for the Advancement of Science's (AAAS) project "Science for All Americans," describes "what all students should know and be able to do in science, mathematics, and technology by the time they graduate from high school." Offered as "a tool to be used by educators in designing a curriculum," Benchmarks is a compendium of specific goals for science literacy in several key areas: science, mathematics, technology, the physical setting, the living environment, the human organism, human society, historical perspectives, common themes, and habits of mind. Each section includes a summary of desired knowledge and specific targets for literacy goals by grade categories K-2, 3-5, 6-8, and 9-12. In addition to its direct and intended application, Benchmarks is a useful gauge of society's scientific awareness (or lack thereof). For any science educators, this is a fascinating publication that merits attention.

170

Biomedical Engineering and Cognitive Science Secondary Science Curriculum Development: A Three Year Study  

ERIC Educational Resources Information Center

|This study reports on a multi-year effort to create and evaluate cognitive-based curricular materials for secondary school science classrooms. A team of secondary teachers, educational researchers, and academic biomedical engineers developed a series of curriculum units that are based in biomedical engineering for secondary level students in…

Klein, Stacy S.; Sherwood, Robert D.

2005-01-01

171

Explorations of a Paradox in Curriculum Control: Resistance to Open-ended Science Inquiry in a School for Self-directed Learning  

Microsoft Academic Search

Despite official government srt (in various jurisdictions around the world) for providing students with opportunities to construct\\u000a their own knowledge within the context of formal schooling, school science systems continue to place greatest priority on\\u000a teaching and learning of products of science (e.g., laws and theories), while compromising students’ opportunities to develop realistic conceptions about science and expertise for doing

J. Lawrence Bencze; Maurice Di Giuseppe

2006-01-01

172

One Brief, Shining Moment? The Impact of Neoliberalism on Science Curriculum in the Compulsory Years of Schooling  

Microsoft Academic Search

The past 20 years or so have seen ongoing concern for the nature of science education in the Anglophone developed world. A particular focus of this concern has been the need to find new ways to frame science curricula that will engage students, yet it is proving difficult to achieve this goal. In this article I argue that the impact

Dorothy Veronica Smith

2011-01-01

173

Medical student perceptions of a behavioural and social science curriculum  

PubMed Central

Background In 2006, Oregon Health & Science University began implementing changes to better integrate mental health and social science into the curriculum by addressing the Institute of Medicine's (IOM's) 2004 recommendation for the inclusion of six behavioural and social science (BSS) domains: health policy and economics, patient behaviour, physician–patient interaction, mind–body interactions, physician role and behaviour, and social and cultural issues. Methods We conducted three focus groups with a purposive sample of 23 fourth-year medical students who were exposed to 4 years of the new curriculum. Students were asked to reflect upon the adequacy of their BSS training specifically as it related to the six IOM domains. The 90-minute focus groups were recorded, transcribed and analysed. Results Students felt the MS1 and MS2 years of the curriculum presented a strong didactic orientation to behavioural and social science precepts. However, they reported that these principles were not well integrated into clinical care during the second two years. Students identified three opportunities to further the inclusion of BSS in their clinical training: presentation of BSS concepts prior to relevant clinical exposure, consistent BSS skills mentoring in the clinical setting, and improving cultural congruence between aspects of BSS and biomedicine. Conclusions Students exposed to the revised BSS curriculum tend to value its principles; however, modelling and practical training in the application of these principles during the second two years of medical school are needed to reinforce this learning and demonstrate methods of integrating BSS principles into practice.

2011-01-01

174

Science Curriculum: Shot-Gun or Rifle Approach?  

ERIC Educational Resources Information Center

Stating that the shotgun approach to the science curriculum which has evolved for general education purposes is inappropriate for occupational programs, the authors report on research to evaluate the science curriculum for relevance to skills needed in various occupations. (MF)

Smith, Arthur DeW.; Hatton, J. T.

1978-01-01

175

Science Fiction across the Curriculum.  

ERIC Educational Resources Information Center

|Presents ideas on integrating science fiction into language arts, science, social studies, and math. Suggestions include an interstellar journey, imaginative language lessons, futuristic social studies, extraterrestrial life studies, intergalactic math, and science fiction story writing. (SM)|

Kay, Andrew L.; Golden, Michael

1991-01-01

176

Co?ordinating science in primary schools: A role model?  

Microsoft Academic Search

The number of primary schools with a teacher responsible for coordinating and developing science in the curriculum (a science co?ordinator) has increased dramatically since 1978. However co?ordinators are not having the impact they should on the quality of science in the schools. This in part is due to the restricted view of the role that is held by head teachers,

Derek Bell

1992-01-01

177

Mandated Curriculum Change and a Science Department: A Superficial Language Convergence?  

ERIC Educational Resources Information Center

|This article investigates the introduction of a systemic curriculum change, the Essential Learnings curriculum framework, in the Australian state of Tasmania. Using Gee's [(2003). Language in the science classroom: Academic social languages as the heart of school-based literacy. In: R. Yerrick, & W.-M. Roth (Eds.), "Establishing scientific…

Melville, Wayne

2008-01-01

178

Mandated Curriculum Change and a Science Department: A Superficial Language Convergence?  

ERIC Educational Resources Information Center

This article investigates the introduction of a systemic curriculum change, the Essential Learnings curriculum framework, in the Australian state of Tasmania. Using Gee's [(2003). Language in the science classroom: Academic social languages as the heart of school-based literacy. In: R. Yerrick, & W.-M. Roth (Eds.), "Establishing scientific…

Melville, Wayne

2008-01-01

179

Individualized Instruction in the Science Curriculum  

ERIC Educational Resources Information Center

|Reviews the foundations for individualized instruction in science, analyzes some of the attempts which have been made to implement it in the elementary and secondary schools, and explores the implications of individualized instruction for the science teacher. (PR)|

Lunetta, Vincent N.; Dyrli, Odvard Egil

1971-01-01

180

The Extra Strand of the Maori Science Curriculum  

ERIC Educational Resources Information Center

|This paper comments on the process of re-development of the Maori-medium Science (Putaiao) curriculum, as part of overall curriculum development in Aotearoa New Zealand. A significant difference from the English Science curriculum was the addition of an "extra strand" covering the history and philosophy of science. It is recommended that this…

Stewart, Georgina

2011-01-01

181

Attitudes of Principals Concerning Curriculum Needs in Small High Schools.  

ERIC Educational Resources Information Center

To determine the core curriculum and the specific curriculum needs of small high schools today, questionnaires were mailed to a sample of 475 public high schools with enrollments of less than 500 students. Principals were asked to indicate which of 105 courses listed on the questionnaire were in their school's curriculum and to rate the need for…

Barker, Bruce O.

182

Effectiveness of Curriculum Change in School : An Organizational Perspective  

Microsoft Academic Search

Aims to develop an organizational model for understanding and managing effective curriculum change in school. Assumes that curriculum change and teacher competence development occur in a three-level context of school organization: the individual level, the group\\/ programme level, and the whole school level. There exists mutual development and reinforcement between curriculum and teacher competence and also a hierarchy of influence

Yin Cheong Cheng

1994-01-01

183

Original American Pilot Project Curriculum for Students from Kindergarten through High School.  

ERIC Educational Resources Information Center

Designed to provide learning experiences related to the culture of Native Americans, this pilot cultural curriculum is intended for use as supplementary material in the Social Studies program for grades K-12. The curriculum is a cooperative effort of the school district and the Indian community and is based on the California Social Sciences

Coker, Patricia M.; And Others

184

Narrowing the Gulf between the Practices of Science and the Elementary School Science Classroom  

ERIC Educational Resources Information Center

|The American Association for the Advancement of Science and the National Academy of Science have emphasized the need to design curriculum such that students do not simply learn about science, but also do science. Although obviously the knowledge-building practices among scientists and children in elementary school science classrooms will always…

Metz, Kathleen E.

2008-01-01

185

Primary Teachers' thinking about the English National Curriculum for science: Autobiographies, warrants, and autonomy  

Microsoft Academic Search

Primary teachers, whether or not they have a specialized background in science, hold the key to understanding how science is presently working in primary schools. This paper examines their confidence and identity as science teachers in tandem with their views on the English National Curriculum and the warrants they give for those views. Data for this study were collected by

Stephen Lunn; Joan Solomon

2000-01-01

186

School Subjects, Subject Communities and Curriculum Change: The Social Construction of Economics in the School Curriculum  

ERIC Educational Resources Information Center

The place of economics in the curriculum in England and Wales provides a lens through which we may view the ways in which the curriculum as a whole is fought over and remains shifting terrain. Conceived of as social movements, school subject communities are made up of competing factions giving rise to contest and conflict both within themselves…

Jephcote, Martin; Davies, Brian

2007-01-01

187

Curriculum Packages or Packaging the Curriculum: Drink-Driving and the School Curriculum.  

ERIC Educational Resources Information Center

This paper focuses on the role of school curriculums in influencing students' behavior in relation to the drinking of alcoholic beverages and driving or consenting to be a passenger in a car. It examines the moral reasons why people should not drink and drive and how schools can influence this morality through behavioral and developmental…

Lidstone, John G.

188

Science Beyond the Curriculum: Projects and Challenges  

NSDL National Science Digital Library

The National Science Education Standards and Benchmarks for Science Literacy stress the importance of creating science experiences that are linked to the real world, something that is familiar to students. Projects and challenges hold the potential for fostering curiosity and motivating students. If we want to consider science for all, then we must seek ways to engage students in interests that go beyond the curriculum. This free selection includes the Table of Contents, Introduction, and Index. As a special bonus, an additional chapter featuring a problem-based learning (PBL) experience related to mass and volume is included.

Figarella-Garc�a, Frances V.; Vel�zquez-Rivera, Lizzette M.; Santiago-Rivera, Teresita

2008-03-01

189

Collaborative Professional Development and Curriculum Enactment: Teacher Reflection to Inform Inquiry-Based Discussions in High School Science Classrooms  

ERIC Educational Resources Information Center

|Professional development for practicing science teachers has been a goal in education for the last two decades. Studies have shown that the quality of teacher instruction may be linked to teacher participation and involvement in professional development programs (Fishman, Marx, Best, & Tal, 2003). Furthermore, reflection during professional…

Alozie, Nonyelum M.

2010-01-01

190

Collaborative Professional Development and Curriculum Enactment: Teacher Reflection to Inform Inquiry-Based Discussions in High School Science Classrooms  

ERIC Educational Resources Information Center

Professional development for practicing science teachers has been a goal in education for the last two decades. Studies have shown that the quality of teacher instruction may be linked to teacher participation and involvement in professional development programs (Fishman, Marx, Best, & Tal, 2003). Furthermore, reflection during professional…

Alozie, Nonyelum M.

2010-01-01

191

Water Cycle. K-6 Science Curriculum.  

ERIC Educational Resources Information Center

|Water Cycle is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) atmosphere (highlighting the processes of evaporation, condensation, convection, wind movement and air pollution); (2) water (examining the properties of liquids, water distribution, use, and quality, and the water…

Blueford, J. R.; And Others

192

Water Cycle. K-6 Science Curriculum.  

ERIC Educational Resources Information Center

Water Cycle is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) atmosphere (highlighting the processes of evaporation, condensation, convection, wind movement and air pollution); (2) water (examining the properties of liquids, water distribution, use, and quality, and the water…

Blueford, J. R.; And Others

193

Life Cycle. K-6 Science Curriculum.  

ERIC Educational Resources Information Center

|Life Cycle is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) past life (focusing on dinosaurs and fossil formation, types, and importance); (2) animal life (examining groups of invertebrates and vertebrates, cells, reproduction, and classification systems); (3) plant life…

Blueford, J. R.; And Others

194

New South Wales Primary School Teachers' Perceptions of the Role of ICT in the Primary Science Curriculum – A Rural and Regional Perspective  

Microsoft Academic Search

A series of interviews was conducted with NSW primary teachers, working within a rural context, to obtain their views about\\u000a the benefits of using ICT in the delivery of the primary curriculum and specifically primary science. The interviews were\\u000a also used to determine how these teachers were using ICT and if they had any specific training needs. Some teachers were

Neil Taylor; Gerry Corrigan

2007-01-01

195

Saudi Elementary School Science Teachers' Beliefs: Teaching Science in the New Millennium  

ERIC Educational Resources Information Center

|This study explored Saudi elementary school science teachers' beliefs about the process of teaching and learning science. This involved the exploration of their views about the new Saudi science curriculum, which emphasizes critical thinking and problem solving. Comprehensive interviews were held in 8 schools with 4 male and 6 female--2 of whom…

Alghamdi, Amani K. Hamdan; Al-Salouli, Misfer Saud

2013-01-01

196

A Curriculum Innovation Framework for Science, Technology and Mathematics Education  

NASA Astrophysics Data System (ADS)

There is growing concern about falling levels of student engagement with school science, as evidenced by studies of student attitudes, and decreasing participation at the post compulsory level. One major response to this, the Australian School Innovation in Science, Technology and Mathematics (ASISTM) initiative, involves partnerships between schools and community and industry organisations in developing curriculum projects at the local level. This project fulfils many of the conditions advocated to engage students in learning in the sciences. ASISTM is underpinned by the notion of innovation. This paper describes the findings of case study research in which 16 ASISTM projects were selected as innovation exemplars. A definition of innovation and an innovation framework were developed, through which the case studies were analysed to make sense of the significance of the ideas and practices, participating actors, and outcomes of the projects. Through this analysis we argue that innovation is a powerful idea for framing curriculum development in the sciences at the local level that is generative for students and teachers, and that these ASISTM projects provide valuable models for engaging students, and for teacher professional learning.

Tytler, Russell; Symington, David; Smith, Craig

2011-01-01

197

Chemistry [Sahuarita High School Career Curriculum Project].  

ERIC Educational Resources Information Center

|This course entitled "Chemistry" is one of a series of instructional guides prepared by teachers for the Sahuarita High School (Arizona) Career Curriculum Project. It consists of three packages, the first dealing with solids, liquids and solutions, the second with acids, bases and anions, and the third with cation analysis. These packages are…

Lane, Robert

198

Biology [Sahuarita High School Career Curriculum Project.  

ERIC Educational Resources Information Center

|This course entitled "Biology" is one of a series of instructional guides prepared by teachers for the Sahuarita High School (Arizona) Career Curriculum Project. It consists of 11 units of study, and 45 behavioral objectives relating to these units are listed. The topics covered include observation, measurement, scales and magnification, the…

Esser, Robert

199

Improving Curriculum in Small School Districts.  

ERIC Educational Resources Information Center

Successful provision for the curriculum needs of students in small schools in the 1980s requires design, planning, hard work, and commitment, as well as administrative leadership, involvement of the board of education, staff participation, resources outside the district, and inservice activities. (SB)

Fink, Newton W.; Van Sant, David

1980-01-01

200

Construction: Masonry. Secondary Schools. Curriculum Guide.  

ERIC Educational Resources Information Center

|This construction curriculum guide on masonry for secondary students is one of six developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective delivery of…

Trust Territory of the Pacific Islands Dept. of Education, Saipan.

201

High School Law Awareness Curriculum Guide, 1980.  

ERIC Educational Resources Information Center

|Instructional materials, activities, and lesson plans used to teach high school students about the law, the legal process, and the legal system are presented. The materials are intended to be incorporated into the U.S. history curriculum. The following topics are covered: procedure for trial simulation; the Boston Massacre; the debate over…

Seminole County Board of Public Instruction, Sanford, FL.

202

High School Law Awareness Curriculum Guide, 1980.  

ERIC Educational Resources Information Center

Instructional materials, activities, and lesson plans used to teach high school students about the law, the legal process, and the legal system are presented. The materials are intended to be incorporated into the U.S. history curriculum. The following topics are covered: procedure for trial simulation; the Boston Massacre; the debate over…

Seminole County Board of Public Instruction, Sanford, FL.

203

The School Library and the Curriculum.  

ERIC Educational Resources Information Center

|School librarians have a vital role in improving the curriculum and assisting students to be happy, contented, and achieving individuals. Continuous progress of each librarian is a must through inservice education. Means of assisting librarians to attain well include: (1) a professional library with time set aside for reading and discussing ideas…

Ediger, Marlow

204

The Effect of School Culture on Science Education at an Ideologically Innovative Elementary Magnet School: An Ethnographic Case Study  

ERIC Educational Resources Information Center

|This ethnographic case study investigated the science practices of teachers at one public elementary magnet school in light of how school culture influenced science curriculum design and instruction. The purpose of the study was to address how school culture impacted the school's overall treatment of science as a viable content area. Key…

Meier, Lori T.

2012-01-01

205

High School Biology [Sahuarita High School Career Curriculum Project].  

ERIC Educational Resources Information Center

|This course entitled "High School Biology: Introduction" is one of a series of instructional guides prepared by teachers for the Sahuarita High School (Arizona) Career Curriculum Project. It consists of six units of study, and 26 behavioral objectives relating to these units are stated. Also included are a brief introduction and an annotated list…

Esser, Robert

206

Indigenous? What Indigenous Knowledge? Beliefs and Attitudes of Rural Primary School Teachers towards Indigenous Knowledge in the Science Curriculum in Zimbabwe  

ERIC Educational Resources Information Center

Despite the end of colonialism, Zimbabwean rural school teachers still find themselves trapped in the colonial pedagogic practices that undervalue the importance of rural school children's experiential knowledge in science. This article explores the beliefs and attitudes of rural primary teachers towards incorporating Indigenous knowledge and…

Shizha, Edward

2008-01-01

207

The Science For Our Schools (SFOS) Program  

NASA Astrophysics Data System (ADS)

The Science For Our Schools (SFOS) program at California State University at Los Angeles places graduate students from Astronomy, Biology, Chemistry, Geology, and Physics with science teachers in secondary classrooms throughout the Los Angeles area. The program implements activities and demonstrations based on California's new science content standards. Graduate Fellows act as science communicators to bring the excitement of scientific research to high school classrooms. Fellows are partnered with highly experienced science teachers in seven different middle and high schools, most of which have high minority enrollment and large numbers of students from low-income families. In addition to curriculum development, our Fellows plan field trips, scout funding opportunities, facilitate lab equipment purchases, and help organize special events such as science fairs and "Ask a Scientist" nights. SFOS Fellows and PI's meet weekly to exchange ideas and experiences, to review current science education literature, and to preview curriculum developed for our middle and high school science classrooms. All SFOS participants gather at quarterly workshops to share the results of program activities through presentations and discussions. We thank the National Science Foundation for funding through the GK-12 program.

Terebey, S.; Mayo, D.; Strauss, J.

2004-12-01

208

Can Middle-School Science Textbooks Help Students Learn Important Ideas? Findings from Project 2061's Curriculum Evaluation Study: Life Science  

ERIC Educational Resources Information Center

The transfer of matter and energy from one organism to another and between organisms and their physical setting is a fundamental concept in life science. Not surprisingly, this concept is common to the "Benchmarks for Science Literacy" (American Association for the Advancement of Science, [1993]), the "National Science Education Standards"…

Stern, Luli; Roseman, Jo Ellen

2004-01-01

209

Can Middle-School Science Textbooks Help Students Learn Important Ideas? Findings from Project 2061's Curriculum Evaluation Study: Life Science  

ERIC Educational Resources Information Center

|The transfer of matter and energy from one organism to another and between organisms and their physical setting is a fundamental concept in life science. Not surprisingly, this concept is common to the "Benchmarks for Science Literacy" (American Association for the Advancement of Science, [1993]), the "National Science Education Standards"…

Stern, Luli; Roseman, Jo Ellen

2004-01-01

210

The Enhanced Citizenship Curriculum for Schools in the Bradford District.  

ERIC Educational Resources Information Center

Describes efforts to improve Britain's QCA (Qualifications and Curriculum Authority) citizenship curriculum to reflect anti-racism issues, highlighting the Enhanced Citizenship Curriculum for schools in the Bradford District. Presents principles underpinning this effort and looks at six major changes to make the National Curriculum for Citizenship…

Miller, Joyce

2002-01-01

211

A Delphi study: Practitioners' perceptions of how the science curriculum is differentiated for academically gifted students at the middle school level  

NASA Astrophysics Data System (ADS)

The purpose of this study was to identify, analyze, and compare the perceptions of selected district science educators and teachers of middle school science students regarding the following issues: (1) Current methods of differentiating science instruction for gifted middle school students. (2) Strengths of the current methods of differentiating science instruction for gifted middle school students. (3) Weaknesses of the current methods of differentiating science instruction for gifted middle school students. (4) The types of training/experience needed to prepare teachers to effectively differentiate science instruction for gifted middle school students. (5) The steps need to develop an effective differentiated science program at the middle school level. (6) Trends for the future development of differentiated science programs at the middle school level. The panel of educators was identified using the Delphi technique and asked to participate in the study by responding to the research questions. The responses to the first round were condensed into two lists of discrete statements, and in the second round, each group of panelists was asked to rank each statement on a Likert scale. A third round was sent to each group of panel members showing the median and interquartile ranges of the second round. Panelists could adjust their responses based on the results of the second round. The analysis of the data was computed using the computer program Statistics Package for the Social Sciences. Based on the data obtained, the following results and conclusions were determined. The coordinators and the teachers both considered training of teachers, strategies for differentiation, and future trends to be the most important considerations. The areas with the most differences were those dealing with the current methods of differentiating science instruction at the middle school level. There were several limitations identified in this study. Among them were the makeup of the sample of panelists and different definitions of the same term(s). If we are to address the needs of middle school students who are academically gifted in science, teachers and coordinators need to communicate more about expectations in the classroom and what is really happening.

Kelley, Jean Mary

212

Basic science curriculum in vascular surgery residency.  

PubMed

Recognizing the importance of basic science teaching in surgical education, the leadership of the Association of Program Directors in Vascular Surgery (APDVS) appointed a panel to gather information and to present its findings at the 1999 annual fall meeting of the Apdvs. A questionnaire was distributed to the program directors present. In addition, information was gathered from the American Board of Surgery regarding the basic science content in the vascular surgery item pool on the vascular surgery qualifying examination (VQE). The vascular surgery unit of the surgical resident curriculum was also analyzed. Fifty-three program directors (64%) completed the questionnaire. Although only two program directors felt that their residents were better prepared to answer basic science questions, the results of the Vqe showed that the examinees do not, as a group, perform differently on basic science items than on clinical management questions. In addition, only a minority of program directors (15%) use a specific method to monitor the learning process of their residents. The majority of the program directors responding (75%) felt that they were capable of teaching basic science to residents. Interestingly, almost half the 53 respondents (47%) said that a basic science curriculum should be comprehensive, not exclusively relevant to the clinical setting. Vqe content outline and the vascular surgery unit of the surgical resident curriculum revealed great emphasis on clinically relevant basic science information. The Apdvs panel recommends that a basic science curriculum should be comprehensive, yet clinically pertinent, and completely integrated with the clinical curriculum. In terms of how to teach basic science in vascular residencies, the panel supports teaching conferences that are problem-based with a faculty member acting as the "resource person" and with specific goals set for the conferences. The panel also suggested establishing a Web site that provides a series of questions, the answers of which could be readily available to trainees and program directors. such immediate feedback could be of great help to program directors to focus the learning process of their residents and monitor its progress. PMID:11296342

Sidawy, A N; Sumpio, B; Clowes, A W; Rhodes, R S

2001-04-01

213

``The approaching storm.'' Ideology power and control: The national science teachers association curriculum development in the USA  

NASA Astrophysics Data System (ADS)

This paper examines the ideology of one the best known figures in science education in the USA, and draws attention to the relationship between the political climate and curriculum in national curriculum developments. We are mindful of the forces shaping the schooling of science in Australia, and we present this analysis as an example of the social forces that dominate education both here and overseas. Paramount is our desire to open the door for a socially responsible Australian school science experience.

Cross, Roger T.; Price, Ronald F.

1993-12-01

214

Interdisciplinary application tracks in an undergraduate computer science curriculum  

Microsoft Academic Search

The Computer Science Department at Winona State University revised its curriculum to include an interdisciplinary approach adapted to the study of computer science. The new curriculum consists of a traditional Computer Science option and an Applied Computer Science option consisting of four separate tracks, namely: bioinformatics, computer information systems, geographic information technology, and human computer interaction. This paper describes the

Mingrui Zhang; Eugene Lundak; Chi-Cheng Lin; Tim Gegg-Harrison; Joan Francioni

2007-01-01

215

Probeware and Handhelds in Elementary and Middle School Science  

Microsoft Academic Search

This paper reports a test on the feasibility and educational value of probeware and associated instructional materials in middle school science education. We addressed feasibility through consideration of costs, teacher professional development, and instructional design. In order to test our approach, we developed 2 middle school science curriculum units, 6 low-cost probes that interface between handheld Palm computers, and CCLabBook

Shari J. Metcalf; Robert F. Tinker

2004-01-01

216

The Australian Science and Mathematics School, Flinders University, South Australia.  

ERIC Educational Resources Information Center

|Describes the design of the secondary school named in the title, including the educational context and design goals. In conjunction with the science faculty of Flinders University, the school will offer adult learning approaches and develop curriculum based on new sciences such as nano- technology. Describes the design innovations that…

PEB Exchange, 2002

2002-01-01

217

Nuclear Science Curriculum and Curriculum para la Ciencia Nuclear.  

ERIC Educational Resources Information Center

|This document presents a course in the science of nuclear energy, units of which may be included in high school physics, chemistry, and biology classes. It is intended for the use of teachers whose students have already completed algebra and chemistry or physics. Included in this paper are the objectives of this course, a course outline, a…

American Nuclear Society, La Grange Park, IL.

218

Hands On Physical Science Activities for Middle Schools. First Edition.  

ERIC Educational Resources Information Center

This book was written on the premise that learning science should be fun and rewarding. The teacher may use it as the foundation for an extended middle school curriculum spanning more than one year or to supplement an existing curriculum with individual sections or exercises from the book. The activities have been organized and designed in a…

Levy, Salvator S.

219

Hands On Physical Science Activities for Middle Schools. First Edition.  

ERIC Educational Resources Information Center

|This book was written on the premise that learning science should be fun and rewarding. The teacher may use it as the foundation for an extended middle school curriculum spanning more than one year or to supplement an existing curriculum with individual sections or exercises from the book. The activities have been organized and designed in a…

Levy, Salvator S.

220

Marine Science Careers for the Junior High School Student.  

ERIC Educational Resources Information Center

Designed for junior high school students, this curriculum on marine science careers contains instructional materials on oceanography and related careers suitable for individualized study. The curriculum is organized into a study-direction book (included in this document) and a separate answer-response book (see CE 010 396). The text is divided…

Spencer, Barbara G.

221

High School Science Reform.  

ERIC Educational Resources Information Center

Describes the Scope, Sequence, and Coordination (SS&C) reform movement. Points out the limited science opportunities for minority students in traditional high school settings. First published in 1995. (YDS)

Aldridge, Bill G.

2000-01-01

222

Better Science: Making It Relevant to Young People. Curriculum Guide 3.  

ERIC Educational Resources Information Center

|This is the third in a series of 12 curriculum guides. These publications are recommendations which the committee made for a broad and balanced education program in science for young people. The main theme of this guide is that science education which young people experience during their period of compulsory schooling needs to be characterized by…

Stewart, Denis, Comp.

223

The Efficacy of Educative Curriculum Materials to Support Geospatial Science Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

|Teaching and learning about geospatial aspects of energy resource issues requires that science teachers apply effective science pedagogical approaches to implement geospatial technologies into classroom instruction. To address this need, we designed educative curriculum materials as an integral part of a comprehensive middle school energy…

Bodzin, Alec; Peffer, Tamara; Kulo, Violet

2012-01-01

224

School Science Facilities Planner.  

ERIC Educational Resources Information Center

This publication is intended as a reference document for designers of public school facilities. Its purpose is to provide descriptions of school science programs and the facilities that can support them. It provides an initial understanding of the nature and purposes of instructional programs around which facility designs may evolve. Some aspects…

North Carolina State Dept. of Public Instruction, Raleigh.

225

School Science Facilities Planner.  

ERIC Educational Resources Information Center

|This publication is intended as a reference document for designers of public school facilities. Its purpose is to provide descriptions of school science programs and the facilities that can support them. It provides an initial understanding of the nature and purposes of instructional programs around which facility designs may evolve. Some aspects…

North Carolina State Dept. of Public Instruction, Raleigh.

226

Primary Science Curriculum Guide, C. Branching Out.  

ERIC Educational Resources Information Center

Examples of reports from children in grades 4-6 of Education Department of Victoria schools are used to illustrate the suggestions made for teaching the topics included in the science course. Emphasis is given to methods of inter-relating science and other activities, including social studies, mathematics, writing and history. Teachers are…

Victoria Education Dept. (Australia).

227

Primary Science Curriculum Guide, C. Branching Out.  

ERIC Educational Resources Information Center

|Examples of reports from children in grades 4-6 of Education Department of Victoria schools are used to illustrate the suggestions made for teaching the topics included in the science course. Emphasis is given to methods of inter-relating science and other activities, including social studies, mathematics, writing and history. Teachers are…

Victoria Education Dept. (Australia).

228

The Notions of Science as human capital: An empirical analysis of economic growth and science curriculum  

NASA Astrophysics Data System (ADS)

This study was designed to determine the strength of the relationship between a nation's human capital in the form of the "Notions of Science" (NOS) and the growth rate of gross domestic product per capita for 43 countries during the years 1988 through 1998. This relationship was studied from two perspectives: first, the study sought to determine if there was a significant relationship between a country's NOS and its growth rate in gross domestic per capita; second, the study sought to determine if the NOS had a greater relationship with the growth rate of gross domestic product per capita than a more commonly used measure of human capital, amount of schooling. The NOS for the participating countries were proxied by the percentage of a country's science curriculum devoted to teaching the NOS. The science curricula used in this study were obtained from the International Association for the Evaluation of Educational Achievement's (IEA) Curriculum Frameworks for Mathematics and Science. These curricular frameworks were written as one part of the Third International Math and Science Study (TIMSS). The NOS were extracted from the science curriculum frameworks through the construction of a content-by-cognitive-behavior-grid. The categories, or codes, for the NOS used in this grid were based on the work of Clarence Irving Lewis in Mind and the World Order. Holding several other explanatory variables constant, the NOS percentage for each country were regressed against each country's average growth rate of gross domestic product per capita for the period of 1988 through 1998. The results indicate that there was not a significant relationship between human capital, as proxied by the percentage of the curriculum devoted to the notions of science, and a country's economic growth rate. Because the regression coefficient for the NOS was not statistically significant, this study was not able to determine if the NOS had a stronger relationship with growth in GDP per capita than years of schooling.

Pritchard, Russell D.

229

The Science Buffet: Exploring students' images of high school science  

NASA Astrophysics Data System (ADS)

Science curriculum reform documents, as well as research in science education, call for changes in how high school science is taught and learned. In spite of these calls for change, classroom practices are still dominated by traditional science instruction. In this thesis, I report the results of a study in which I disrupted the traditional discourses of teaching and learning high school science in order to explore students' images of science and the discursive practices that shape these images. By listening to students' accounts of their school science experiences, I sought to uncover some of the implicit images of science held by students and, in doing so, to bring a fresh perspective to teaching and learning and science education. Two classes of grade twelve students were asked to keep journals to tell the story of their experiences in the many activities and assignments of a physics course. Using the journal entries, eight students were identified and asked to participate in group interviews. The interviews expanded on the details of the students' experiences, providing deep insights into the student's images of science and how these images came to be. The students' comments and journal entries were used to create a narrative entitled, "The Science Buffet" which conveys a story of the data collected through this study. Through the metaphorical thread of a buffet table, this research text presents and interprets students' experiences in the physics course using such themes as Where's The Beef?, Who Wants Dessert?, and Can I Have A Doggie Bag Please? Findings of the study suggest that high school students often have clearly defined images of school science and what it means to learn. Unfortunately, however, these images of science and learning may not coincide with what we would expect (and desire) as teachers, thus providing some insight into resistance to change in school science classrooms.

Giesbrecht, Justin Jacob

230

Analysis of Students' Assessments in Middle School Curriculum Materials: Aiming Precisely at Benchmarks and Standards.  

ERIC Educational Resources Information Center

Project 2061 of the American Association for the Advancement of Science (AAAS) developed and field-tested a procedure for analyzing curriculum materials, including assessments, in terms of contribution to the attainment of benchmarks and standards. Using this procedure, Project 2061 produced a database of reports on nine science middle school

Stern, Luli; Ahlgren, Andrew

2002-01-01

231

Curriculum 78: recommendations for the undergraduate program in computer science  

Microsoft Academic Search

Contained in this report are the recommendations for the undergraduate degree program in Computer Science of the Curriculum Committee on Computer Science (C3S) of the Association for Computing Machinery (ACM). The core curriculum common to all computer science undergraduate programs is presented in terms of elementary level topics and courses, and intermediate level courses. Elective courses, used to round out

Richard H. Austing; Bruce H. Barnes; Della T. Bonnette; Gerald L. Engel; Gordon Stokes

1979-01-01

232

District professional development models as a way to introduce primary?school teachers to natural science curriculum reforms in one district in South Africa  

Microsoft Academic Search

This paper reports on a study that investigated whether district continued professional development (CPD) sufficiently prepared teachers for their classroom practice. Analysis of CPD models used with primary?school natural science teachers in a district in the Eastern Cape Province in South Africa was conducted. Findings indicated that the district CPD models used with the teachers did not address the various

Bongani D. Bantwini

2009-01-01

233

The Engineering Science Curriculum At Penn State  

NASA Astrophysics Data System (ADS)

The Engineering Science major at Penn State is an interdisciplinary program of study for academically gifted students that features both breadth and depth exposure to the engineering sciences. It is the honors curriculum in the College of Engineering. During the junior year of this program, students study courses selected from a broad range of the engineering sciences such as solid and fluid mechanics (11 credits total during the four years), thermodynamics and heat transfer (6 credits), electrical sciences (10 credits), materials science (6 credits), and applied mathematics and computer science (30 credits). These courses stress the basic principles underlying engineering analysis and synthesis as well as the transferability of engineering concepts from one discipline to another. Seniors then undertake a seven credit capstone design project which they support with four three-credit technical electives. Students work one-on-one with a faculty member on this capstone design project. Because this faculty member can be in any engineering department, these senior projects cover an enormous range of topics. However, because a large number of the faculty of the Engineering Science department (officially known as the Engineering Science and Mechanics department) have an interest in engineered materials (e.g., composites, sensors, powdered materials, thin films, video displays, MEMS, smart materials, electronic devices) many of the senior projects, as well as many of the graduate theses, involve materials design, fabrication, testing, utilization, or corrosion prevention. Some of the current projects and facilities of the department will be highlighted in this talk.

Thompson, William

1997-03-01

234

The effect of school culture on science education at an elementary school: An ethnographic case study  

Microsoft Academic Search

This ethnographic case study investigated one elementary school to understand how the school's culture influenced its science curriculum design and instruction. The main data was formal and informal semi-structured interviews with key teachers to understand their values, beliefs, practices, materials, and problems with science instruction. To triangulate these data, the researcher observed classroom practice, schoolwide activities, and collected artifacts and

Lori Turner Meier

2006-01-01

235

Best Practice in Middle-School Science  

NASA Astrophysics Data System (ADS)

Using socio-ecological theory, this study explores best practice (educational practices correlated with higher student performance) in middle-school science. Seven schools with consistently higher student performance were compared with three demographically similar, average-performing schools. Best practice included instructional approaches (relevance and engagement, inquiry, differentiated instruction, collaborative work, moderate amounts of homework, and integration of language literacy and science) and administrative practices (nurturing a climate of opportunity to succeed in science, offering professional development based on data and dialogue, engaging teachers in standards-based curriculum revision and alignment, and recruiting the right fit of teacher). It is argued that best practice entails multiple levels of teaching and administrative praxis that together form a school-wide socio-ecological system conducive to higher performance.

Oliveira, Alandeom W.; Wilcox, Kristen C.; Angelis, Janet; Applebee, Arthur N.; Amodeo, Vincent; Snyder, Michele A.

2013-03-01

236

Teaching Nanotechnology in the High School Curriculum: A Teachers Guide  

NSDL National Science Digital Library

A 42-page report on the fundamentals of nanotechnology with good discussion and graphics to introduce students and teachers to the concepts and applications. Lesson plans for high school chemistry, physics, reading, ethics; relationship to national teaching standards; and an impressive list of pertinent Internet sites on nanotechnology. Table of Contents: 1) A Historical Perspective 2) Common Nanotechnology Applications 3) National Teaching Standards 4) Nanotechnology and Science Measurement 5) Reading Strategies 6) Nanotechnology 7) Nanotechnology in the Chemistry Classroom 8) Nanotechnology in the Physics Classroom 9) Reading across the curriculum

Bowles, Ken

2009-07-23

237

The impact of an integrated math and science curriculum on third grade students' measurement achievement  

NASA Astrophysics Data System (ADS)

The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports the development of English language skills, on third grade students' mathematics achievement---specifically the measurement subscale of the statewide assessment. The data draws from a larger 5-year research project consisting of reform-based science curriculum units and teacher workshops designed to promote effective instruction of science while integrating mathematics and supporting English language development. The third grade curriculum places a strong emphasis on developing measurement skills in the context of scientific investigations. Third grade students' performance on the measurement subscale of the statewide mathematics assessment at experimental and comparison schools were examined using a hierarchical linear model (HLM). Students participating in the treatment performed significantly higher than students at comparison schools. The results of this study provide evidence that an integrated approach to math and science instruction can benefit diverse populations of students.

Adamson, Karen

238

Bringing Nuclear Science into the Undergraduate Curriculum  

NASA Astrophysics Data System (ADS)

Think about the first time you encountered nuclear science in your formal curriculum. For most nuclear scientists this experience occurred as an undergraduate in an upper-level course in a traditional four-year institution. Because of changing student demographics, an explosion of interest in the life sciences, the end of the cold war and a variety of other factors, fewer undergraduates are encountering a traditional nuclear science course at all. For the field to remain vital, we suggest that educators in nuclear science will have to adapt to the changes in student populations and interests. To this end we now offer a variety of experiences to our undergraduate students that incorporate fundamental nuclear science. One component to our approach is to create exciting opportunities in undergraduate research, and another component involves creation of nuclear science modules that can fit within other courses. In recent years both of these components have evolved with an interdisciplinary flavor, but continue to yield students that become interested in pursuing nuclear science careers. We will discuss research opportunities offered to undergraduates at Hope College, and our success with collaborative research opportunities at a variety of extramural laboratories, as well as with our in-house research program with a low-energy accelerator. An overview of several pedagogical approaches we have adopted will also be presented, and there is clearly opportunity to pursue this approach much further. Although the examples are specific to Hope College, both components can clearly be adopted at a variety of other institutions.

Peaslee, Graham

2006-04-01

239

Implementing Vocational Education in the Schools: An Alternative Curriculum.  

ERIC Educational Resources Information Center

|This extrapolation paper is intended: (1) to present a model of a pretechnical curriculum that has as its focus the self-empowerment of the individual and (2) to describe how the curriculum could be implemented in the schools. The first part of the paper discusses the need for a pretechnical curriculum in terms of a model for self-empowerment.…

Illinois State Board of Education, Springfield. Dept. of Adult, Vocational and Technical Education.

240

Teacher enactment of an inquiry-based science curriculum and its relationship to student interest and achievement in science  

Microsoft Academic Search

This mixed-methods case study, influenced by aspects of grounded theory, aims to explore the relationships among a teacher's attitude toward inquiry-based middle school reform, their enactment of such a curriculum, and student interest and achievement in science. A solid theoretical basis was constructed from the literature on the benefits of inquiry-based science over traditional science education, the benefits of using

Daniela C. Dimichino

2007-01-01

241

Nebraska Vocational Agribusiness Curriculum for City Schools. Horticulture. Agricultural Mechanics. A Curriculum Guide. 11th Grade.  

ERIC Educational Resources Information Center

Designed for use with high school juniors, this agribusiness curriculum for city schools contains thirty-two units of instruction in the areas of horticulture and agricultural mechanics. Among the units included in the curriculum are (1) Planting Media, (2) Fertilizer, (3) Plant Classification, (4) Turf Grass Management, (5) Landscape Design, (6)…

Nebraska Univ., Lincoln. Dept. of Agricultural Education.

242

Maine School Science Safety Guidelines.  

ERIC Educational Resources Information Center

A hands-on approach to science is highly desirable because an inquiry approach to science greatly promotes learning. However when students and teachers manipulate glassware, chemical, and other materials, accidents will happen. Because of this, risk management and safety procedures become an important, integral part of the science curriculum. This…

Keller, Thomas E.

243

A case study on the use of a formative assessment probe to determine the presence of science misconceptions in elementary school students: Implications for teaching and curriculum  

NASA Astrophysics Data System (ADS)

While there may be disagreement on exactly what scientific literacy means, there is arguably little disagreement that students in the United States are desperately lacking in it. If the goal of science education is to produce scientifically literate individuals, then weaknesses in their knowledge must be identified and corrected. These weaknesses arise from misconceptions that exist in the students' conceptual and contextual understanding, as well as other forces. The purpose of this study was to determine whether patterns exist in students' misconceptions, specifically in physical science, and if so, whether the misconceptions change as students move from grade to grade. The use of a two-tiered science assessment probe facilitated this determination. This study reported on students in grades one through five who were instructed in the topic of phases of matter during science lessons developed for use in each of the above-mentioned grades. This constructivist curricular program was developed to provide science content, foster critical thinking skills, and bridge the gap between students' prior knowledge and new application. A total of 539 students participated in the study. An assessment probe, consisting of a scenario with one multiple-choice question and six responses, and a rationale section, was administered. Interviews were also conducted of students in each grade level. Results from the study indicated that students in each grade level shared similar ideas about the phases of matter. Chi-square analysis of the results also revealed that there was a significant difference in the frequency of each multiple-choice response across grade levels as well. Despite detailed instruction on the topic in grades three and four, fewer fifth grade students answered correctly than did those in second grade, who had not yet received the detailed instruction. Recommendations were made by the researcher for the use of formative assessments to determine the presence of misconceptions. Use of a two-tiered assessment, such as the probe used in this study, will allow the teacher to gain insight into the student's level of understanding in many different concepts in science. Once the misconception is identified, it can then be corrected with additional instruction. Implications of the study included the need for professional development, the alignment of curriculum, and the need to focus attention on science literacy as the goal of science education.

Lambi, Elizabeth A.

244

Interest-Based Curriculum for House Care Services: Science.  

ERIC Educational Resources Information Center

|The interest-based curriculum materials are designed to correlate the subjects of English, math, science, and home economics and infuse academic skills into the world of work. The House Care Science curriculum guide is divided into five units: (1) measurement, (2) household chemistry, (3) household electricity, (4) household machines, and (5)…

Natchitoches Parish School Board, LA.

245

Challenging traditional assumptions of secondary science through the PET curriculum  

NASA Astrophysics Data System (ADS)

This study seeks to illustrate aspects of a physics classroom experience in an underserved high school through the perspective of the students. This context was chosen with the intent of determining factors that lead to successful secondary physics education outcomes for populations historically underrepresented in STEM. Two class periods of physics were observed and interviewed in an urban high school while using the Physics and Everyday Thinking (PET) curriculum. Findings indicate that students came to value and positively identify with the activities of physics through instruction that fosters a more dignified student experience than traditional approaches. Specifically, this experience was characterized by the valuing of students' naïve and developing understandings and shifting the authority for validating science knowledge from the instructor to laboratory evidence and social consensus.

Ross, Mike; Otero, Valerie

2013-01-01

246

Challenging traditional assumptions of secondary science through the PET curriculum  

NSDL National Science Digital Library

This study seeks to illustrate aspects of a physics classroom experience in an underserved high school through the perspective of the students. This context was chosen with the intent of determining factors that lead to successful secondary physics education outcomes for populations historically underrepresented in STEM. Two class periods of physics were observed and interviewed in an urban high school while using the Physics and Everyday Thinking (PET) curriculum. Findings indicate that students came to value and positively identify with the activities of physics through instruction that fosters a more dignified student experience than traditional approaches. Specifically, this experience was characterized by the valuing of studentsâ naïve and developing understandings and shifting the authority for validating science knowledge from the instructor to laboratory evidence and social consensus.

Ross, Michael J.; Otero, Valerie K.

2013-07-18

247

Real-Life Science Research: NYC Inner City Middle School-UNY Collaboration  

Microsoft Academic Search

We present the preliminary results of a collaboration between a middle school Environmental Science class, taught by an ARMADA Master Teacher, and a college Marine Environmental Science program using Oceanography topics and laboratories to reinforce New York City science standards. Specific topics within the regular middle school curriculum are chosen. After students have received regular instruction from the middle school

M. A. de Angelis; G. Fennelly

2008-01-01

248

James Madison High School. A Curriculum for American Students.  

ERIC Educational Resources Information Center

|This document presents the Secretary of Education's personal concept of a sound secondary school core curriculum. It is called "James Madison High School" in honor of President James Madison and his strong views that the people, in order to govern properly, must arm themselves with knowledge. The theoretical curriculum consists of four years of…

Bennett, William J.

249

Science and Health Education Perspectives on the Handicapped. A Curriculum to Foster Understanding of People with Disabilities.  

ERIC Educational Resources Information Center

|Intended to extend the existing science and health education curriculum at junior and senior high school levels, the curriculum presents four mini-units on specific disabilities. The first section provides lesson plans about hearing impairments, and includes four lesson plans listing themes, objectives, and discussion guidelines for such topics…

City Univ. of New York, NY. Hunter Coll.

250

A Schools Science Exhibition  

Microsoft Academic Search

The preparation of school Science Fair Projects provides a medium to assess the qualities of ‘good’ teaching practice described by Campbell (1986) and to examine these qualities in the context of Renzulli's three task levels (1977). It would seem that the preparation of an exhibit fulfils both Campbell's criteria and Renzulli's task descriptors.

Derek J. Gray

1990-01-01

251

Island Natural Science School.  

ERIC Educational Resources Information Center

Prepared for students in grade six attending the Island Natural Science School, Toronto, Ontario, Canada, this booklet offers information and suggests activities in the areas of ecology, conservation, natural resources, and outdoor recreation. Introductory material describes island lore, its formation and significant features, followed by units of…

Toronto Board of Education (Ontario).

252

Middle School Science Notes.  

ERIC Educational Resources Information Center

Demonstrations, experiments, and classroom activities/materials for middle school science are presented. These include: additive color mixing demonstration; electricity activity and worksheet; atmospheric pressure "magic" demonstration; homemade microbalance; energy from soap bubbles; and a model used to demonstrate muscle pairs and how they work…

School Science Review, 1983

1983-01-01

253

High School Science Reform  

NSDL National Science Digital Library

The idea for the Scope, Sequence, and Coordination (SSandC) reform effort was conceived in the early 1980s, primarily in response to practices in U.S. secondary schools that filter out the majority of students from higher level science courses. The current

Aldridge, Bill G.

2000-01-01

254

Environmental Science, Grade 9. Experimental Curriculum Bulletin.  

ERIC Educational Resources Information Center

|This is the teacher's guide for the required, interdisciplinary, ninth-year environmental science course for the New York City Schools. One hundred twenty lesson plans, divided into nine units, are presented. Areas of study include the living and non-living environment, ecosystems, population, urban ecology, energy and technology, pollution, and…

Bernstein, Leonard, Ed.

255

Australian Academy of Science Mathematics Curriculum Project  

ERIC Educational Resources Information Center

This paper contains the text of an address read at the Sixth Biennial Conference of the Australian Association of Mathematics Teachers. The author discusses an Australian Academy of Science project which focuses on mathematics applications materials for secondary school students not intending to proceed to post-secondary studies in mathematics.…

Gaffney, John

1977-01-01

256

NSTA: Middle School Science Classroom  

NSDL National Science Digital Library

The Middle School Science Classroom is part of the official website for the National Science Teachers Association (NSTA). This portion of the NSTA site includes a professional journal for middle school teachers, teacher discussion board, online resources for middle school, NSTA calendar, professional information, the latest in science education news, and much more!

2005-08-30

257

Teaching Science in the Old Order Amish School.  

ERIC Educational Resources Information Center

|The Old Order Amish have definite values from the Bible which determine objectives for instruction. Reading, writing, and arithmetic receive major emphasis in the school curriculum. However, there are objectives that the Amish emphasize in science, and science receives much emphasis in farm-related work. (Author/JAK)|

Ediger, Marlow

1998-01-01

258

Behavioural sciencesA review of teaching of behavioural sciences in the United Kingdom dental undergraduate curriculum  

Microsoft Academic Search

In 1990, the GDC published its recommendations on the teaching of behavioural sciences. A study of sociological and psychological teaching in the dental undergraduate curriculum has shown a great deal of variation between the 14 dental schools in the United Kingdom. Most of this teaching was also thoretical and at a pre-clinical level. Should skills and applied psychology be given

P Mc Goldrick; C Pine

1999-01-01

259

Undergraduate basic science preparation for dental school.  

PubMed

In the Institute of Medicines report Dental Education at the Crossroads, it was suggested that dental schools across the country move toward integrated basic science education for dental and medical students in their curricula. To do so, dental school admission requirements and recommendations must be closely reviewed to ensure that students are adequately prepared for this coursework. The purpose of our study was twofold: 1) to identify student dentists' perceptions of their predental preparation as it relates to course content, and 2) to track student dentists' undergraduate basic science course preparation and relate that to DAT performance, basic science course performance in dental school, and Part I and Part II National Board performance. In the first part of the research, a total of ninety student dentists (forty-five from each class) from the entering classes of 1996 and 1997 were asked to respond to a survey. The survey instrument was distributed to each class of students after each completed the largest basic science class given in their second-year curriculum. The survey investigated the area of undergraduate major, a checklist of courses completed in their undergraduate preparation, the relevance of the undergraduate classes to the block basic science courses, and the strength of requiring or recommending the listed undergraduate courses as a part of admission to dental school. Results of the survey, using frequency analysis, indicate that students felt that the following classes should be required, not recommended, for admission to dental school: Microbiology 70 percent, Biochemistry 54.4 percent, Immunology 57.78 percent, Anatomy 50 percent, Physiology 58.89 percent, and Cell Biology 50 percent. The second part of the research involved anonymously tracking undergraduate basic science preparation of the same students with DAT scores, the grade received in a representative large basic science course, and Part I and Part II National Board performance. Using T-test analysis correlations, results indicate that having completed multiple undergraduate basic science courses (as reported by AADSAS BCP hours) did not significantly (p < .05) enhance student performance in any of these parameters. Based on these results, we conclude that student dentists with undergraduate preparation in science and nonscience majors can successfully negotiate the dental school curriculum, even though the students themselves would increase admission requirements to include more basic science courses than commonly required. Basically, the students' recommendations for required undergraduate basic science courses would replicate the standard basic science coursework found in most dental schools: anatomy, histology, biochemistry, microbiology, physiology, and immunology plus the universal foundation course of biology. PMID:12484677

Humphrey, Sue P; Mathews, Robert E; Kaplan, Alan L; Beeman, Cynthia S

2002-11-01

260

Achieving standards in urban systemic reform: An example of a sixth grade project-based science curriculum  

Microsoft Academic Search

A challenge for urban systemic reform initiatives in science education has been to achieve local, state, and national standards for teaching and learning. We have collaborated with teachers in the Detroit Public School System to design project-based curriculum materials that contextualize the learning of science in meaningful real-world problems, engage students in science inquiry, and use learning tech- nologies. We

Ann E. Rivet; Joseph S. Krajcik

2004-01-01

261

Effect of an Argumentation-Based Course on Teachers' Disposition towards a Science-Indigenous Knowledge Curriculum  

ERIC Educational Resources Information Center

|With the increased global awareness of the negative impact of scientific, technological and industrial activities on the environment and copious examples of sustainable practices existing in many an indigenous community, the new South African science curriculum statement has called on science teachers to integrate school science with the…

Ogunniyi, Meshach B.; Hewson, Mariana G.

2008-01-01

262

Portraying epistemology: School science in historical context  

NASA Astrophysics Data System (ADS)

Current debates over the nature of science in the school curriculum have centered on where the boundary between traditional science and other forms of knowledge should be drawn. What has been missing from these discussions, however, is a careful examination of how what lies within the boundary of traditional school science itself has been determined. Given the diversity of scientific practices and the inherent limitations of space in the curriculum, the portrayal of traditional science (its epistemology in particular) should be understood to be only a selective representation of the real-world practices of science. Such representations are inevitably shaped by not just what scientists do, but also by the social and political context in which they are developed. Taking a historical perspective, the curricular ideas of John Dewey and Joseph Schwab are used to illustrate the subtle ways in which epistemological portrayals have been influenced by this sociohistorical context and the consequences those portrayals have had with respect to the public's relationship with institutional science in the United States at two key points during the twentieth century.

Rudolph, John L.

2003-01-01

263

Teacher Education Curriculum of Secondary School Teachers  

Microsoft Academic Search

The Finnish education system has received attention from all over the world because it came out on top in the PISA surveys. Finnish 15-year-olds have been number one in terms of skills in science, mathematics, the reading of literature and problem solving, and only a very few students fall within the lowest PISA categories. Likewise, the differences between schools are

Hannele Niemi; Ritva Jakku-Sihvonen

264

Achieving "Sustainability Education" in Primary Schools as a Result of the Victorian Science in Schools Research Project  

ERIC Educational Resources Information Center

Science education in the Australian primary school curriculum is a relatively rare event. Several studies over the past twenty five years have all reported disappointingly low amounts of science being taught and the reluctance of primary school teachers to make science a priority in their teaching. Similar outcomes have been reported for…

Gough, Annette

2004-01-01

265

Librarian integration in a four-year medical school curriculum: a timeline.  

PubMed

The Taubman Health Sciences Library (THL) is integrated in all four years of the University of Michigan Medical School (UMMS) curriculum. Information resources are introduced at strategic points throughout the curriculum so that students receive training at times when they are most likely to need the resource. Most of the core instruction sessions are taught in teams that consist of librarians and UMMS faculty, which provides unique learning opportunities for students. This article describes each THL instruction activity in the four-year undergraduate UMMS curriculum and provides commentary on the overall effectiveness of this integrated approach to instruction. PMID:22289100

MacEachern, Mark; Townsend, Whitney; Young, Kristen; Rana, Gurpreet

2012-01-01

266

Juvenile Correctional Schools: Characteristics and Approaches to Curriculum  

ERIC Educational Resources Information Center

|This study focused on school-level approaches to curriculum, as well as school, principal, and student characteristics in juvenile corrections (JC) schools for committed youth. A national random sample of 131 principals from these schools responded to a mail and on-line survey. No statistically significant differences existed between respondent…

Gagnon, Joseph C.; Barber, Brian R.; Van Loan, Christopher; Leone, Peter E.

2009-01-01

267

Narrative Inquiry for Science Education: Teachers' Repertoire-Making in the Case of Environmental Curriculum  

ERIC Educational Resources Information Center

This paper considers how the school science curriculum can be conceptualised in order to address the contingent and complex nature of environmental and sustainability-related knowledge and understanding. A special concern lies in the development of research perspectives and tools for investigating ways, in which teachers are faced with complex and…

Hwang, Seyoung

2011-01-01

268

REORGANIZED SCIENCE CURRICULUM, 6B, A RESOURCE UNIT TO BE TAUGHT IN GRADE SIX.  

ERIC Educational Resources Information Center

|THE TENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SIXTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THIS VOLUME, 6B, IS ONE OF THE THREE COMPRISING THE SIXTH GRADE SUPPLEMENT, AND CONTAINS A RESOURCE UNIT…

Minneapolis Special School District 1, Minn.

269

Narrative Inquiry for Science Education: Teachers' Repertoire-Making in the Case of Environmental Curriculum  

ERIC Educational Resources Information Center

|This paper considers how the school science curriculum can be conceptualised in order to address the contingent and complex nature of environmental and sustainability-related knowledge and understanding. A special concern lies in the development of research perspectives and tools for investigating ways, in which teachers are faced with complex…

Hwang, Seyoung

2011-01-01

270

The Body Game: Developed by Undergraduates for Key Stage 2 National Curriculum Science.  

ERIC Educational Resources Information Center

|Describes a game developed for school children which addresses part of the Science National Curriculum. The board is a human body with organs on view. Questions relate to different organ systems, body parts, and processes. Topics include breathing, digestion and metabolism, blood and circulation, and the sensory organs and teeth. (AIM)|

Verran, J.; Brintnell, B.; Brownrigg, N.; Garcia, R.; Green, A.

1997-01-01

271

THEORY INTO ACTION...IN SCIENCE CURRICULUM DEVELOPMENT.  

ERIC Educational Resources Information Center

|A THEORETICAL FRAMEWORK AND GUIDELINES FOR SCIENCE CURRICULUM DEVELOPMENT ARE PRESENTED IN THIS VOLUME. THE BOOKLET CONSISTS OF THREE SECTIONS PLUS AN APPENDIX. IN THE FIRST SECTION A SCIENCE EDUCATOR PROPOSES A PLAN FOR SCIENCE TEACHING COMPATIBLE WITH THE NATURE OF SCIENCE, CULTURAL CHANGES, AND THE EXPANDING BODY OF KNOWLEDGE. THE CHOICE OF…

National Science Teachers Association, Washington, DC.

272

The Study of the Atmosphere in the Science Curriculum.  

ERIC Educational Resources Information Center

|Seeks to justify the inclusion of meteorology within the science curriculum. Reflects upon the nature of science and some current issues in science education, and examines the reality of including meteorology within worldwide science curricula. Contains 37 references. (Author/DDR)|

Fisher, Brian

1998-01-01

273

Life Science Standards and Curriculum Development for 9-12.  

ERIC Educational Resources Information Center

|Proposes a design for a life science curriculum following the National Research Council National Science Education Standards. The overarching theme is that science as inquiry should be recognized as a basic and controlling principle in the ultimate organization and experiences in students' science education. Six-week units include Matter, Energy,…

Speece, Susan P.; Andersen, Hans O.

1996-01-01

274

Teacher Perspectives on Career-Relevant Curriculum in Middle School  

NSDL National Science Digital Library

Relevant, challenging, integrative, and exploratory all describe the curriculum desirable in middle school (National Middle School Association, 2010). Career-relevant curriculum is one prominent strategy used since the 1970s to achieve these goals. Systematic, integrated, and contemporary efforts at career education often engage core teachers who plan and deliver the curriculum. For this study, a measure was created to assess teacher perspectives of career education efforts in middle school. A two-factor structure (career integration and future orientation) was demonstrated in exploratory and confirmatory factor analysis of the survey. Results from 291 middle school teachers reveal the potential of career education infusion into the core curriculum, with nominal but statistically significant differences in gender, subject matter, and socioeconomic status of the school. Implications for middle school educators are provided.

Akos, Patrick; Charles, Pajarita; Orthner, Dennis; Cooley, Valerie

2011-01-01

275

Vocationalism and school science education  

Microsoft Academic Search

This article reviews an important but neglected area of the science curriculum: connections with work and the workplace. The first section offers some historical background, arguing that economic and practical relevance has from the beginning been an important theme within science education. The article then undertakes a broader exploration of the intellectual background, usage and meaning of the term vocationalism

James Donnelly

2009-01-01

276

TELECOMMUNICATIONS TECHNOLOGIES AND CURRICULUM DEVELOPMENT: THE CASE OF A VIRTUAL HIGH SCHOOL PROJECT  

Microsoft Academic Search

In this paper we present the lessons we learned from developing online classes for a virtual high school (LUDA- VHS) project and discuss the implications for teaching science using telecommunication technologies. Emphasis will be placed on presenting an online Health Education class, the model and process followed for developing the class, and briefly discuss implications for policy and curriculum development.

Charalambos Vrasidas; Richard Chamberlain

277

Integrating Positive Peer Culture into the Residential Treatment Center and Public School Curriculum: Suggestions for Practice.  

ERIC Educational Resources Information Center

A school-based approach to Positive Peer Culture (PPC) is most successful if integrated into academic curriculum. Examples of incorporating PPC into English, math, social studies, and science show how students can learn to think analytically about PPC's 12 problem areas. (SK)

Donlevy, James G.; Weissman, Geraldine

1992-01-01

278

Project P-BLISS: An Experiment in Curriculum for Gifted Disadvantaged High School Students.  

ERIC Educational Resources Information Center

How can high schools counteract deterrents to achievement that disadvantaged students face? "Project P-BLISS: Problem-Based Learning in the Social Sciences" presents "hidden" disadvantaged gifted students with a curriculum that first captures their interest and challenges them to realize their true potential. (MLH)

Gallagher, Shelagh A.

2000-01-01

279

Curriculum for Junior High School Students: Dairy Food Consumption Self-Efficacy  

ERIC Educational Resources Information Center

|A nutrition education module for a family and consumer sciences curriculum was developed and evaluated with junior high school students (n = 63) using a quasi-experimental design. The multivariate interaction between time of measurement and intervention was significant, F (2, 50) = 8.68, p = 0.001.The univariate interaction between pre and post…

Pobocik, Rebecca S.; Haar, Christine M.; Dawson, Erin E.; Coleman, Priscilla; Bakies, Karen

2009-01-01

280

The nature and extent of scientific literacy themes coverage in Zambian high school biology curriculum  

NASA Astrophysics Data System (ADS)

The two purposes for this study were: (a) to investigate the nature and extent of scientific literacy themes coverage in the national high school biology curriculum in Zambia; and (b) to find out whether or not the national biology curriculum has the potential to prepare scientifically literate citizens. Three biology textbooks and two biology syllabi used in grades 10-12, and fifteen grade 12 national biology examination papers for a five-year period (2000-2004) were analyzed using a content analysis framework procedure developed by Chiappetta, Filman, and Sethna (1991a). The four scientific literacy themes used in the analysis were: science as a body of knowledge; science as a way of investigating; science as a way of knowing; and the interaction between science, technology and society. The results show that the biology textbooks and syllabi content objectives emphasized more on the basic knowledge of science, and investigative nature of science themes. On the other hand, the biology examination papers, and the syllabi aims and assessment objectives emphasized more on science as a way of knowing, and the investigative nature of science themes. All the curriculum materials (textbooks, syllabi, and examination papers) poorly covered the interaction between science, technology and society theme. The de-emphasis of the basic knowledge of science theme in the examinations is a significant finding because it shows that there is lack of both the curricula and instructional validity in biology examinations with respect to the four themes of scientific literacy. The results also show that the biology curriculum has some potential to prepare scientifically literate citizens, though the scientific literacy themes were not equally covered in the curriculum. However, the lack of adequate coverage of interaction of science, technology and society theme in the curriculum materials may pose as an obstacle to a better preparation of scientifically literate citizens.

Chabalengula, Vivien Mweene

281

Ka Hana `Imi Na`auao: A Science Curriculum Project  

NASA Astrophysics Data System (ADS)

In antiquity, the first people to step foot on what are now known as the Hawaiian islands skillfully traversed the Pacific Ocean using celestial navigation and learned observations of scientific phenomena. Long before the Western world ventured beyond the horizon, Hawaiians had invented the chronometer, built aqueduct systems (awai) that continue to amaze modern engineers, and had preventive health systems as well as a comprehensive knowledge of medicinal plants (including antivirals) which only now are working their way through trials for use in modern pharmacopia. Yet, today, Native Hawaiians are severely underrepresented in science-related fields, reflecting (in part) a failure of the Western educational system to nurture the potential of these resourceful students, particularly the many "at-risk" students who are presently over-represented in special education. A curriculum which draws from and incorporates traditional Hawaiian values and knowledge is needed to reinforce links to the inquiry process which nurtured creative thinking during the renaissance of Polynesian history. The primary goal of the Ka Hana `Imi Na`auao Project (translation: `science` or `work in which you seek enlightenment, knowledge or wisdom`) is to increase the number of Native Hawaiian adults in science-related postsecondary education and employment fields. Working closely with Native Hawaiian cultural experts and our high school partners, we will develop and implement a culturally responsive 11th and 12th grade high school science curriculum, infused with math, literacy and technology readiness skills. Software and assistive technology will be used to adapt instruction to individual learners` reading levels, specific disabilities and learning styles. To ease the transition from secondary to post-secondary education, selected grade 12 students will participate in planned project activities that link high school experiences with college science-related programs of study. Ka Hana `Imi Na`auao is funded through a grant awarded to the University of Hawaii Center on Disability Studies (R.A. Stodden, PI) from the U.S. Department of Education, Native Hawaiian Education Act. Project information and curricula are available at http://www.scihi.hawaii.edu/.

Napeahi, K.; Roberts, K. D.; Galloway, L. M.; Stodden, R. A.; Akuna, J.; Bruno, B.

2005-12-01

282

Curriculum '78: recommendations for the undergraduate program in computer science--- a report of the ACM curriculum committee on computer science  

Microsoft Academic Search

Contained in this report are the recommendations for the undergraduate degree program in Computer Science of the Curriculum Committee on Computer Science (C3S)of the Association for Computing Machinery (ACM).The core curriculum common to all computer science undergraduate programs is presented in terms of elementary level topics and courses, and intermediate level courses. Elective courses, used to round out an undergraduate

Richard H. Austing; Bruce H. Barnes; Della T. Bonnette; Gerald L. Engel; Gordon E. Stokes

1979-01-01

283

Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers’ Adaptation of Science Curriculum Materials for Inquiry-Based Science  

Microsoft Academic Search

In this nested mixed methods study I investigate factors influencing preservice elementary teachers’ adaptation of science\\u000a curriculum materials to better support students’ engagement in science as inquiry. Analyses focus on two ‘reflective teaching\\u000a assignments’ completed by 46 preservice elementary teachers in an undergraduate elementary science methods course in which\\u000a they were asked to adapt existing science curriculum materials to plan

Cory T. Forbes

284

Science for Georgia Schools, Junior High Earth Science, Volume 3-B, Preliminary Edition.  

ERIC Educational Resources Information Center

|This is a curriculum guide for the preliminary edition of Volume III-B of Science For Georgia Schools, Junior High Earth Science. The course of study is designed for the eighth grade and includes selected topics from astronomy, meteorology, geology, oceanography, physical geography, and space travel. Topics are grouped under five units called (1)…

Georgia State Dept. of Education, Atlanta. Div. of Curriculum Development.

285

When Science Is Strangely Alluring: Interrogating the Masculinist and Heteronormative Nature of Primary School Science.  

ERIC Educational Resources Information Center

|Discusses how science structures, and is structured by, norms of heterosexual masculinity and how those norms comprise a hidden curriculum, examining empirical research on curricular and classroom materials used in school science and describing how they are deployed pedagogically. Suggests that this results in impoverished experiences for…

Letts, Will

2001-01-01

286

Dissecting Local Design: Instructional Leadership, Curriculum and Science Education  

ERIC Educational Resources Information Center

|Local instructional design describes the process of customization that naturally occurs when curriculum innovations interface with local classrooms and schools. Describing the practice of local instructional design can help to explain how curriculum is adapted to local conditions and provides insight on how instructional leaders mediate…

Clifford, Matthew Aaron

2009-01-01

287

Curriculum Design for Inquiry: Preservice Elementary Teachers' Mobilization and Adaptation of Science Curriculum Materials  

ERIC Educational Resources Information Center

Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study…

Forbes, Cory T.; Davis, Elizabeth A.

2010-01-01

288

Bases para el Curriculum de las Escuelas de Nivel Elemental (Bases for the Elementary School Curriculum).  

ERIC Educational Resources Information Center

This document proposes a detailed foundation for curriculum planning in grades 1, 2, and 3 in the Argentine elementary schools. The book covers such topics as curriculum objectives, contents and activities, personalization and individualization, socialization and regionalization, quality, organization, and suggestions for subject matter and…

Ministerio de Cultura y Educacion, Buenos Aires (Argentina). Centro National de Documentacion e Informacion Educativa.

289

“The approaching storm.” Ideology power and control: The national science teachers association curriculum development in the USA  

Microsoft Academic Search

This paper examines the ideology of one the best known figures in science education in the USA, and draws attention to the\\u000a relationship between the political climate and curriculum in national curriculum developments. We are mindful of the forces\\u000a shaping the schooling of science in Australia, and we present this analysis as an example of the social forces that dominate

Roger T. Cross; Ronald F. Price

1993-01-01

290

Presumptive Literacies in Technology-Integrated Science Curriculum  

Microsoft Academic Search

More than traditional curriculum modern inquiry-based technology supported curricula require that learners be literate. To design progressive technology integrated science curriculum for use and for learnability, it is necessary to understand the presumed literacies in the designed artifact and the ways that the designed artifact engages students in various literate activities... We explore the multiple literacies presumed in the design

Kimberley P. Williams; Louis M. Gomez

291

A Curriculum for a Master of Science in Information Quality  

ERIC Educational Resources Information Center

|The first Master of Science in Information Quality (IQ) degree is designed and being offered to prepare students for careers in industry and government as well as advanced graduate studies. The curriculum is guided by the Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems, which are endorsed by the Association for…

Lee, Yang W.; Pierce, Elizabeth; Talburt, John; Wang, Richard Y.; Zhu, Hongwei

2007-01-01

292

The Hidden Curriculum within the Teaching of Science and Its Relationship to Current Science Education Goals.  

ERIC Educational Resources Information Center

Many science educators have called attention to the need for teachers to prepare all types of students for a rapidly changing, technological world. Curriculum theorists have called for changes in a hidden curriculum of science they described as class specific and presenting science as a consensus arrived at by positivistic methods. This paper…

Cummins, Catherine L.; And Others

293

Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science  

ERIC Educational Resources Information Center

|Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

Forbes, Cory T.

2011-01-01

294

The Primary School Curriculum in a Colonial Society  

ERIC Educational Resources Information Center

|A history of primary school curriculum in Guyana, a former British colony, points out social determinates of curriculum. Ruling groups emphasized agriculture and manual arts in public education to maintain class distinctions while the masses fought for academic education as a key to financial and social success. (JH)|

Bacus, M. Kazim

1974-01-01

295

Triennial Program 1978-80. Curriculum Development for Australian Schools.  

ERIC Educational Resources Information Center

Australia's Curriculum Development Centre was established by statute in 1975 in order to provide assistance at the national level to groups engaged in curriculum formation. The Centre's activities include the design, production, testing, and dissemination of educational materials and techniques; the evaluative study of school practice and…

Curriculum Development Centre, Canberra (Australia).

296

Fort Osage School District Works toward Guaranteed and Viable Curriculum  

ERIC Educational Resources Information Center

Administrators at Fort Osage School District in Independence, Missouri, feel it is their responsibility to provide students with a guaranteed and viable curriculum. Based on Dr. Robert Marzano's model, district leaders set out to alter their curriculum so that it could be taught adequately in the time allotted for instruction. They wanted to…

Technology & Learning, 2007

2007-01-01

297

Politics, Culture, and School Curriculum: The Struggles in Hong Kong  

ERIC Educational Resources Information Center

|The purpose of this paper is to describe the Hong Kong (HK) school curriculum, especially the general curriculum for civic education and other social subjects, in relation to the political events of the 1984 Sino-British Joint Declaration, the 1989 Tiananmen Square Incident, and the return of HK's sovereignty from the United Kingdom (UK) to the…

Ho, Wai-Chung

2007-01-01

298

A Developmentally Appropriate Honduran/International Primary School Computer Curriculum.  

ERIC Educational Resources Information Center

|Students and teachers need to develop skills in using available technological capacities. The curriculum described here is designed to familiarize students and teachers with equipment and software available at the Escuela Internacional Sampedrana's Primary School (EIS) in Honduras. Key features of the curriculum include the use of the Internet…

Evans, Thomas J.; Traylor, Stacy L.

299

Urbana School Libraries: Curriculum, Operations, Services. Second Edition.  

ERIC Educational Resources Information Center

This two-part manual presents both a library curriculum for elementary and secondary school students and a handbook of policies and procedures for library operations and services. Part 1 (238 pages) is a two-part library skills curriculum guide for grades K-12 includes brief discussions of general student goals, main ideas, and the thinking…

Urbana School District 116, IL.

300

Integrating Materials Science into the Mechanical Engineering Curriculum  

Microsoft Academic Search

Much of the challenge in introducing Materials Science concepts into the engineering curriculum arises because this is the first time many students are tested on their conceptual understanding rather than just the ability to \\

Judy Schneider

2006-01-01

301

Connecting Students to Sustainability through Hands-on Learning in the High School Science Classroom  

NSDL National Science Digital Library

This paper from Joe Orzali examines the topic of introducing high school students to sustainability concepts through hands-on learning activities. The paper looks into the importance of teaching student sustainability, and includes a background of typical high school science curriculum and how it could be improved. Methods for incorporating sustainability into high school science classes are then explored.

Orzali, Joe

2012-04-16

302

Seven Oaks Met School Builds Curriculum around Each Student  

ERIC Educational Resources Information Center

|This article features Seven Oaks School Division Met School in Winnipeg, a high school that limits class size to 15, tailors its curriculum to the needs and interests of its individual students, places students in community-based internships two days a week, and keeps the teacher--called an advisor--with the same group of students from Grade 9…

Pearson, George

2009-01-01

303

The Integration of School Garden Programs into Educational Curriculum  

Microsoft Academic Search

School gardens have many benefits for students which include helping students make nutritious choices, encouraging students to be environmentally conscious, and providing experiential learning. School gardens have great potential to be an effective learning tool if incorporated into the classroom. The purpose of this project is to evaluate how gardening is being integrated into classroom curriculum in several schools in

Annie Lowry

2011-01-01

304

The Way up, down under: Innovations Shape Learning at Science and Math School  

ERIC Educational Resources Information Center

|Professor John Rice, a pioneer of the Australian Science and Mathematics School (ASMS), recognized that schools' curricula were at odds with the kind of science and mathematics driving the new economy. In addition to curriculum that lacked relevance to contemporary life, negative student attitudes and a shortage of qualified science and…

Bissaker, Kerry; Davies, Jim; Heath, Jayne

2011-01-01

305

PRISMS PLUS: A Comprehensive High School Physics Curriculum  

NSDL National Science Digital Library

This presentation from the 2006 PTEC Conference outlines the PRISMS Curriculum developed at the University of Northern Iowa. Information is presented about the strategies, resources, and activities in this program designed for high school students with a year of algebra.

Escalada, Larry; Unruh, Roy

2006-10-02

306

Achieving a coherent curriculum in second grade: Science as the organizer  

NASA Astrophysics Data System (ADS)

The purpose of this study was to examine how a team of four second grade teachers used their approach to teaching science as a means for designing and implementing a coherent curriculum. Within this study, curriculum coherency refers to making logical instructional connections that are both visible and explicit for students. A teacher using a common teaching strategy or critical thinking skills in such a way that the commonalities between subject areas are clearly demonstrated to students is one example of curriculum coherency. The research framework guiding this study was phenomenology; I used a case study method for data analysis. The primary data source was field notes gathered during 10 weeks of classroom observations. Secondary data sources included observations of team meetings, two sets of interviews with each of the four teachers, an interview with the school principal, and artifacts used and developed by the teachers. An analysis of the data led me to interpret the following findings: (1) the teachers viewed science as a tool to motivate their students to learn and believed in teaching science through an inquiry-based approach; (2) they described science inquiry as a process of thinking organized around questions, and saw their teaching role as shifting between guided and open classroom inquiry; (3) they taught all subjects using an inquiry-based approach, emphasized the process skills associated with doing scientific inquiry, and consistently used the language of the process skills throughout their instruction of all disciplines; (4) their team's collaborative approach played a significant role in achieving their vision of a coherent curriculum; the successfulness of their collaboration relied on the unique contributions of each member and her commitment to professional development. This study demonstrates how an inquiry-based science curriculum can provide educators with an effective model for designing and implementing a coherent curriculum. Furthermore, the findings have implications for elementary preservice and inservice programs with respect to using science teaching as a foundation for developing curriculum coherency.

Park Rogers, Meredith A.

307

Developing secondary science teachers' pedagogical content knowledge through effective curriculum materials  

NASA Astrophysics Data System (ADS)

This study investigates the degree to which the Delaware Science Coalition tenth grade biology kit curriculum supports the development of teachers' pedagogical content knowledge. A research-based construct for PCK was developed to serve as the foundation for how PCK was defined in this study. An analysis tool was created using the Davis and Krajcik (2005) nine heuristics of effectiveness of curriculum materials to develop science teachers' PCK. The tool was created to analyze the relative effectiveness of curriculum materials in supporting and developing teachers' PCK. The Delaware Science Coalition tenth grade biology kit curriculum was analyzed against this heuristic tool, and was found to be inconsistent in developing teachers' PCK. In addition, this study addressed teachers' conceptions of PCK, and their perceptions of professional development, through a survey and through subsequent interviews. The results from the survey and interviews showed that teachers consistently adapt the curriculum to fit their needs, and also had different feelings about the professional development they experienced with the state, and at their home school. A new model for professional development was created using the research-based construct of PCK, the heuristic tool to develop teachers' PCK, and teachers' experiences with curriculum and professional development.

Buoni, Michael H.

308

Systemic Reform of Astronomy Curriculum in the Montgomery County Public Schools  

NASA Astrophysics Data System (ADS)

In the Montgomery County Public Schools (MCPS), the science curriculum is undergoing a comprehensive systemic review in an effort to revise the system's curriculum and the entire instructional program. As a part of this overall effort, MCPS has developed a framework for the astronomy curriculum that includes a rationale, essential indicators, and blueprints. The school system is partnering with the NASA Goddard Space Flight Center to involve professional astronomers/space scientists as content advisors to ensure science content accuracy and currency. Through this partnership, many NASA developed educational materials have been made available to the school system to assist with the instructional sequences. This new policy has resulted in the development of a clear and coherent astronomy curriculum for grades K-8. The blueprint is written in the form of a set of indicators which identify the exact skills and knowledge that need to be taught at each grade level so that students will meet and exceed state, national, and international standards. Each blueprint also includes the enduring understandings and essential questions that students should focus on for that specific unit of study, a proposed instructional sequence, and assessment and differentiation ideas. Using these blueprints, teachers will create curriculum guides that include model lessons, model assignments, concept maps, resources, assessment samples, and strategies for differentiating the curriculum to meet the needs of a wide range of learners. In addition, a 45 hour certification training course is being developed to train in service teachers in a wide range of space science disciplines from seasons to cosmology. The course is being developed and will be taught by a team composed of space scientists and master educational trainers. Pilot testing of the curriculum and the training course will begin in Fall 2002.

Szesze, M.; Kahl, S.; Janney, D.

2002-09-01

309

Using symbolic interactionism to analyze a specialized STEM high school teacher's experience in curriculum reform  

NASA Astrophysics Data System (ADS)

In this paper, we present a microanalysis of a specialized STEM (science, technology, engineering, and mathematics) high school teacher's experience of self-initiated science inquiry curriculum reform. We examine the meanings of these two constructs: inquiry curriculum and curriculum change through the process lens of interactions, actions, and interpretations. Symbolic interactionism is the theoretical framework we used to frame our analysis of how this teacher, Darren Daley (a pseudonym) and various stakeholders purposefully and strategically engaged in "face-work" and act out lines of actions to advocate or oppose curriculum change. Symbols are used in this world of face-to-face encounters to communicate, imply, and assert, meanings through socially flexible and adjustable processes. We scrutinize how Daley (un)consciously engaged all of these to defend his decisions, actions, and outcomes and "look" to others as doing inquiry reform. The meanings of such work are not intrinsically driven or reactions to psychological and extraneous factors and forces, but emergent through interactions. The data collection methods include interviews with Daley, school administrators, students, and parents, lesson observations in Daley's class, and gathering of school website pages, brochures, and curriculum materials. We represent data in narratives describing storied history, voices, interactions, anecdotal accounts from individuals' experiences, and interpretations. The analysis and findings illuminate the nature of teacher agency—how it is reclaimed, sustained, reinforced, contested, exercised, and modified in more nuanced ways, hence offering an alternative lens to theorizing and empirically analyzing this construct.

Teo, Tang Wee; Osborne, Margery

2012-09-01

310

Using symbolic interactionism to analyze a specialized STEM high school teacher's experience in curriculum reform  

NASA Astrophysics Data System (ADS)

In this paper, we present a microanalysis of a specialized STEM (science, technology, engineering, and mathematics) high school teacher's experience of self-initiated science inquiry curriculum reform. We examine the meanings of these two constructs: inquiry curriculum and curriculum change through the process lens of interactions, actions, and interpretations. Symbolic interactionism is the theoretical framework we used to frame our analysis of how this teacher, Darren Daley (a pseudonym) and various stakeholders purposefully and strategically engaged in "face-work" and act out lines of actions to advocate or oppose curriculum change. Symbols are used in this world of face-to-face encounters to communicate, imply, and assert, meanings through socially flexible and adjustable processes. We scrutinize how Daley (un)consciously engaged all of these to defend his decisions, actions, and outcomes and "look" to others as doing inquiry reform. The meanings of such work are not intrinsically driven or reactions to psychological and extraneous factors and forces, but emergent through interactions. The data collection methods include interviews with Daley, school administrators, students, and parents, lesson observations in Daley's class, and gathering of school website pages, brochures, and curriculum materials. We represent data in narratives describing storied history, voices, interactions, anecdotal accounts from individuals' experiences, and interpretations. The analysis and findings illuminate the nature of teacher agency—how it is reclaimed, sustained, reinforced, contested, exercised, and modified in more nuanced ways, hence offering an alternative lens to theorizing and empirically analyzing this construct.

Teo, Tang Wee; Osborne, Margery

2011-09-01

311

Achieving Standards in Urban Systemic Reform: An Example of a Sixth Grade Project-Based Science Curriculum  

ERIC Educational Resources Information Center

A challenge for urban systemic reform initiatives in science education has been to achieve local, state, and national standards for teaching and learning. We have collaborated with teachers in the Detroit Public School System to design project-based curriculum materials that contextualize the learning of science in meaningful real-world problems,…

Rivet, Ann E.; Krajcik, Joseph S.

2004-01-01

312

Achieving Standards in Urban Systemic Reform: An Example of a Sixth Grade Project-Based Science Curriculum  

ERIC Educational Resources Information Center

|A challenge for urban systemic reform initiatives in science education has been to achieve local, state, and national standards for teaching and learning. We have collaborated with teachers in the Detroit Public School System to design project-based curriculum materials that contextualize the learning of science in meaningful real-world problems,…

Rivet, Ann E.; Krajcik, Joseph S.

2004-01-01

313

[Compliance with the core curriculum of laboratory medicine (private school)].  

PubMed

A model core curriculum for medical education was proposed in March 2001. Medical schools have to revise their curriculum according to the guideline. Showa University School of Medicine revised its curriculum of lectures and clinical practice for laboratory medicine according to the guideline. The GIO of the lecture at 4th grade was for the clinical practice at 5th grade. The GIO of the clinical practice at 5th grade was for the post-graduate clinical training. This revision is expected to improve education and result in better doctors. PMID:12747259

Takagi, Yasushi; Gomi, Kunihide

2003-04-01

314

The same teacher, the same curriculum materials, different schools: What is the enacted curriculum?  

NASA Astrophysics Data System (ADS)

This research examines how the same teacher implements the same curriculum material in two different schools. The aim of the study is to examine how the enacted algebra curriculum may change when the same teacher enacts the same written curriculum materials in different classes. This research comprises two case studies. Each case examines one teacher who taught the beginning of the mathematical topic "equivalent algebraic expressions", to two 7th grade classes from different schools. The same textbook was used in all four classes. The data collected includes: 1. Observations: 25930 lessons throughout the school year in each of the participating classes; Other mathematics classes in each of the schools; Other non9mathematics classes in the participating classes. A total of 130 lessons were observed. The observations included continuous observations of the teaching of "equivalent algebraic expressions" (15919 lessons) in each class. These observations are the main data source of this research; 2. Interviews with the teachers; 3. Informal conversations; and 4. Field notes. The data was analyzed both through quantitative and qualitative analysis. The research focuses on the following two aspects of the enacted curriculum: implementation of the recommendation that appeared in the curriculum materials and the types of algebraic activity that the students were exposed to during the teaching of the mathematical topic. Kieran's framework (Kieran, 1996, 2004), which distinguishes between three types of algebraic activities 9 generational, transformational and global/meta9level 9 was employed for the examination of the algebraic activities. Comparisons were made for two aspects of the research: between the enacted curriculum in each of the classes and the curriculum materials; and between each of the classes taught by same teacher. It was found that in case study 1, that examined teacher Sara and schools Carmel and Tavor -- most of the recommendations for instruction that appeared in the curriculum materials, were implemented: The students were exposed to the main mathematical subjects/ideas and the mathematical sequence that appeared in the curriculum materials; the lesson structure was similar to the recommended structure, and did not include work on assignments that were not recommended in the curriculum materials. In spite of the similarities in each of the classes, and the curriculum materials, and between the two classes -- a few differences were found, mainly while comparing the enactment in Tavor versus the recommendations in the curriculum materials and the enactment in Carmel. Examination of the algebraic types of activities that the students were exposed to in Carmel and Tavor schools throughout the school year shows that, although the students in the two schools were not required to deal with a similar number of assignments and tasks, in both schools they were exposed to the three types of algebraic activities in similar distribution as appear in the curriculum materials. The focus on the algebraic types of activities exposed to during the whole class work, shows that a significantly lesser percentage of global/meta9level activities was enacted in Tavor. In Tavor, teacher Sara omitted global/meta level activities that appear in the curriculum materials and in addition, there were several cases in which the same assignment/task was enacted in Carmel as a global/meta9level activity but was not enacted in Tavor. In case study 2, which included teacher Rebecca and schools Gamla and Arbel, not all the recommendations in the curriculum material were enacted. Indeed, in both classes the main mathematics subjects/ideas intended for this topic according to the curriculum materials were presented to the students, and the topic was taught according to the mathematical sequence that appeared in the curriculum materials, however in both classes the lesson structures were different from the intended structure -- unintended assignments were enacted, and some of the assignments were enacted not according to their pu

Eisenmann, Tammy

315

Learning to teach science in urban schools  

NASA Astrophysics Data System (ADS)

Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching - working at the elbow of someone else - allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education.

Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea

2001-10-01

316

Seaford School District Science Guide.  

ERIC Educational Resources Information Center

This monography presents the concepts to be presented, the psychomotor skills through to pertain to all the concepts, the process skills required, and the values and attitudes hoped to be developed for a science curriculum, K through 8. A list of suggested field trips accompanies each syllabus. At the kindergarten through grade 6 levels,…

Del Mod System, Dover, DE.

317

NSTA Guide to School Science Facilities  

NSDL National Science Digital Library

Here's the definitive source for anyone involved in today's school building boom: teachers, curriculum leaders, school administrators, facilities planners, and architects. It guides you through the planning process. It alerts you to safety, accessibility, and legal issues. It even includes sample timelines and budgets. Individual chapters on elementary, middle, high school, and outdoor facilities offer photos, floor plans, and full details on science rooms, labs, preparation rooms, student project rooms, and their furnishings. But that's not all: A rich appendix provides sample checklists, equipment guidelines, a glossary, and resources for further reading. The book takes a flexible and forward-looking approach, with an eye toward recent developments in teaching techniques and particular attention to the Standards.

Biehle, James T.; Motz, Lamoine L.; West, Sandra S.

1999-01-01

318

A Successful Integration of Astronomy into an Elementary School Curriculum  

NASA Astrophysics Data System (ADS)

Fifth and sixth grade students at Glenarden Woods Elementary Magnet School for Talented and Gifted (TAG) Students, Glenarden, Maryland studied Europe in the Medieval time period this year in a thematic unit that involved language arts, social studies, and art. We used this as a vehicle to incorporate math and science projects involving astronomy into the curriculum. In this way, we could integrate science into the thematic unit rather than having math and science be divorced from what the students were doing in the other subject areas. For the first project we studied the claims of astrology. This was chosen because during the Medieval time period astronomy and astrology were closely linked. We then took advantage of Comet Hale-Bopp to compare what people in the Medieval time period thought/knew about comets to what we believe now. For this unit we stretched the middle ages to include a demonstration of how Tycho proved that the comet of 1577 was further from the Earth than the Moon. Lastly, we did a short lesson plan on sundials. We will present details of the projects and lessons learned.

Romani, P. N.; Hackett, K.; Jackson, T.; Melzer, S.; Edwards, S.; Moore, F.

1997-07-01

319

Physics education research: Resources for middle school science teachers  

Microsoft Academic Search

This resource letter intends to provide middle school science teachers with a\\u000acollection of resources to aid them in planning and implementing a physical\\u000ascience curriculum. The resources are in the form of books, websites, journals,\\u000aand organizations.

Zosia A. C. Krusberg; Johann Wolfgang von Goethe; W. B. Yeats

2009-01-01

320

Interactive Science Homework: An Experiment in Home and School Connections  

Microsoft Academic Search

A quasi-experimental study was conducted on whether family involvement in homework in the middle grades benefits students. Results suggest that well-designed interactive homework assignments positively engage parents and promote student achievement. Findings should be useful to middle school administrators and teachers for improving curriculum decisions and homework designs in science.

Frances L. Van Voorhis

2001-01-01

321

Imaginary Subjects: School Science, Indigenous Students, and Knowledge-Power Relations  

ERIC Educational Resources Information Center

|The perspectives of indigenous science learners in developed nations offer an important but frequently overlooked dimension to debates about the nature of science, the science curriculum, and calls from educators to make school science more culturally responsive or "relevant" to students from indigenous or minority groups. In this paper the…

Kidman, Joanna; Abrams, Eleanor; McRae, Hiria

2011-01-01

322

Imaginary subjects: school science, indigenous students, and knowledge–power relations  

Microsoft Academic Search

The perspectives of indigenous science learners in developed nations offer an important but frequently overlooked dimension to debates about the nature of science, the science curriculum, and calls from educators to make school science more culturally responsive or ‘relevant’ to students from indigenous or minority groups. In this paper the findings of a study conducted with indigenous Maori children between

Joanna Kidman; Eleanor Abrams; Hiria McRae

2011-01-01

323

How a science methods course may influence the curriculum decisions of preservice teachers in the Bahamas  

NASA Astrophysics Data System (ADS)

The purpose of this study was to examine how a science methods course in primary education might influence the curriculum decisions of preservice teachers in The Bahamas related to unit plan development on environmental science topics. Grounded in a social constructivist theoretical framework for teaching and learning science, this study explored the development of the confidence and competence of six preservice teachers to teach environmental science topics at the primary school level. A qualitative case study using action research methodologies was conducted. The perspectives of preservice teachers about the relevancy of methods used in a science methods course were examined as I became more reflective about my practice. Using constant comparative analysis, data from student-written documents and interviews as well as my field notes from class observations and reflective journaling were analyzed for emerging patterns and themes. Findings of the study indicated that while preservice teachers showed a slight increase in interest regarding learning and teaching environmental science, their primary focus during the course was learning effective teaching strategies in science on topics with which they already had familiarity. Simultaneously, I gained a deeper understanding of the usefulness of reflection in my practice. As a contribution to the complexity of learning to teach science at the primary school level, this study suggests some issues for consideration as preservice teachers are supported to utilize more of the national primary science curriculum in The Bahamas.

Wisdom, Sonya L.

324

Nature's Business: Incorporating Global Studies, Environmental Law and Literacy, and Corporate Social Responsibility into the Business School Curriculum through Interdisciplinary "Business-Science" Study Tour Courses  

ERIC Educational Resources Information Center

|At many universities, much of the learning in the undergraduate curriculum is discipline based, with very little integration of material from different subject areas. Furthermore, not all undergraduate business students have the opportunity to take courses with a diversity component that exposes them to the cultural and other differences that…

Denbo, Susan M.

2008-01-01

325

Factors influencing the undergraduate general education science curriculum  

Microsoft Academic Search

The state of scientific literacy in the United States has been the focus of increasing concern in recent decades. A great deal of the blame for failing to produce citizens with a broad perspective in science has been placed on the undergraduate general education science curriculum. This was a national study designed to examine the factors that influence instructors' decision-making

John Daniel McWilliams

2002-01-01

326

The Astonishing Curriculum: Integrating Science and Humanities through Language.  

ERIC Educational Resources Information Center

|This book probes the possibilities of interdisciplinary learning and integrated curriculum through the structuring and expressive powers of language. The 15 essays in the book explore the issues of bridging the gap between the two cultures of science and humanities, demystifying science for learners, teaching students to construct and explain…

Tchudi, Stephen, Ed.

327

Customization of Curriculum Materials in Science: Motives, Challenges, and Opportunities  

ERIC Educational Resources Information Center

|Exemplary science instructors use inquiry to tailor content to student's learning needs; traditional textbooks treat science as a set of facts and a rigid curriculum. Publishers now allow instructors to compile pieces of published and/or self-authored text to make custom textbooks. This brings numerous advantages, including the ability to produce…

Romine, William L.; Banerjee, Tanvi

2012-01-01

328

Science Curriculum Guide. Grade 8. Bulletin 1989, No. 78.  

ERIC Educational Resources Information Center

|The purpose of this curriculum guide is to help teachers implement the Alabama Course of Study: Science. The major emphasis of the guide is to provide student-oriented, hands-on activities that engage students in "sciencing" behaviors. This guide has two major components, the table of contents and the activities. The table of contents lists by…

Alabama State Dept. of Education, Montgomery.

329

Eighth Grade Earth Science Curriculum Guide. Part 1.  

ERIC Educational Resources Information Center

|This is a curriculum guide composed of lessons which can serve as models for the beginning teacher as well as for the teacher who needs activities to broaden the earth science perspective in the classroom. It was designed to supplement the New york State Earth Science Syllabus and encourages students to develop inquiry and problem solving skills.…

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

330

Indigenous Knowledge in the Science Curriculum: Avoiding Neo-Colonialism  

ERIC Educational Resources Information Center

|Science education in Papua New Guinea has been influenced by neo-colonial practices that have significantly contributed to the silencing of the Papua New Guinea voice. This silencing has led to the production of science curriculum documents that are irrelevant to the students for whom they are written. To avoid being caught up in neo-colonial…

Ryan, Ann

2008-01-01

331

Science Curriculum Guide. Grade 5. Bulletin 1989, No. 75.  

ERIC Educational Resources Information Center

The purpose of this curriculum guide is to help teachers implement the Alabama Course of Study: Science. The major emphasis of the guide is to provide student-oriented, hands-on activities that engage students in "sciencing" behaviors. This guide has two major components, the table of contents and the activities. The table of contents lists by…

Alabama State Dept. of Education, Montgomery.

332

Science and Engineering Technician Curriculum Development Project. Final Report.  

ERIC Educational Resources Information Center

Project SET (Science and Engineering for Technicians) developed a series of study guides designed to teach generic science and engineering skills to students interested in becoming technicians. An entire 2-year curriculum is encompassed by these guides, geared for 2-year college students. Described in this final report are the project's rationale,…

Mowery, Donald R.; Wolf, Lawrence J.

333

Parallel Curriculum Units for Science, Grades 6-12  

ERIC Educational Resources Information Center

Based on the best-selling book "The Parallel Curriculum", this professional development resource gives multifaceted examples of rigorous learning opportunities for science students in Grades 6-12. The four sample units revolve around genetics, the convergence of science and society, the integration of language arts and biology, and the periodic…

Leppien, Jann H.; Purcell, Jeanne H.

2011-01-01

334

Customization of Curriculum Materials in Science: Motives, Challenges, and Opportunities  

ERIC Educational Resources Information Center

Exemplary science instructors use inquiry to tailor content to student's learning needs; traditional textbooks treat science as a set of facts and a rigid curriculum. Publishers now allow instructors to compile pieces of published and/or self-authored text to make custom textbooks. This brings numerous advantages, including the ability to produce…

Romine, William L.; Banerjee, Tanvi

2012-01-01

335

Science Curriculum Guide. Grade 1. Bulletin 1989, No. 71.  

ERIC Educational Resources Information Center

|The purpose of this curriculum guide is to help teachers implement the Alabama Course of Study: Science. The major emphasis of the guide is to provide student-oriented, hands-on activities that engage students in "sciencing" behaviors. This guide has to major components, the table of contents and the activities. The table of contents list by…

Alabama State Dept. of Education, Montgomery.

336

Science Curriculum Guide. Grade 2. Bulletin 1989, No. 72.  

ERIC Educational Resources Information Center

|The purpose of this curriculum guide is to help teachers implement the Alabama Course of Study: Science. The major emphasis of the guide is to provide student-oriented, hands-on activities that engage students in "sciencing" behaviors. This guide has to major components, the table of contents and the activities. The table of contents lists by…

Alabama State Dept. of Education, Montgomery.

337

Parallel Curriculum Units for Science, Grades 6-12  

ERIC Educational Resources Information Center

|Based on the best-selling book "The Parallel Curriculum", this professional development resource gives multifaceted examples of rigorous learning opportunities for science students in Grades 6-12. The four sample units revolve around genetics, the convergence of science and society, the integration of language arts and biology, and the periodic…

Leppien, Jann H.; Purcell, Jeanne H.

2011-01-01

338

Managing Science in Secondary Schools in Ireland.  

ERIC Educational Resources Information Center

Describes Irish secondary science and discusses the management of science in schools. Identifies two key features of Irish school science, the collegiate nature of science departments and the difficulties in carrying out practical work. (MM)

Palmer, Marion

2002-01-01

339

Student achievement and perceptions: The effects of a forensic science curriculum  

NASA Astrophysics Data System (ADS)

The purpose and primary research question of this two-phase, sequential, mixed-methods study was to explore the relationship between a forensic-based curriculum and how it affected student achievement and the impact the curriculum had on student perceptions about science. Science teachers have the challenging task to sustain student enthusiasm while increasing science achievement. Results of this study could be utilized by science educators seeking to design a hands-on curriculum. Sixty sixth-grade students in a Georgia middle school were engaged in this 4-week study. The qualitative data were transcribed and analyzed using open coding. Common themes were created from the data inductively when coded data were merged together according to topic. Based on data collected from interviews and observations, students demonstrated a positive change in perception of science after exposure to a forensics curriculum. Each student completed a pretest and posttest and results were analyzed using descriptive statistics. Results indicated a 26.5% increase between the mean of the students' pretest and posttest scores. Inferential tests were not conducted for the quantitative data due to a small sample size. Implementing a mixed-methods study allowed the researcher to use multiple data sources and triangulate the data. The overall data analysis revealed that a forensic-based curriculum increased achievement and had a positive impact on student perceptions about science. Due to the escalating importance of science education, this study promoted social change in that it addressed strategies of best practices in teaching to positively affect student achievement and perceptions in science.

Noga, Lisa L.

340

Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Science  

ERIC Educational Resources Information Center

|In this nested mixed methods study I investigate factors influencing preservice elementary teachers' adaptation of science curriculum materials to better support students' engagement in science as inquiry. Analyses focus on two "reflective teaching assignments" completed by 46 preservice elementary teachers in an undergraduate elementary science

Forbes, Cory T.

2013-01-01

341

Understanding Learning Preferences in the Business School Curriculum  

ERIC Educational Resources Information Center

|The authors aimed to understand the learning preferences of business school students and generally understand the teaching strategies and course contents that would be conducive to these preferences. They began by making some observations on the nature of the ideal business school curriculum, and they present the results of a student survey on…

Goorha, Prateek; Mohan, Vijay

2010-01-01

342

Transforming Domain Knowledge: A Systemic View at the School Curriculum  

ERIC Educational Resources Information Center

|"What happens to domain knowledge on its way into the school curriculum?" The article explores this question from a systems view of the knowledge transformation process. This process is not only bound to "contextual knowledge" about "social forces" but also to the school's own "educational knowledge" framework. Further, utilizing knowledge…

Hameyer, Uwe

2007-01-01

343

Levers for Change: Opportunities to Strengthen California's High School Curriculum  

ERIC Educational Resources Information Center

|This executive summary of a 28-page EdSource report highlights three powerful levers that state policymakers and local schools can use to strengthen high school curriculum. These levers are: (1) California's Academic Content Standards; (2) Eligibility to Attend the State's Public Universities, and (3) Career and Technical Education. It also…

EdSource, 2007

2007-01-01

344

Risk and School Science Education  

ERIC Educational Resources Information Center

|In this paper I consider a role for risk understanding in school science education. Grounds for this role are described in terms of current sociological analyses of the contemporary world as a "risk society" and recent public understanding of science studies where science and risk are concerns commonly linked within the wider community. These…

Christensen, Clare

2009-01-01

345

Curriculum Reform in California.  

ERIC Educational Resources Information Center

Describes a high school pilot program to meet California's science curriculum guidelines to adopt a Scope, Sequence and Coordination (SS&C) approach. The SS&C curriculum offers four science subjects for each year of high school. Concrete, phenomenological, and descriptive topics are covered during the early years and theoretical and abstract…

Atchley, Debra

1993-01-01

346

Heritage Education in the School Curriculum.  

ERIC Educational Resources Information Center

|There is no need to create a new curriculum in heritage education. Rather, there is an imperative to use the existing curriculum more effectively, to infuse it with the best content on U.S. history and culture, including models of the built environment that embody and reflect the values, aspirations, and achievements of preceding generations.…

Patrick, John J.

347

What ideas-about-science should be taught in school science? A Delphi study of the expert community  

NASA Astrophysics Data System (ADS)

Recent arguments in science education have proposed that school science should pay more attention to teaching the nature of science and its social practices. However, unlike the content of science, for which there is well-established consensus, there would appear to be much less unanimity within the academic community about which ideas-about-science are essential elements that should be included in the contemporary school science curriculum. Hence, this study sought to determine empirically the extent of any consensus using a three stage Delphi questionnaire with 23 participants drawn from the communities of leading and acknowledged international experts of science educators; scientists; historians, philosophers, and sociologists of science; experts engaged in work to improve the public understanding of science; and expert science teachers. The outcome of the research was a set of nine themes encapsulating key ideas about the nature of science for which there was consensus and which were considered to be an essential component of school science curriculum. Together with extensive comments provided by the participants, these data give some measure of the existing level of agreement in the community engaged in science education and science communication about the salient features of a vulgarized account of the nature of science. Although some of the themes are already a feature of existing school science curricula, many others are not. The findings of this research, therefore, challenge (a) whether the picture of science represented in the school science curriculum is sufficiently comprehensive, and (b) whether there balance in the curriculum between teaching about the content of science and the nature of science is appropriate.

Osborne, Jonathan; Collins, Sue; Ratcliffe, Mary; Millar, Robin; Duschl, Rick

2003-09-01

348

An Approach to Curriculum Design for Computer Science  

Microsoft Academic Search

\\u000a An approach to curriculum design for Computer Science and similar disciplines as a formal model is introduced. Functions of\\u000a education process as knowledge delivery and assessment are considered. The structural formation of curriculum design using\\u000a definitive, characteristic and predictive functions is presented. Influences on the process of changes in a discipline are\\u000a described and functions of the core moving and

Igor Schagaev; Elisabeth Bacon; Nicholas Ioannides

2010-01-01

349

Undergraduate computer science education: a new curriculum philosophy & overview  

Microsoft Academic Search

To help realize these goals, we received a 3-year NSF curriculum development grant (CS-NSF-5239-92) starting July 1, 1992.This grant helps to support the development efforts for four of our core courses. We have completed our first course of the new curriculum (1CS: Introduction to Computer Science) and offered it beginning the Fall, 1992 semester. The second course of the core

John C. Knight; Jane C. Prey; William A. Wulf

1994-01-01

350

The Impact of an Engineering Design Curriculum on Science Reasoning in an Urban Setting  

NASA Astrophysics Data System (ADS)

This study examines the use of engineering design to facilitate science reasoning in high-needs, urban classrooms. The Design for Science unit utilizes scaffolds consistent with reform science instruction to assist students in constructing a design solution to satisfy a need from their everyday lives. This provides a meaningful context in which students could reason scientifically. Eighth grade students from two urban schools participated in the unit. Both schools contained large percentages of racial/ethnic minority and economically disadvantaged students. Students demonstrated statistically significant improvement on a paper-and-pencil, multiple-choice pre and post assessment. The results compare favorably with both a high-quality inquiry science unit and a traditional textbook curriculum. Implications for the use of design-based curricula as a viable alternative for teaching science reasoning in high-needs, urban settings are discussed.

Silk, Eli M.; Schunn, Christian D.; Strand Cary, Mari

2009-06-01

351

An interpretative study of elementary school teachers' conceptions of the nature of inquiry and of their roles while participating in an inquiry based science curriculum  

Microsoft Academic Search

The problem. Recent reform efforts in science education have culminated in National Science Education Standards (NSES), which include the theme of inquiry across all grade levels. Consideration must be given to teachers' conceptions of inquiry, and their perceived roles, as they implement the processes of inquiry in the science classroom. Because of the change in pedagogy required by the standards,

Ann Hancock Stucke

1999-01-01

352

Methods of Science Investigation Part 2: Results of Implementation of a Curriculum Fostering Original Scientific Research  

NASA Astrophysics Data System (ADS)

Originally designed to allow secondary students with special needs to participate in original scientific research, the Methods of Science Curriculum was piloted in 2008. Students participating included those with special needs, English language learners, and the general population. Students were incrementally graduated from traditional inquiry activities towards authentic student-generated research projects. Students were evaluated via class work grades, an in-school symposium and a pre/post test. 100 percent of participants successfully completed and presented their original research. The pre/post evaluation demonstrated improvement for 91 percent of participants. An unanticipated result was the performance and growth of English language learners, possibly because of the emphasis on the creative and active process of science rather than vocabulary. A teacher-training program is being developed for expansion of the curriculum to additional schools in 2009.

Danch, J. M.

2008-12-01

353

Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Science  

NASA Astrophysics Data System (ADS)

In this nested mixed methods study I investigate factors influencing preservice elementary teachers' adaptation of science curriculum materials to better support students' engagement in science as inquiry. Analyses focus on two `reflective teaching assignments' completed by 46 preservice elementary teachers in an undergraduate elementary science methods course in which they were asked to adapt existing science curriculum materials to plan and enact inquiry-based science lessons in elementary classrooms. Data analysis involved regression modeling of artifacts associated with these lessons, as well as in-depth, semester-long case studies of six of these preservice teachers. Results suggest that features of the existing science curriculum materials, including measures of how inquiry-based they were, have a relatively small influence on the preservice teachers' curricular adaptations, while teacher-specific variables account for a much greater percentage of the variance. Evidence from the case studies illustrates the critical impact of the preservice teachers' field placement contexts as an explanatory, teacher-specific factor in their curricular adaptations. These findings have important implications for science teacher educators and science curriculum developers, in terms of not only better understanding how preservice teachers engage with curriculum materials, but also how programmatic features of teacher education programs influence their ability to do so.

Forbes, Cory T.

2013-02-01

354

Secondary School Science and Technology in Mauritius  

NASA Astrophysics Data System (ADS)

In this paper, history of secondary school science in Mauritius is traced to identifyfactors, which may have influenced its link to technology of local significance. Theeconomy was based on agriculture. Sugar research was not only well developed, itwas crucial for sustaining the social status of the Franco Mauritian economic elite.Secondary school science on the other hand was unaffected by locally conductedscientific and technical research. It prepared students for examinations of Britishexamination boards and for further education in British universities. This resultedin narrowing of the curriculum to the detriment of important but `non-examinable'components of the syllabus. This `teaching to test' was further enhanced by limitededucational opportunities at each level. All attempts at introducing agriculture andpractical work in the curriculum were also futile because of the apathy descendantsof Indian and African immigrants had for agriculture.Today, there are many educational and vocational opportunities still the educationsystem founded on literary lines with examinations and subsequent selection atdifferent levels has become so deep rooted that any deflection from examinationrequirements is difficult.

Hunma, Vandana

355

Alternative medical school curriculum design: the independent study program.  

PubMed

The University of Wisconsin Medical School established an alternative Independent Study Program (ISP) in the basic medical sciences in 1972. This program enabled class size to be increased without increasing laboratory teaching space, provided better education for students with diverse educational backgrounds, permitted individual progress, and promoted independent study. When compared to the most receptive oriented regular curriculum students (RCR) and those most discovery oriented (RCD), the preferred learning style of self-selected ISP students was more discovery or self-directed. They retained that style after graduation, while RCD students frequently became less discovery oriented. The ISP group was older, had more females, and had more advanced degrees. Although they had lower undergraduate grade point averages, they did well on the Verbal, General Information, Problem-Solving, and Quantitative sections of the MCAT. They also did well scholastically in Medical School, scored well on the National Boards Medical Examination, had the same distribution of residencies, and obtained the same quality of residency placement for medicine, surgery, and pediatrics. They have been very supportive of the program and feel that it was valuable in developing their abilities for continued self education. PMID:1749346

Stone, H L; Meyer, T C; Schilling, R

1991-01-01

356

The Role of Elementary School Teachers in Curriculum Development and Implementation in Selected Government Elementary Schools of Addis Ababa. African Studies in Curriculum Development & Evaluation No. 11.  

ERIC Educational Resources Information Center

The role of Ethiopian elementary school teachers in curriculum development and implementation was studied in twelve government schools in Addis Ababa through a questionnaire. The responses of 110 teachers were given to questions concerning the involvement of teachers in curriculum development, their relationship with the curriculum development…

Ferede, Yigzaw

357

Curriculum Integration in Jewish Day Schools: The Search for Coherence  

Microsoft Academic Search

\\u000a Most non-Orthodox and many modern Orthodox Jewish day schools subscribe philosophically to a curricular methodology that attempts\\u000a to integrate Jewish and general studies. This chapter examines the theoretical basis for curriculum integration in Jewish\\u000a day schools and presents the different definitions for the term in these schools. The varied definitions of the term reveal\\u000a a central concern for the Jewish

Mitchel Malkus

358

Clinical laboratory sciences curriculum redevelopment: an application of change theories.  

PubMed

The Department of Clinical Laboratory Sciences at Rosalind Franklin University of Medicine and Science (RFUMS) experienced a steady decline in the number of applicants for the Clinical Laboratory Sciences (CLS) Program, even though the department regularly received inquiries from qualified students. The faculty recognized the undergraduate-degreed prospects' desires for both an advanced degree and the procurement of entry-level clinical laboratory knowledge and skills. To address this perceived need, the CLS department developed and implemented a new degree option, the entry-level master's. The new curriculum resulted from a transformational process incorporated into the normal developmental process of curriculum change. This article explores various change theories that were manifested during this transformation process, along with barriers to change and how to overcome them. In addition, the authors demonstrate the need for creation of this entry-level program and provide a curriculum outline. PMID:17557705

Mundt, Lillian; Vanik, Janet

2007-01-01

359

A model for high school computer science education: the four key elements that make it  

Microsoft Academic Search

This paper presents a model program for high school computer science education. It is based on an analysis of the structure of the Israeli high school computer science curriculum considered to be one of the leading curricula worldwide. The model consists of four key elements as well as interconnections between these elements. It is proposed that such a model be

Orit Hazzan; Judith Gal-ezer; Lenore Blum

2008-01-01

360

Hydromania II: Journey of the Oncorhynchus. Summer Science Camp Curriculum 1994.  

SciTech Connect

The Hydromania II curriculum was written for the third in a series of summer science camp experiences targeting students in grades 4--6 who generally have difficulty accessing supplementary academic programs. The summer science camp in Portland is a collaborative effort between Bonneville Power Administration (BPA), the US Department of Energy (DOE), and the Portland Parks and Recreation Community Schools Program along with various other cooperating businesses and organizations. The curriculum has also been incorporated into other summer programs and has been used by teachers to supplement classroom activities. Camps are designed to make available, affordable learning experiences that are fun and motivating to students for the study of science and math. Inner-city, under-represented minorities, rural, and low-income families are particularly encouraged to enroll their children in the program.

Moura, Joan; Swerin, Rod

1995-01-01

361

The Effect of School Culture on Science Education at an Ideologically Innovative Elementary Magnet School: An Ethnographic Case Study  

NASA Astrophysics Data System (ADS)

This ethnographic case study investigated the science practices of teachers at one public elementary magnet school in light of how school culture influenced science curriculum design and instruction. The purpose of the study was to address how school culture impacted the school's overall treatment of science as a viable content area. Key informant teachers were interviewed to explore their personal beliefs and values, teaching, access to materials, and views of the adopted integrated thematic curriculum model and magnet structure. The resulting data, triangulated with informal observation and artifact collection, were analyzed using a theoretical framework that emphasized five interdependent school culture indicators (values, beliefs, practices, materials, and problems). Findings suggest that the school's culture adversely influenced the treatment of science.

Meier, Lori T.

2012-11-01

362

Sunflower/Girasol: Spanish/English Elementary School Science Activity Curriculum. Evaluation of the Educational Efficacy of the Plant and Water Units.  

ERIC Educational Resources Information Center

|The Sunflower/Girasol program is a Spanish/English bilingual science discovery program for Hispanic children in grades 2-6, designed to improve science instruction and educational opportunity for this group. The report describes the program's proposed activities and products, progress to date, and results of an evaluation of the first two units…

Intercultural Center for Research in Education, Arlington, MA.

363

Life Science. Nevada Competency-Based Adult High School Diploma Project.  

ERIC Educational Resources Information Center

|This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on life science is divided into twelve topics. The topics included are Life Process, Cells, Levels of Organization, Organ Systems, Food and Oxygen-Photosynthesis, Cycles, Energy, Resources, Cell…

Nevada Univ., Las Vegas. Coll. of Education.

364

Earth and Physical Science. Nevada Competency-Based Adult High School Diploma Project.  

ERIC Educational Resources Information Center

This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on earth and physical science is divided into twelve topics. The topics included are Geology, Meteorology, Astronomy, Natural Disasters, Chemical Reaction, Laboratory, States of Matter, Force and…

Nevada Univ., Las Vegas. Coll. of Education.

365

A rural math, science, and technology elementary school tangled up in global networks of practice  

Microsoft Academic Search

This is an ethnographic study of a newly created math, science, and technology elementary magnet school in a rural community\\u000a fiercely committed to cultural preservation while facing unprecedented economic instability brought on by massive loss of\\u000a manufacturing jobs. Our goal was to understand global- and community-level contexts that influenced the school’s science curriculum,\\u000a the ways the school promoted itself to

Heidi B. Carlone; Sue Kimmel; Christina Tschida

2010-01-01

366

Constructing science teaching in the elementary school: The socialization of a science enthusiast student teacher  

NASA Astrophysics Data System (ADS)

We undertook this case study to examine the transition from university student to student teacher of an elementary science teaching enthusiast, Marie. The purpose of the study was to understand how Marie coped with constraints to her science teaching that she perceived within the school culture. We analyzed the data: (a) field notes taken during classroom observations, (b) transcripts of interviews with Marie, her cooperating teachers, students, and the principal, and (c) documents including lesson plans, handouts, tests, and methods course products, by using analytic induction to develop categories. We also generated assertions and tested their viability by triangulating the data sources. From the data we induced a number of patterns that Marie knowingly and unknowingly used to address perceived constraints such as supervisor expectations and inadequacy of equipment and curriculum. In coping with these constraints, Marie tried to saturate the curriculum with science, even finding additional time in the school week to conduct science lessons. At times she complied with perceived expectations, but typically she modified the constraining factor to produce a suitable result. Furthermore she served as a catalyst for science among her fellow teachers. Her strategies are somewhat unique for a beginner, but may be influenced by her position as science enthusiast and by the traditionally low status of science in the elementary school curriculum.

Abell, Sandra K.; Roth, Marie

367

A National Survey of Middle and High School Science Teachers' Responses to Standardized Testing: Is Science Being Devalued in Schools?  

NASA Astrophysics Data System (ADS)

This study explored American high school and middle school science teachers' attitudes toward the use of standardized testing for accountability purposes, their justification for the attitudes they hold and the impact of standardized testing on their instructional and assessment practices. A total of 161 science teachers participated in the study. Analyses were based on teachers' responses to a questionnaire including nine-item likert-scale questions and two-item open-ended questions. The analyses revealed that science teachers have mixed reactions to the administration of standardized tests and its use for accountability purposes. The findings also reveal that standardized testing has a significant influence on science teachers' instructional and assessment practices in ways that are counter to the learning goals promoted by science education reformists. Our discussion focuses on the implicit and explicit influences of the NCLB Act on science curriculum, teaching and assessment, and how the NCLB driven policies undermine the goals of science education reform.

Aydeniz, Mehmet; Southerland, Sherry A.

2012-04-01

368

Curriculum Differentiation and Comprehensive School Reform: Challenges in Providing Educational Opportunity  

Microsoft Academic Search

Given the efforts of comprehensive school reform to improve the quality of educational opportunities for students by providing a standards based curriculum, this analysis examines the issue of tracking and its implications regarding curriculum differentiation. Using data from middle schools involved with the comprehensive school reform model, America’s Choice, this mixed method analysis shows a complex manifestation of curriculum differentiation

Donna Marie Harris

2011-01-01

369

Enhancing Personal Agency and Competence in Eating and Moving: Formative Evaluation of a Middle School Curriculum--Choice, Control, and Change  

ERIC Educational Resources Information Center

The purpose of this formative evaluation was to examine the impact of an innovative inquiry-based science education curriculum for middle school students, called Choice, Control, and Change, that is designed to foster healthful eating and physical activity and a healthy weight through enhancing agency and competence. The 24-session curriculum

Contento, Isobel R.; Koch, Pamela A.; Lee, Heewon; Sauberli, Wendy; Calabrese-Barton, Angela

2007-01-01

370

Enhancing Personal Agency and Competence in Eating and Moving: Formative Evaluation of a Middle School Curriculum--Choice, Control, and Change  

ERIC Educational Resources Information Center

|The purpose of this formative evaluation was to examine the impact of an innovative inquiry-based science education curriculum for middle school students, called Choice, Control, and Change, that is designed to foster healthful eating and physical activity and a healthy weight through enhancing agency and competence. The 24-session curriculum

Contento, Isobel R.; Koch, Pamela A.; Lee, Heewon; Sauberli, Wendy; Calabrese-Barton, Angela

2007-01-01

371

Enhancing Personal Agency and Competence in Eating and Moving: Formative Evaluation of a Middle School Curriculum—Choice, Control, and Change  

Microsoft Academic Search

The purpose of this formative evaluation was to examine the impact of an innovative inquiry-based science education curriculum for middle school students, called Choice, Control, and Change, that is designed to foster healthful eating and physical activity and a healthy weight through enhancing agency and competence. The 24-session curriculum helps students develop understandings about the interactions between biology, personal behavior,

Isobel R. Contento; Pamela A. Koch; Heewon Lee; Wendy Sauberli; Angela Calabrese-Barton

2007-01-01

372

The influence of secondary science teachers' pedagogical content knowledge, educational beliefs and perceptions of the curriculum on implementation and science reform  

NASA Astrophysics Data System (ADS)

Science education reform is one of the focal points of restructuring the educational system in the United States. However, research indicates a slow change in progression towards science literacy among secondary students. One of the factors contributing to slow change is how teachers implement the curriculum in the classroom. Three constructs are believed to be influential in curriculum implementation: educational beliefs, pedagogical knowledge and perception of the curriculum. Earlier research suggests that there is a strong correlation between teachers' educational beliefs and instructional practices. These beliefs can be predictors of preferred strategies employed in the classroom. Secondly, teachers' pedagogical knowledge, that is the ability to apply theory and appropriate strategies associated with implementing and evaluating a curriculum, contributes to implementation. Thirdly, perception or how the curriculum itself is perceived also effects implementation. Each of these constructs has been examined independently, but never the interplay of the three. The purpose of this qualitative study was to examine the interplay of teachers' educational beliefs, pedagogical content knowledge and perceptions of a science curriculum with respect to how these influence curriculum implementation. This was accomplished by investigating the emerging themes that evolved from classroom observations, transcripts from interview and supplementary data. Five high school biology teachers in an urban school system were observed for ten months for correspondence of teaching strategies to the curriculum. Teachers were interviewed formally and informally about their perceptions of science teaching, learning and the curriculum. Supplementary material such as lesson plans, course syllabus and notes from classroom observations were collected and analyzed. Data were transcribed and analyzed for recurring themes using a thematic matrix. A theoretical model was developed from the emerging themes and sub-themes that attempts to explain how teachers begin with an intended curriculum but digress to the actual curriculum. The results of this study were consistent with previous research on teachers' beliefs and pedagogy but also revealed a new model to explain the interaction of the three constructs. Each instructor held individual beliefs about science, science teaching and pedagogy. However, there was some commonality with teachers' beliefs, pedagogy and perceptions that impacted the implementation of the curriculum. It is the interplay of teachers' educational beliefs, pedagogical content knowledge and perceptions of the curriculum that determines what is taught and instructional strategies used to teach a concept.

Bonner, Portia Selene

2001-07-01

373

The new primary school curriculum project: Malaysia, 1982  

NASA Astrophysics Data System (ADS)

The major goal of the Malaysian education system is that of promoting national unity among her constituent ethnic groups, namely, Malays and other indigenous groups, Chinese and Indians. This objective has been operationalised nationally in terms of a common school system, common curriculum content, common public examinations and the use of Bahasa Malaysia as the main medium of instruction. In recent investigations, the traditional subject-based, content-loaded primary school curriculum has been reviewed and found to be wanting, in that significant numbers of school leavers have been assessed as almost illiterate. This signalled the need for a skills-based primary school curriculum, which the Curriculum Development Centre launched in January 1982. Its innovatory aspects are manifest, amongst other features, in a reduced dependency on textbooks, more flexible teaching and learning strategies based on ability groupings, and enrichment and compensatory components as well as a more conscious awareness of the all-round development of the individual child. Observations to date indicate that while schooling seems to have become more pleasurable and activity-oriented, the programme may have been launched too hastily, resulting in teachers who have not quite grasped the essentials of the new approach as well as a scarcity in appropriate teaching materials.

Mukherjee, Hena; Singh, Jasbir Sarjit

1983-06-01

374

What makes science interesting? Investigating middle school students' interest in school science  

NASA Astrophysics Data System (ADS)

Given the reasonable assumption that interest motivates learning, an important goal of science education ought to be to foster students' interest in science. Recent research, however, has reported a trend of low or declining interest in science among young students, which suggests that school science has not been effective in meeting this goal. A review of relevant literature reveals that current knowledge on what makes science interesting to students is very limited. This dissertation research is thus aimed at contributing to our understanding of what makes science interesting, and for whom, with a focus on school science. Using instructional episodes as the unit of analysis, this study investigated the effect of curricular elements, learning environment factors, and individual student characteristics on student interest. Using a mixed method approach involving large-scale questionnaires (quantitative) and in-depth in situ studies (qualitative), middle school students' interest both in hypothetical learning situations and as it occurs in actual science classrooms was examined. The findings indicate that when judging the interestingness of an instructional episode, students focus on the form of activity rather than content topics and learning goals. In particular, activities that allow students to be actively engaged (either physically or intellectually) elicit relatively high interest, whereas activities that are passive in nature tend to be perceived as uninteresting. From the individual perspective, students' motivation orientations seem to explain much of the between-individual differences, with students who prefer challenging learning situations and who care about scientific issues demonstrating higher interest in science. The findings also suggest that the most effective factor that enhances interest is likely to be whether an instructional episode offers the potential for students to gain new knowledge, and surprisingly, such opportunities are reported to be rare in students' science classrooms. This dissertation concludes with a discussion of the implications of the findings for curriculum design, instructional practice, and future research.

Swarat, Su L.

375

Revamping Secondary School Science Education.  

ERIC Educational Resources Information Center

|Recent criticisms of science education in the United States led to a unique experience in the Conroe Independent School District in Texas. An evaluation committee of local professional and eminent scientists was established by the local superintendent to review and evaluate the adequacy of (1) the scope and sequence of science courses; (2)…

Griffin, Richard A.; And Others

376

Designing and evaluating short teaching interventions about the epistemology of science in high school classrooms  

Microsoft Academic Search

This paper reports the design and evaluation of small-scale teaching interventions addressing the epistemology of science as part of the regular high school science courses followed by English students. Although there is a growing consensus that the curriculum should include aspects of the nature of science, there is a limited body of knowledge about how this might be achieved in

John Leach; Andy Hind; Jim Ryder

2003-01-01

377

Designing and Evaluating Short Teaching Interventions about the Epistemology of Science in High School Classrooms  

ERIC Educational Resources Information Center

|This paper reports the design and evaluation of small-scale teaching interventions addressing the epistemology of science as part of the regular high school science courses followed by English students. Although there is a growing consensus that the curriculum should include aspects of the nature of science, there is a limited body of knowledge…

Leach, John; Hind, Andy; Ryder, Jim

2003-01-01

378

The adventures of Ann: A case study of a kindergarten teacher and her beliefs as she explored integrating science into her literacy curriculum  

Microsoft Academic Search

Science education is an often neglected portion of the curriculum in elementary school, particularly in the primary grades. While early childhood educators have many choices in their curricula, two constants remain, literacy and math education. Ideally, young children need science along with literacy and mathematics. This study investigated how one kindergarten teacher used science to enhance her literacy program and

Gregory Ralph Potter

2000-01-01

379

Chemical Science and Technology I. A Study Guide of the Science and Engineering Technician Curriculum.  

ERIC Educational Resources Information Center

This study guide is part of an interdisciplinary program of studies entitled the Science and Engineering Technician (SET) Curriculum. This curriculum integrates elements from the disciplines of chemistry, physics, mathematics, mechanical technology, and electronic technology with the objective of training technicians in the use of electronic…

Ballinger, Jack T.; Wolf, Lawrence J.

380

Science and Engineering Graphics I. A Study Guide of the Science and Engineering Technician Curriculum.  

ERIC Educational Resources Information Center

|This study guide is part of a program of studies entitled Science and Engineering Technician (SET) Curriculum. The SET Curriculum was developed for the purpose of training technicians in the use of electronic instruments and their applications. It integrates elements from the disciplines of chemistry, physics, mathematics, mechanical technology,…

Craig, Jerry; Stapleton, Jerry

381

Developing a New Curriculum for School-Age Learners. TESOL Language Curriculum Development Series  

ERIC Educational Resources Information Center

|These are exciting and challenging times for English language curriculum development for school-age learners. The global reach of English has spurred a rethinking of its role in education and, consequently, a rethinking of how to teach it. The accounts in this volume represent differences in educational systems, language teaching traditions,…

Graves, Kathleen, Ed.; Lopriore, Lucilla, Ed.

2009-01-01

382

Microsoft Excel Software Usage for Teaching Science and Engineering Curriculum  

ERIC Educational Resources Information Center

|In this article, our main objective is to present the use of Microsoft Software Excel 2007/2003 for teaching college and university level curriculum in science and engineering. In particular, we discuss two interesting and fascinating examples of interactive applications of Microsoft Excel targeted for undergraduate students in: 1) computational…

Singh, Gurmukh; Siddiqui, Khalid

2009-01-01

383

Curriculum Development in Teaching Science to Students with Disabilities.  

ERIC Educational Resources Information Center

|This brief paper describes a project, the Curriculum Development in Teaching Science to Students with Disabilities Project, which provides training to teachers and teacher educators. Participants receive information on teacher education, methods, materials/programs, organizations, media resources, evaluation/assessment alternatives, World Wide…

Stefanich, Greg P.

384

Health in the Family and Consumer Sciences Curriculum: Full Circle?  

ERIC Educational Resources Information Center

|Analysis of documents from 19 college home economics/family and consumer sciences programs demonstrated the evolution of health core curriculum from emphasis on sanitation, nutrition, and food preparation to hospital-related health care. Today's emphasis on health care costs and wellness has shifted emphasis to home health care and prevention.…

Richards, Virginia; Kettler, Mary C.; Brown, Elfrieda F.

1999-01-01

385

Integrating Computer Ethics into the Computer Science Curriculum  

Microsoft Academic Search

The societal and technical aspects of computing are interdependent. Technical issues are best understood (and most effectively taught) in their social context, and the societal aspects of computing are best understood in the context of the underlying technical detail. By including the study of computer ethics in the computer science curriculum, educators can increase students’ motivation and deepen their understanding.

Keith Miller

1988-01-01

386

Visions of Curriculum, Community, and Science  

ERIC Educational Resources Information Center

Although the natural sciences are dedicated to understanding the natural world, they are also dynamic and shaped by cultural values. The sciences and attendant technologies could be very responsive to a population that participates in and uses them responsibly. In this essay, Nancy Brickhouse and Julie Kittleson argue for re-visioning the sciences

Brickhouse, Nancy W.; Kittleson, Julie M.

2006-01-01

387

Graphics--Science. Haywood County's Vocational-Math-Science Curriculum Alignment Project.  

ERIC Educational Resources Information Center

This guide is intended to assist vocational educators teaching a course in graphics to relate the skills addressed in science courses to a particular vocational education course. The guide consists of a curriculum alignment chart that cross-references vocational performance indicators to science skills/competencies. The science competency…

Haywood County Consolidated Schools, Waynesville, NC.

388

A Curriculum Innovation Framework for Science, Technology and Mathematics Education  

ERIC Educational Resources Information Center

|There is growing concern about falling levels of student engagement with school science, as evidenced by studies of student attitudes, and decreasing participation at the post compulsory level. One major response to this, the Australian School Innovation in Science, Technology and Mathematics (ASISTM) initiative, involves partnerships between…

Tytler, Russell; Symington, David; Smith, Craig

2011-01-01

389

One teacher's experience interpreting and enacting a new science curriculum framework: An ethnographic case study  

NASA Astrophysics Data System (ADS)

What experiences does a teacher have when interpreting and enacting curriculum frameworks and national and state standards? What does a teacher think about as she moves between the text of the written curriculum framework, her own particular experiences, and the context of a classroom? What are the negotiations that a teacher makes as she adopts and adapts curriculum policy for her own classroom? The purpose of this ethnographic case study was to explore these questions in the context of an eighth-grade science class as the teacher interpreted and enacted a new inquiry-based, constructivist curriculum framework. This yearlong study employed qualitative methods of data collection including open-ended interviews, classroom observations, guiding conversations (Cole & Knowles, 2001) and cogenerative dialogues and reflections (Roth & Tobin, 2005) with the teacher, and analysis of classroom artifacts. Constant comparative analysis and narrative analysis were used to analyze data and produce a narrative truth that emphasized verisimilitude or truthlike observations in order to capture one teacher's classroom experiences and advance an empathic form of understanding so the reader could experience the teacher's world. Reflections upon the teacher's story at the conclusion of this study suggest the following educational policy changes and areas of further study: (1) the need for more professional learning experiences for both preservice and practicing teachers that help them construct an understanding of the theoretical frameworks that underlie the curriculum they are enacting, (2) the need for more research, particularly qualitative case studies, describing learning communities in schools and constructivist leaders who have successfully facilitated authentic professional development, (3) the need for curriculum developers to address the pressing issue of depth vs. breadth in curriculum reform, and (4) the need for more studies that show how teachers adapt and improvise within and between classes in order to help educators and policy-makers better understand the relationship between curriculum and classroom practice.

Burrows, Betsy Denton

390

Certification of School Social Workers and Curriculum Content of Programs Offering Training in School Social Work  

ERIC Educational Resources Information Center

This article examines the status of certification requirements for school social workers across the United States and the policy context in which certification is embedded. The article also details findings of a study on the curriculum available at various schools of social work offering training in school social work. The article makes a case for…

Mumm, Ann Marie; Bye, Lynn

2011-01-01

391

Certification of School Social Workers and Curriculum Content of Programs Offering Training in School Social Work  

ERIC Educational Resources Information Center

|This article examines the status of certification requirements for school social workers across the United States and the policy context in which certification is embedded. The article also details findings of a study on the curriculum available at various schools of social work offering training in school social work. The article makes a case…

Mumm, Ann Marie; Bye, Lynn

2011-01-01

392

Primary School Teachers' Views about the New Turkish Primary School Mathematics Curriculum  

ERIC Educational Resources Information Center

|The aim of this study is to determine the primary school teachers' views related to the new Turkish primary school mathematics curriculum which was put into practice in the 2005-2006 academic years. A questionnaire developed by the researchers, consists of open ended and closed items, was applied to 60 primary school teachers selected randomly…

Birgin, Osman; Tutak, Tayfun; Turkdogan, Ali

2009-01-01

393

Science for Fun? Try a High School Science Club!  

NSDL National Science Digital Library

Unravel the mysteries, intricacies, and delights of science by starting a high school science club in your school. Through a school science club, students develop teamwork, communication, and leadership skills. This article addresses the positive impact and benefits that science clubs have on students and teachers alike.

Twillman, Joan

2006-01-01

394

Teaching Major Economic Concepts in the High School Business Curriculum.  

ERIC Educational Resources Information Center

|Several important economic concepts appear in the business curriculum designed for secondary schools in New York State. This manual assists the teacher by providing brief and simple definitions of major economic concepts, noting the implications of those concepts for business, and suggesting strategies that can be used to teach the principles and…

Dawson, George G.

395

Advanced Botany (Sahuarita High School Career Curriculum Project].  

ERIC Educational Resources Information Center

This course entitled "Advanced Botany" is one of a series of instructional guides prepared by teachers for the Sahuarita High School (Arizona) Career Curriculum Project. It consists of three units of study, and eight behavioral objectives relating to these units are stated. The topics covered include plant cells and taxonomy, functions and…

Esser, Robert

396

Home Economics: Foods and Nutrition. Secondary Schools. Curriculum Guide.  

ERIC Educational Resources Information Center

|This home economics curriculum guide on foods and nutrition for secondary students is one of six developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective…

Trust Territory of the Pacific Islands Dept. of Education, Saipan.

397

Human Biology: a soft option in the Secondary School curriculum?  

Microsoft Academic Search

Human biology has been depicted as a less rigorous subject than biology in the Secondary school curriculum by various bodies including the Institute of Biology's Biological Education Committee. This alleged difference in the rigour of the two subjects is investigated in the present work by comparing their academic, scientific and mathematical demands. A selection of three GCE and three CSE

Michael Denny

1982-01-01

398

Integrated Arts Curriculum in Hong Kong Secondary Schools  

ERIC Educational Resources Information Center

|This longitudinal study (2001-09) of two Hong Kong secondary schools highlights six issues with an integrated arts curriculum: first, integration of knowledge and skills negatively precedes the integration of learners' construction of meaning; second, integration is perceived as challenging the profession's status; third, teachers are…

Wong, Marina Wai-yee

2012-01-01

399

Small Schools Curriculum: Physical Education, 7-12.  

ERIC Educational Resources Information Center

|Two self-contained sections within the document (one for grades 7-8, the other for grades 9-12) present the Washington Small Schools secondary physical education curriculum. Activities are written to supplement or extend a basic text by presenting a game, simulation or activity to carry out a learning objective. Identical introductory materials…

Hartl, David, Ed.; Hartl, Doris, Ed.

400

Anatomy External [Sahuarita High School Career Curriculum Project].  

ERIC Educational Resources Information Center

|This course entitled "Anatomy External" is concerned with the dissection of the fetal pig, and is one of a series of instructional guides prepared by the teachers for the Sahuarita High School (Arizona) Career Curriculum Project. It consists of five units of study, and 13 behavioral objectives relating to these units are stated. The topics…

Esser, Robert

401

Integrating Geriatric Content into a Medical School Curriculum  

Microsoft Academic Search

Most medical school curricula do not equip students with adequate attitudes, knowledge and skills to care for elderly populations. We describe an effective geriatric curricular infusion model compatible with preserving the overall curricula schema. Course and clerkship directors, staff and faculty from the Office of Educational Development, Center on Aging, curriculum committee and Associate\\/Assistant Deans of Education, and faculty from

Debra A. Newell; Mukaila Raji; Steven Lieberman; Robert E. Beach

2004-01-01

402

Toledo Public Schools: Operation Success; Teacher's Curriculum Guide.  

ERIC Educational Resources Information Center

The Toledo Public Schools developed this curriculum guide for the resident camp experience as a part of a new program especially designed for educating disadvantaged children. Emphasis at the camp is placed on young people learning to live as a community group where 8 to 10 students plus a counselor live in cabins for 5 days. The student group…

Toledo Public Schools, OH.

403

Small Schools Curriculum: Physical Education, 7-12.  

ERIC Educational Resources Information Center

Two self-contained sections within the document (one for grades 7-8, the other for grades 9-12) present the Washington Small Schools secondary physical education curriculum. Activities are written to supplement or extend a basic text by presenting a game, simulation or activity to carry out a learning objective. Identical introductory materials…

Hartl, David, Ed.; Hartl, Doris, Ed.

404

Advanced Biology [Sahuarita High School Career Curriculum Project.  

ERIC Educational Resources Information Center

|This course in advanced biology is entitled "Advanced Genetics" and is one of a series of instructional guides prepared by teachers for the Sahuarita High School (Arizona) Career Curriculum Project. It consists of seven units of study, and 15 behavioral objectives relating to these units are stated. The topics covered include a review of…

Christensen, Larry

405

An Introspective Approach to School-Based Curriculum Planning.  

ERIC Educational Resources Information Center

|An elementary school located in a predominantly black neighborhood on the south side of Chicago decided it was time to restructure the curriculum (scores lagged behind the national average and interest in reading and writing had waned). The principal, parents, and teachers were given extra encouragement to use the process of team building, shared…

Karr, Jo Ann

406

Inglemoor High School Curriculum Guide for Outdoor Recreation & Outdoor Education.  

ERIC Educational Resources Information Center

Descriptions of 12-week courses in hunting and fishing and in outdoor activities for male and female students at Inglemoor High School in Bothell, Washington, are presented in this curriculum guide for outdoor education and recreation. Offering both classroom and field experience, each of the two courses meets 55 minutes daily; recommended class…

Kline, Jim

407

Integration of Information Technology in the Singapore School Mathematics Curriculum  

Microsoft Academic Search

The paper traces the development of the integration of Information Technology (IT) into the mathematics curriculum in Singapore over the last ten years. It highlights the impact of the various Ministry of Education IT initiatives including the two Masterplan for IT in education on the teaching and learning of mathematics in Singapore schools. There is discussion of the emerging shift

Koh Thiam Seng; Koh Yuen Choo

408

Effects of Using Space to Teach Standard Elementary School Curriculum.  

National Technical Information Service (NTIS)

This brief report and recommendation for further research brings to a formal close this effort, the original purpose of which is described in detail in The effects of using space to teach standard elementary school curriculum, Volume 1, included here as t...

R. N. Ewell

1996-01-01

409

Curriculum Modifications for the Gifted in the Elementary School.  

ERIC Educational Resources Information Center

The manual was developed as part of the Gifted Curriculum Project, an effort to improve gifted education in Radford (Virginia) and Giles County (Virginia) schools. The manual contains modifications which elementary teachers can use as models in designing appropriate activities for gifted elementary students. The introduction explains the four…

Giles County Schools, Pearisburg, VA.

410

Teaching Emotional Intelligence In The Business School Curriculum  

Microsoft Academic Search

The ability to manage one's emotions and to manage one's interactions with others is tantamount to effective managerial leadership. Students in business schools will need to be prepared to integrate their emotional intelligence with their everyday behavior if they are to achieve success in whatever field of endeavor they have chosen. In this article I will outline a curriculum design

Frank Bellizzi

411

Introducing Multicultural/Multiethnic Music Education to the School Curriculum.  

ERIC Educational Resources Information Center

|The multicultural/multiethnic movement in education is easily advanced through the music curriculum, where music and musicians overlap national and political boundaries. For secondary school students, studying music may be a key to knowing their expressive selves and knowing more about the world. (four references)|

Campbell, Patricia Shehan

1992-01-01

412

Earthquake Education in Tajikistan: An assessment of perceptions, preparedness, and a pilot science-based curriculum  

NASA Astrophysics Data System (ADS)

This study examines a sample of Tajik eighth and ninth graders' perceptions of earthquakes and their hazards with the intent to identify the most effective approaches for conveying earthquake science, hazards, and mitigation techniques to children in Tajikistan. We provide the results of the development of a pilot earthquake education curriculum that was implemented with Tajik students in Dushanbe, Tajikistan in winter of 2008. Prior to implementation of the curriculum, 58% of students used disconnected concepts with scientific or technical terminology when describing earthquakes, none of which accurately explained an earthquake mechanism. A notable portion of students (14%), lacking a scientific explanation for earthquakes, described earthquakes in the context of ancient legends or acts of God. The remaining students gave no explanation for earthquakes. The concept of earthquake preparation was unfamiliar to all students, with most lacking basic knowledge of procedures to follow before, during, or after an earthquake, despite having previously conducted earthquake drills at their schools. The pilot curriculum integrates earthquake science, hazard awareness, and mitigation techniques at the middle school level. Following implementation, almost all students demonstrated a basic understanding of current earthquake science, hazards, and preparedness activities. This is particularly important in Tajikistan where a growing urban earthquake risk poses a significant threat to residents and the country's future economic stability.

Mohadjer, S.; Halvorson, S. J.

2008-12-01

413

The Effects of a Kit-Based Science Curriculum and Intensive Science Professional Development on Elementary Student Science Achievement  

ERIC Educational Resources Information Center

|The science achievement of 226 5th graders from districts that have a kit-based inquiry science curriculum supported by intensive professional development (PD) is compared with data from a group of 173 5th graders from other districts that use nonkit science materials and do not have systematic science PD for teachers. Within the kit-based…

Young, Betty J.; Lee, Sharon K.

2005-01-01

414

Models and Materials: Bridging Art and Science in the Secondary Curriculum  

NASA Astrophysics Data System (ADS)

Creating and sustaining student engagement in science is one challenge facing secondary teachers. The visual arts provide an alternative means of communicating scientific concepts to students who may not respond to traditional formats or identify themselves as interested in science. We have initiated a three-year teacher professional development program at U C Santa Barbara focused on bridging art and science in secondary curricula, to engage students underrepresented in science majors, including girls, English language learners and non-traditional learners. The three-year format provides the teams of teachers with the time and resources necessary to create innovative learning experiences for students that will enhance their understanding of both art and science content. Models and Materials brings together ten secondary art and science teachers from six Santa Barbara County schools. Of the five participating science teachers, three teach Earth Science and two teach Life Science. Art and science teachers from each school are teamed and challenged with the task of creating integrated curriculum projects that bring visual art concepts to the science classroom and science concepts to the art classroom. Models and Materials were selected as unifying themes; understanding the concept of models, their development and limitations, is a prominent goal in the California State Science and Art Standards. Similarly, the relationship between composition, structure and properties of materials is important to both art and science learning. The program began with a 2-week institute designed to highlight the natural links between art and science through presentations and activities by both artists and scientists, to inspire teachers to develop new ways to present models in their classrooms, and for the teacher teams to brainstorm ideas for curriculum projects. During the current school year, teachers will begin to integrate science and art and the themes of modeling and materials into their classrooms. Initial results indicate that the participating teachers developed a clearer understanding of the uses and limitations of models the classroom, better understanding of materials science, and strong initial ideas for integrated curricula.

Pak, D.; Cavazos, L.

2006-12-01

415

Integrating Seismology into the Physics Curriculum: An Opportunity to Introduce High-School Students to Scientific Research  

Microsoft Academic Search

High school physics provides a natural vehicle for introducing seismology and geophysics concepts into the secondary science curriculum. Fundamental principles of mechanics and wave motion can be studied through investigation of the real-world phenomena of earthquakes and the seismic waves they generate. In turn, the excitement of a major earthquake and news media coverage stimulates student interest and involvement, especially

J. Sayers

2002-01-01

416

Experienced Junior-High-School Teachers' PCK in Light of a Curriculum Change: "The Cell Is to Be Studied Longitudinally"  

ERIC Educational Resources Information Center

|In the new science and technology junior-high-school curriculum in Israel, it is recommended that the cell topic be taught "longitudinally in conjunction with other study contents". This recommendation confers a change in teaching the cell topic and provides an opportunity to form meaningful relationships between biological phenomena at the…

Cohen, Rachel; Yarden, Anat

2009-01-01

417

Using Science as the Hub of an Integrated Early Childhood Curriculum: The ScienceStart!ô Curriculum  

Microsoft Academic Search

This paper describes the ScienceStartô Curriculumóa science-based early childhood curriculum. The curric- ulumís major content goal is for chil- dren to develop a rich, interconnected knowledge base about the world about them. The curriculumís major process goal is to foster the types of intellec- tual development that characterize the preschool years, including childrenís receptive and expressive language skills, self-regulation of

Lucia French; Kathleen Conezio; Marylou Boynton

418

Art Curriculum that Works: Space, School and Beyond  

ERIC Educational Resources Information Center

|This article presents information on the development of an integrated curriculum that uses both art and science in the study of the solar system. The art aspect of this lesson is introduced with the use of multiple images of space and its visual offerings, which will focus the class on the lesson and gain their attention. Among other things, the…

Healy, John W.

2006-01-01

419

Science curriculum reform as a socioculturally anchored practice  

NASA Astrophysics Data System (ADS)

In this essay I elaborate on three ideas that emerged from reading the work of Sylvie Barma. These points are in response to curriculum reform and the use of activity theory: (a) curriculum reform as a public policy; (b) a reflection about the process followed by teacher implementation of that reform in a biology classroom; and (c) the sense of experience as an objective anchored in activity theory. This commentary deals with several entanglements of science teaching and learning where I am also able to address some of my own queries in the use of activity theory in research.

García G., Carlos M.

2011-09-01

420

The Sourcebook for Teaching Science: Games for the Science Curriculum  

NSDL National Science Digital Library

This site provides links to science games and accompanying support material. The games include Science Jeopardy, Science Taboo, Science Bingo, Science Pictionary, Science Baseball, What in the World, and Twenty-One Questions. Each game includes the required materials such as templates, instructions, and sample games. Other links lead to sources for Tangrams, computer games and simulations, and stopwatches and timers that can be downloaded. The science bowl link leads to other sites that test science knowledge. Pull-down menus at this site provide links to other chapters of the Sourcebook for Teaching Science and Internet Resources for Teaching Science.

Herr, Norman

421

Teacher perceptions of high school students underachievement in science  

NASA Astrophysics Data System (ADS)

Low high school graduation rates continue to be a challenge in American public education. The pressure to meet the demands of adequate yearly progress (AYP) under the No Child Left behind Act of 2001 has led to an achievement gap in student performance between science and other core subjects, namely English, math, and social studies, on the Georgia High School Graduation Test (GHSGT). GHSGT statistics have consistently reflected a lower science pass percentage compared with other core subjects on the test. The objective of this nonexperimental, quantitative study was to analyze teacher perceptions on reasons for student science underachievement on the GHSGT. A self-developed questionnaire based on Bloom's taxonomy model was administered to 115 high school core subject teachers of a single school district. Analyses of variance (ANOVA) and chi-square tests were used to test hypotheses. Results confirmed that teachers perceived that (a) students demonstrated a low rate of proficiency in science because science demands higher cognitive skills, (b) less emphasis was placed on science because it is a non-AYP indicator, and (c) making science an AYP indicator will optimize student science achievement. Based on results, recommendations were made to promote the integration of English, math, and social studies curriculum with science curriculum to enable students to transfer learned skills and information across subjects. The potential benefits of outcome of this study include (a) providing critical insight for policy makers and educational practitioners to understand the impact of science underachievement on graduation rates, and (b) raising student science achievement to improve graduation rates.

Gopalsingh, Bhagyalakshmi

422

Deliberation and School-Based Curriculum Development--A Hong Kong Case Study  

ERIC Educational Resources Information Center

Background: Deliberative mode of curriculum development has been hailed as one effective way of developing school-based curriculum. Its participatory, egalitarian and discursive characteristics have helped to generate the much-needed synergy and ownership feeling among the curriculum team members that lead to curriculum success. Nevertheless there…

Lam, Tak Shing John

2011-01-01

423

The New Curriculum Movement in Science  

NSDL National Science Digital Library

The new science courses differ in purpose from traditional courses and so do the tests. A student is first of all required to understand the facts, formulas, and principles he has learned. Therefore, knowing about science and having the ability t

Hurd, Paul D.

2000-01-01

424

Indigenous knowledge in the science curriculum: avoiding neo-colonialism  

NASA Astrophysics Data System (ADS)

Science education in Papua New Guinea has been influenced by neo-colonial practices that have significantly contributed to the silencing of the Papua New Guinea voice. This silencing has led to the production of science curriculum documents that are irrelevant to the students for whom they are written. To avoid being caught up in neo-colonial practices, Western science educators ought to consider the notion of cultural mediators. This position, I argue, infers an obligation to take responsibility for their actions and to consider postcolonial discourses as a way of understanding the relationships and dialogue between different ways of knowing.

Ryan, Ann

2008-09-01

425

Middle School Science Notes.  

ERIC Educational Resources Information Center

Presents (1) suggestions on teaching volume and density in the elementary school; (2) ideas for teaching about floating and sinking; (3) a simple computer program on color addition; and (4) an illustration of Newton's second law of motion. (JN)

School Science Review, 1984

1984-01-01

426

Safety in School Science.  

ERIC Educational Resources Information Center

|The use of pesticides in the schools is discussed. Some potential hazards include seeds dressed with fungicide/insecticide mixtures, fumigation of animal houses and greenhouses, and storage and disposal of pesticides. (SA)|

Education in Science, 1979

1979-01-01

427

The quest for balanced curriculum: The perceptions of secondary students and teachers who experienced an integrated art and science curriculum  

NASA Astrophysics Data System (ADS)

The purpose of this study was to describe how an integrated high school curriculum unit connecting the different subject areas of art and science could be used to give students a voice in the decisions about learning. Through the data generated I examined the obstacles of integrating curriculum in a traditionally subject-centered high school. Forty-one students, nineteen biology students in the ninth grade, and twenty-two art students ranging from the tenth grade through the twelfth grade, along with their two teachers and a student teacher, were the subjects of the research. An integrated curricular unit, "Genetic Robotics," was designed specifically for this research to enable students to integrate scientific and artistic processes such as communication skills, problem-solving, critical thinking, creativity and responsiveness to the aesthetic; thus empowering them for future learning. Semi-structured interviews, surveys, questionnaires, informal conversations, reaction journals, field observations, video tapes, and official documents from the school, provided the data for this research. Data were collected using a strategy of participant-observation. The constant comparative analysis method was employed to explore emerging themes. Oak Park students' adaptability to an integrated art and science unit was found to be limited because of their inability to conceptualize curricular structures that are different from the traditional ones to which they are accustomed. Students typically scored high on standardized proficiency tests and college entrance exams. Therefore, for them to experience an innovation that is not based on the memorize-and-recall mode of learning is to risk failure and many are unwilling to do so, especially the high achieving students.

Schramm, Susan Lynn

428

Middle School Science Notes  

ERIC Educational Resources Information Center

Outlined are 10 experiments, demonstrations, and helpful hints for elementary science classes utilizing common, inexpensive materials. Topics include mixing colored lights, detergents, weightlessness, solar energy, and hydrogen gas. (SL)

School Science Review, 1976

1976-01-01

429

Middle School Science Notes  

ERIC Educational Resources Information Center

|Outlined are 10 experiments, demonstrations, and helpful hints for elementary science classes utilizing common, inexpensive materials. Topics include mixing colored lights, detergents, weightlessness, solar energy, and hydrogen gas. (SL)|

School Science Review, 1976

1976-01-01

430

Focusing on Challenging Content and Practical Applications in Science, Technology, Engineering and Mathematics (STEM) Studies in Middle Grades Schools, High Schools and Technology Centers. High Schools That Work  

ERIC Educational Resources Information Center

|Schools that give students access to STEM (science, technology, engineering and mathematics) studies are accomplishing several objectives: introducing students to higher-level academic and career studies, expanding project-based learning in the curriculum, enticing students to remain in school until graduation, and preparing students for…

Southern Regional Education Board (SREB), 2012

2012-01-01

431

Medical school libraries and the "new" curriculum.  

PubMed

The growing recognition of the need for humanities taught in schools of medicine is affecting acquisitions policies of medical libraries. This paper presents results of a survey conducted in various medical school libraries to evaluate the availability of humanities literature in their collections. PMID:5496239

Uzelac, C

1970-10-01

432

Medical School Libraries and the "New" Curriculum  

PubMed Central

The growing recognition of the need for humanities taught in schools of medicine is affecting acquisitions policies of medical libraries. This paper presents results of a survey conducted in various medical school libraries to evaluate the availability of humanities literature in their collections.

Uzelac, Constance

1970-01-01

433

Integration of information literacy into a revised medical school curriculum.  

PubMed

The Keck School of Medicine of the University of Southern California's newly revised Year I-II curriculum integrates information literacy components based on the AAMC's medical informatics objectives throughout the two-year continuum. Students are required to participate in various components taught by librarians from the Norris Medical Library including (1) an information skills workshop, (2) a yearlong literature search project, and (3) an evidence-based medicine resources workshop. Critical appraisal of literature also is included in the curriculum to ensure that the students are familiar with the various research study designs. Librarians also provide resources to assist students in researching learning issues related to cases presented in the curriculum. To encourage the faculty mentors to serve as good models of information users, librarians offer brief training sessions on information resources to faculty. PMID:14527141

Brown, Janis F; Nelson, Janet L

2003-01-01

434

ICT in Science Education: A quasi-experimental study of achievement, attitudes toward science, and career aspirations of Korean middle school students  

Microsoft Academic Search

The Seventh School Curriculum Reform in Korea was introduced in 2000 to prepare school?aged Koreans for an information and knowledge?based society. The reform effort emphasises information and communication technology (ICT) in the K–12 curriculum and a learner?centred pedagogy. This study examines the contributions of ICT, specifically, computer?assisted instruction (CAI), in Korean science classrooms. A sample of 234 Korean middle school

Samia Khan; Stephen Petrina

2009-01-01

435

Elementary and Middle School Science Improvement Project.  

National Technical Information Service (NTIS)

The Alabama A and M University Elementary and Middle School Science Improvement Project (Project SIP) was instituted to improve the science knowledge of elementary and middle school teachers using the experimental or hands-on approach. Summer workshops we...

S. Y. Mcguire

1989-01-01

436

The Vocational-Technical Education Curriculum in Secondary Vocational-Technical Schools  

ERIC Educational Resources Information Center

|Examines problems relating to curriculum for vocational-technical secondary schools in the Soviet Union. Major problems center on developing a curriculum which is relevant to modern technology, student needs, and demands of a communist society. (Author/DB)|

Dumchenko, N. I.; Beliaeva, A. P.

1977-01-01

437

Implementing the Opening Minds Curriculum in a Secondary School in England: An Alternative to the One-Size-Fits-All National Curriculum?  

ERIC Educational Resources Information Center

|"The Importance of Teaching: The Schools White Paper 2010," which grants schools increased autonomy in curriculum development and implementation, heralded a new era of curriculum reform in England. This article critically examines how this process took place in a Catholic secondary school that decided to use the RSA Opening Minds (OM) curriculum

Stanley, Grant; Jones, Marion; Murphy, Jan

2012-01-01

438

Science: Curriculum Guide for Teaching Gifted Children Science in Grades One Through Three.  

ERIC Educational Resources Information Center

|The curriculum guide for teaching science to gifted primary grade children in California focuses on natural science, with an emphasis on ecology. Provided are a general overview of the unit, a set of behavioral objectives, a list of generalizations and concepts, a sample teaching-learning plan for the complete unit, and eight sample lesson plans.…

Morrison, Charlotte

439

Science: Curriculum Guide for Teaching Gifted Children Science in Grades One Through Three.  

ERIC Educational Resources Information Center

The curriculum guide for teaching science to gifted primary grade children in California focuses on natural science, with an emphasis on ecology. Provided are a general overview of the unit, a set of behavioral objectives, a list of generalizations and concepts, a sample teaching-learning plan for the complete unit, and eight sample lesson plans.…

Morrison, Charlotte

440

[Violence prevention in secondary schools: the Faustlos-curriculum for middle school].  

PubMed

Schools and kindergartens are particularly suitable for the implementation of violence prevention programs. Many German schools and kindergartens have securely established the violence prevention curriculum Faustlos. The Faustlos programs for kindergartens and elementary schools are now complemented with the version for middle schools. As the kindergarten- and elementary school versions the middle school program too focuses on the theoretically profound, age group-tailored promotion of empathy, impulse control and anger management. These dimensions are subdivided into the five themes "understanding the problem" "training for empathy"; "anger management", "problem solving" and "applying skills" and taught stepwise, highly structured and based on several video sequences in 31 lessons. US-American evaluation studies proof the effectiveness and the violence prevention potential of the program. With the curriculum for middle schools a comprehensive Faustlos program package is now made available to sustainably promote core violence prevention competences of children and adolescents on a developmentally appropriate level and with a consistent didactic approach. PMID:19961127

Schick, Andreas; Cierpka, Manfred

2009-01-01

441

Project FLAVOR: 1-Year Outcomes of a Multicultural, School-Based Smoking Prevention Curriculum for Adolescents  

PubMed Central

To evaluate a multicultural smoking prevention curriculum, 16 schools were randomized to receive the multicultural curriculum or a standard curriculum and program effects on 1-year smoking initiation among 1430 never smokers were assessed. Hispanic boys who received the multicultural curriculum were less likely to initiate smoking than were those who received the standard curriculum; effects were insignificant among other groups. The prevention effect among Hispanic boys is encouraging, but additional research is needed to improve prevention effects among other groups.

Unger, Jennifer B.; Chou, Chih-Ping; Palmer, Paula H; Ritt-Olson, Anamara; Gallaher, Peggy; Cen, Steven; Lichtman, Kara; Azen, Stanley; Johnson, C. Anderson

2004-01-01

442

Middle School Science Notes.  

ERIC Educational Resources Information Center

Presents a variety of laboratory procedures, discussions, and demonstrations including centripedal force apparatus, model ear drum, hot air balloons, air as a real substance, centering a ball, simple test tube rack, demonstration fire extinguisher, pin-hole camera, and guidelines for early primary science education (5-10 years) concepts and lesson…

School Science Review, 1981

1981-01-01

443

Middle School Science Notes  

ERIC Educational Resources Information Center

|Includes methods for using harmonographs in demonstrating motion of pendulums, constructing an electrostatic "bell," inverting mirror images, demonstrating the corrosion rate of steel, demonstrating expansion, studying rate of reaction between magnesium and hydrochloric acid, using matchboxes in science for containers, problem boxes, building…

School Science Review, 1977

1977-01-01

444

Biology Grade 10, Science Curriculum Materials.  

ERIC Educational Resources Information Center

|This teaching guide and syllabus outline is intended for use with pupils whose primary interests are in non-science fields, or who do not intend to enter college. The guide contains suggested activities, both laboratory and discussion, for a course containing the following sections: Introduction to Cells and Life; Animal Physiology; Plant…

Bloom, Samuel W.

445

Biological Sciences Curriculum Study Newsletter 49.  

ERIC Educational Resources Information Center

Presented is a discussion of the theory of evolution and the theory of creation as the bases for origin and development of life forms. Five articles entitled, Science, Biology, and Evolution; Evolution as the Central Theme of Biology; The BSCS Position on the Teaching of Biology; The Nineteenth Century Revisited; and John Moore, Scientist or…

Clark, George M., Ed.

446

Environmental Science Curriculum Guide, 1987. Bulletin 1792.  

ERIC Educational Resources Information Center

|This guide for environmental science is intended to make students aware of the problems they will be facing in their environment, and of alternative measures to solve these problems. The course is designed to use scientific principles to study the processes of the environment; examine changes within the environment from a broad perspective;…

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

447

Environmental Science Curriculum Guide, 1987. Bulletin 1792.  

ERIC Educational Resources Information Center

This guide for environmental science is intended to make students aware of the problems they will be facing in their environment, and of alternative measures to solve these problems. The course is designed to use scientific principles to study the processes of the environment; examine changes within the environment from a broad perspective;…

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

448

Safety in Science. Curriculum Support Series.  

ERIC Educational Resources Information Center

|Since the major causes of accidents are carelessness and a negative or apathetic attitude towards safety, this guide was developed to facilitate safe, stimulating science laboratory activities by providing both general and specific safety information presented in 12 sections. Subject areas considered in these sections include: 1)…

Lulashnyk, Lorne; Boonov, Janet

449

Africa: A Social Studies and Science Curriculum.  

ERIC Educational Resources Information Center

|This packet was designed to help teachers maximize a visit to a zoo's Africa exhibit. The packet provides two levels of activities, grades 3-5, and grades 6-8, for use before, during and after the visit. Activities are designed to enhance skills taught in science, social studies, language arts, reading, art, and math. A multi-grade background…

Holboke, Kathy; And Others

450

Africa: A Social Studies and Science Curriculum.  

ERIC Educational Resources Information Center

This packet was designed to help teachers maximize a visit to a zoo's Africa exhibit. The packet provides two levels of activities, grades 3-5, and grades 6-8, for use before, during and after the visit. Activities are designed to enhance skills taught in science, social studies, language arts, reading, art, and math. A multi-grade background…

Holboke, Kathy; And Others

451

Increasing School Success Among Aboriginal Students: Culturally Responsive Curriculum or Macrostructural Variables Affecting Schooling?  

Microsoft Academic Search

Aspects of Aboriginal cultural knowledge\\/perspectives were integrated into the Grade 9 social studies curriculum of a high school in a western Canadian city to appraise the impact on academic achievement, class attendance, and school retention among specific groups of Aboriginal students. The results suggest cautious optimism about increasing academic achievement among these students by integrating Aboriginal perspectives. Significantly, however, the

Yatta Kanu

2007-01-01

452

The Proof of the Pudding?: A Case Study of an "At-Risk" Design-Based Inquiry Science Curriculum  

NASA Astrophysics Data System (ADS)

When students collaboratively design and build artifacts that require relevant understanding and application of science, many aspects of scientific literacy are developed. Design-based inquiry (DBI) is one such pedagogy that can serve these desired goals of science education well. Focusing on a Projectile Science curriculum previously found to be implemented with satisfactory fidelity, we investigate the many hidden challenges when using DBI with Grade 8 students from one school in Singapore. A case study method was used to analyze video recordings of DBI lessons conducted over 10 weeks, project presentations, and interviews to ascertain the opportunities for developing scientific literacy among participants. One critical factor that hindered learning was task selection by teachers, which emphasized generic scientific process skills over more important cognitive and epistemic learning goals. Teachers and students were also jointly engaged in forms of inquiry that underscored artifact completion over deeper conceptual and epistemic understanding of science. Our research surfaced two other confounding factors that undermined the curriculum; unanticipated teacher effects and the underestimation of the complexity of DBI and of inquiry science in general. Thus, even though motivated or experienced teachers can implement an inquiry science curriculum with good fidelity and enjoy school-wide support, these by themselves will not guarantee deep learning of scientific literacy in DBI. Recommendations are made for navigating the hands- and minds-on aspects of learning science that is an asset as well as inherent danger during DBI teaching.

Chue, Shien; Lee, Yew-Jin

2013-06-01

453

Curriculum as natural history: A life-history case study of an alternative science learning program  

NASA Astrophysics Data System (ADS)

The aim of this study is to further our understanding of the nexus between individual development and conceptions of science curriculum with particular emphasis upon root metaphors. The initial conceptual springboard is based upon the rather consistent conflation of selectionist (Darwinian) and developmental cosmologies in most scientific thinking about complex systems. A partial goal of this study then being the development of a visual metaphor that offers a more coherent heuristic of what it means to be a knowing individual within a changing ecosocial reality. This is a paradigmatic examination and it is conjectured that the root assumptions underlying the bulk of curriculum theory are unrealistic, that the appearance of stability in curriculum and practice is largely a byproduct of misclassification or even category error, and that reconceptualizing curriculum as a description of an adaptive system rather than a system-by-design will assist in unpacking a number of problems including the so-called theory-practice gap. The basic procedure is a life-history case study of seven participants--three female high school students, three male high school students, and their teacher--tracked between three learning contexts: the classroom, an extracurricular science "institute," and a virtual astronomy class. The biography of the researcher is incorporated both as a matter of methodology and as a matter of interventionist stance. It is concluded that the 'science institute' embodied a number of innovative features, including more equality among all participants, that also allowed masking-off of countervailing forces perceived as antithetical to its own development. Its organization was not stable but constituted a strongly expansive instrument in the individuation of all participants, allowing the students to more clearly visualize the multiple natures of science and themselves as individuals and scientists. It also allowed the teacher involved to leverage change in his current circumstances and provided elements that made change at the school more likely. Many of these elements were not present by design but accentuated value, an element rarely included in concept-oriented curriculum approaches including those that purport to incorporate affect as an outcome measure. The possibilities for an alternative and more organic model of curricular change are discussed.

Windward, Rolfe

454

Mass Media Instruction in High School Social Science Classes: A Survey of Southern California Teachers.  

ERIC Educational Resources Information Center

|A study investigated high school social science teachers' opinions on including media studies in the curriculum. A 53-question survey instrument was constructed and sent to 302 southern California social science teachers, of whom 159 responded, for a return rate of about 53%. Results indicated that all of the teachers thought it was important to…

Wulfemeyer, K. Tim; And Others

455

“Understanding” Medical School Curriculum Content Using KnowledgeMap  

Microsoft Academic Search

ObjectiveTo describe the development and evaluation of computational tools to identify concepts within medical curricular documents, using information derived from the National Library of Medicine's Unified Medical Language System (UMLS). The long-term goal of the KnowledgeMap (KM) project is to provide faculty and students with an improved ability to develop, review, and integrate components of the medical school curriculum.DesignThe KM

Joshua C Denny; Jeffrey D Smithers; Randolph A Miller; Anderson Spickard

2003-01-01

456

Lessons learned from curriculum changes and setting curriculum objectives at the University of Pennsylvania's Earth and Environmental Science Department  

Microsoft Academic Search

Recent restructuring of the University of Pennsylvania's curriculum, including a revised multi-disciplinary Environmental Studies major and a proposed Environmental Science major has led to several changes, including a mandatory junior research seminar. Feedback from students indicates that a more structured curriculum has helped guide them through the multi-disciplinary Environmental Studies major. The addition of mandatory courses in Statistics, Geographical and

J. E. Dmochowski

2009-01-01

457

Integrating Astronomy into High School Science Courses  

Microsoft Academic Search

Although many states include astronomy standards at a high school level, teachers, schools, and school districts, often struggle to find a way to address these standards. The typical high school science sequence of Biology-Chemistry-Physics leaves little place for Astronomy, except perhaps as an elective class. Yet, if the revised New Jersey Science Standards are any indication, Astronomy could become an

Theresa R. Moody; W. van der Veen; E. Drobnes; A. Littleton

2010-01-01

458

Science Education at Riverside Middle School A Case Study  

NASA Astrophysics Data System (ADS)

For more than thirty years the gender gap in science and related careers has been a key concern of researchers, teachers, professional organizations, and policy makers. Despite indicators of progress for women and girls on some measures of achievement, course enrollment patterns, and employment, fewer women than men pursue college degrees and careers in science, technology, engineering, and mathematics. According to the results of national assessments, the gender gap in science achievement begins to be evident in the middle school years. Gender and school science achievement involve a complex set of factors associated with schools and child/family systems that may include school leadership, institutional practices, curriculum content, teacher training programs, teacher expectations, student interests, parental involvement, and cultural values. This ethnographic case study was designed to explore the context for science education reform and the participation of middle school girls. The study analyzed and compared teaching strategies and female student engagement in sixth, seventh, and eighth grade science classrooms. The setting was a middle school situated in a district that was well-known for its achievement in reading, math, and technology. Findings from the study indicated that while classroom instruction was predominantly organized around traditional school science, the girls were more disciplined and outperformed the boys. The size of the classrooms, time to prepare for hands-on activities, and obtaining resources were identified as barriers to teaching science in ways that aligned with recent national science reform initiatives. Parents who participated in the study were very supportive of their daughters' academic progress and career goals. A few of the parents suggested that the school's science program include more hands-on activities; instruction designed for the advanced learner; and information related to future careers. Overall the teachers and students perceived their science program to be gender fair. Eighth grade participants who had career goals related to science and engineering, indicated that their science instruction did not provide the rigor they needed to improve their critical skills for advanced placement in high school. Recommendations include the need for professional development on inquiry-based science, equitable student achievement, and diverse perspectives in science education.

Smiley, Bettie Ann Pickens

459

Values, Wellness and the Social Sciences Curriculum  

Microsoft Academic Search

\\u000a Recent initiatives in values education in Australia emphasise the importance of the process of valuing and general methodologies\\u000a that foster this in the classroom. Although a range of strategies are available, this chapter argues that inquiry-based approaches\\u000a in the Social Sciences play a significant role in linking valuing processes with decision-making skills. Collectively, these\\u000a approaches prompt the development of reasoning

Deborah Henderson

460

Occupationally Related Science. Draft Curriculum 1986-87.  

ERIC Educational Resources Information Center

|To prepare occupational students for employment, a basic understanding of scientific knowledge and the processes of science that have been applied in the development of tools, machines, instruments, and technological techniques or processes should be taught. When a second unit of science was included for all high school students in the New York…

New York State Education Dept., Albany. Div. of Occupational Education Programs.

461

Improving the Rural School Reading Curriculum.  

ERIC Educational Resources Information Center

|Students who live in rural areas will almost certainly leave those areas for occupations in larger city areas when they reach adulthood. Therefore, the child needs to receive the best education possible to prepare for an unknown future. This paper discusses some of the characteristics of rural schools, especially the plethora of children living…

Ediger, Marlow

462

Biotechnology in the Middle School Curriculum  

ERIC Educational Resources Information Center

Biotechnology is a fairly new concept for middle school students as well as teachers. If the latest craze of TV shows focused on crime scene investigation events were not so popular, the term and concept might be even obscure to the public. There is an increased presence of biotechnology in our daily surroundings that makes it practical and…

Campbell, De Ann

2007-01-01

463

Implementing Thinking in the School's Curriculum.  

ERIC Educational Resources Information Center

|The teaching of thinking has become the focus of a new interventionist paradigm in schooling. Four perspectives have been particularly influential in the development of the paradigm: (1) the cognitive view of intelligence, which asserts that intellectual ability can be changed; (2) the constructivist approach to learning, which maintains that…

Presseisen, Barbara Z.

464

Evolutionary Biology in the Medical School Curriculum.  

ERIC Educational Resources Information Center

|Presents a study in which a questionnaire was given to deans at North American medical schools to determine which aspects of evolutionary biology are included in the curricula and the factors that influence this. Suggests that most future physicians should learn evolutionary biology as undergraduates if they are to learn it at all. (Author/NB)|

Neese, Randolph M.; Schiffman, Joshua D.

2003-01-01

465

Biotechnology in the Middle School Curriculum  

ERIC Educational Resources Information Center

|Biotechnology is a fairly new concept for middle school students as well as teachers. If the latest craze of TV shows focused on crime scene investigation events were not so popular, the term and concept might be even obscure to the public. There is an increased presence of biotechnology in our daily surroundings that makes it practical and…

Campbell, De Ann

2007-01-01

466

Evolutionary Biology in the Medical School Curriculum  

Microsoft Academic Search

The principles of evolution are finding new applications in medicine, but little is known about the role of evolutionary biology in medical curric-ula. To determine which aspects of evolutionary biology are included in medical curricula and the factors that influence this, a questionnaire was sent to all deans at North American medical schools who are responsible for curricula. The questionnaire

RANDOLPH M. NESSE; JOSHUA D. SCHIFFMAN

2003-01-01

467

Integrating ethics into the business school curriculum  

Microsoft Academic Search

A project on teaching business ethics at The Wharton School concluded that ethics should be directly incorporated into key MBA courses and taught by the core business faculty. The project team, comprised of students, ethics faculty and functional business faculty, designed a model program for integrating ethics. The project was funded by the Exxon Education Foundation.

Thomas W. Dunfee; Diana C. Robertson

1988-01-01

468

School Culture: "The Hidden Curriculum." Issue Brief  

ERIC Educational Resources Information Center

|This is the sixth in a series of issue briefs to be written for The Center for Comprehensive School Reform and Improvement during 2006. The impact of organizational culture on student achievement is discussed in this issue brief. Gaining a deep understanding of what a strong, positive organizational culture looks like and how it works can help…

Jerald, Craig D.

2006-01-01

469

Middle School Law Awareness Curriculum Guide, 1980.  

ERIC Educational Resources Information Center

|Materials, activities, and lesson plans for educating middle school students about the law and the legal system are presented. Materials for the sixth grade are contained in six sections: (1) Prehistoric Man; (2) Ancient Civilizations; (3) Ancient Greece; (4) Ancient Rome; (5) Medieval Civilizations; and (6) the Renaissance. Grade 7 has three…

Seminole County Board of Public Instruction, Sanford, FL.

470

Parental Involvement in the Development of a Culture-Based School Curriculum  

ERIC Educational Resources Information Center

|This study focuses on parental involvement in Sami schools when developing a culturally sensitive school curriculum. The research recognizes a number of competing and complementary interests that play a role when constructing structures and policies in curriculum development. Two Sami schools in Sweden with 115 pupils, their parents and 27…

Johansson, Gunilla

2009-01-01

471

Developing an Action Plan for Integrating Sleep Topics into the Medical School Curriculum  

Microsoft Academic Search

Sleep disorders are prevalent although they go unrecognized by clinicians, partially because of limited exposure to sleep medicine topics during medical school. Sleep topics can be integrated during both the preclinical and clinical years of the medical school curriculum by developing an integration strategy and action plan. Components of the action plan include examining the current medical school curriculum and

Susan M. Harding; Eta S. Berner

2002-01-01

472

Report on the Model of Curriculum Diffusion for the BSCS Human Sciences Program.  

ERIC Educational Resources Information Center

|This paper reports on the progress through February 1975 of the Human Sciences Implementation Project of the Biological Sciences Curriculum Study (BSCS). The project's objectives are to disseminate information about the BSCS Human Science Program (HSP) curriculum and to train the staffs of regional centers in the philosophy, rationale, and…

Eckenrod, James S.

473

The Mobile School Health Information Initiative: Creating and Sustaining a Free Curriculum for P-12 Staff to Find Credible Health Information.  

PubMed

Three health sciences librarians created a curriculum to connect pre-school - grade 12 (P-12) personnel with credible health information. The course focuses on MedlinePlus® and KidsHealth.org®. They obtained external funding to deliver a revised curriculum for free throughout the metropolitan area. The funded portion of the project reached 93 people at 8 sites. Efforts to sustain the program beyond its funded cycle have reached another 33 people. Evaluations indicate the curriculum successfully equips staff to be health information champions within their schools. Participants report increased confidence locating credible health information. Written comments indicate both short-term gains and sustained use of the knowledge. PMID:23243394

Olmstadt, William; Hansen, Judy; Engeszer, Robert J

2012-11-15

474

Creating the Curriculum: Beginning the Year in a Middle School.  

ERIC Educational Resources Information Center

How the social organization of the classroom, including teacher and student roles, patterns of interaction, and norms extended or constrained students' learning opportunities was examined. A total of 6 English, science, and social studies classes in grades 6 and 7 were observed for the first month of the school year; activities in the school were…

Cornbleth, Catherine; And Others

475

Universities Reaching Outwards: Science Education Partnerships with Urban School Systems  

NASA Astrophysics Data System (ADS)

The goals of this talk are to: (1) describe how universities, physics departments, and individual faculty can partner with urban school systems to benefit K-16 students, teacher education programs, and university instructors, (2) summarize research on effective university-school system education partnerships, and (3) offer advice and share lessons learned so that university partners can avoid common pitfalls and maximize the potential for collaborative success. Possible areas of university-school collaboration include resident teachers, curricular review, early teaching experiences, demo sharing sessions, ongoing professional development, on- and off-campus science outreach, RET programs, science education resource centers, and others. University-school educational partnerships offer numerous benefits but can be challenging to implement and maintain. Research shows that most successful partnerships possess the following characteristics: mutual self-interest, participant commitment, mutual trust and respect, shared decision-making, information sharing, and ongoing evaluation. K-16 course and curriculum redesign is a specific issue that has its own unique set of contextual factors that impact the project's chance at success, including available materials, administrative support, formative assessments, pilot-testing and instructor feedback, and ongoing professional development. I have learned a number of lessons in own science education collaborations with the Baltimore City Public School System, which is an urban school system with 200 schools, 84,000 students, and 10,700 teachers and administrators. These lessons pertain to: communication, administrative power, and the structure of the school system; relevant contextual factors in the university and K-12 schools; and good old-fashioned common sense.footnotetextCommon sense is encouraged, but not required, to attend the invited talk. Specific advice on K-16 science education partnerships will be provided to help universities increase student and instructor satisfaction with their physics and teacher education programs, maintain a positive and mutually beneficial relationship with local schools, and improve science education at all levels of instruction.

Sandifer, Cody

2013-03-01

476

Curriculum Resources  

NSDL National Science Digital Library

Offering science curriculum resources, this Web site is from John Burroughs School in St. Louis, Missouri. Designed for middle and high school classes at John Burroughs School, the resources focus on anatomy, life cycles, and plant identification. Many of the photo tutorials are arranged in a sequential order that makes them useful for students reviewing for an exam. Several of the tutorials may also be appropriate for college level courses.

477

A Development Curriculum Plan To Achieve a Sequenced Curriculum between High School Courses in Automotive Mechanics and the Mattatuck Community College Automotive Technician Program. Final Report.  

ERIC Educational Resources Information Center

This document contains a developmental curriculum plan for an articulated curriculum in automotive mechanics for Connecticut's Mattatuck Community College and area high schools. The curriculum guide includes a course description, criteria for evaluation, attendance policy, objectives, a curriculum outline, a three-part automotive technician test,…

Mattatuck Community Coll., Waterbury, CT.

478

A Development Curriculum Plan To Achieve a Sequenced Curriculum between High School Courses in Automotive Mechanics and the Mattatuck Community College Automotive Technician Program. Final Report.  

ERIC Educational Resources Information Center

|This document contains a developmental curriculum plan for an articulated curriculum in automotive mechanics for Connecticut's Mattatuck Community College and area high schools. The curriculum guide includes a course description, criteria for evaluation, attendance policy, objectives, a curriculum outline, a three-part automotive technician test,…

Mattatuck Community Coll., Waterbury, CT.

479

A Developmental Curriculum Plan To Achieve a Sequenced Curriculum between High School Courses in Food Preparation and the Mattatuck Community College Hospitality/Food Services Program. Final Report.  

ERIC Educational Resources Information Center

This document contains a developmental curriculum plan for an articulated curriculum in hospitality/food service for Connecticut's Mattatuck Community College and area high schools. The curriculum guide includes a course description, criteria for evaluation, attendance policy, objectives, a curriculum area outline, 17 content area objectives, a…

Mattatuck Community Coll., Waterbury, CT.

480

Hands-on curriculum teaches biomedical engineering concepts to home-schooled students.  

PubMed

University level outreach has increased over the last decade to stimulate K-12 student interest in engineering related fields. Home schooling students are one of the groups that are valued for engineering admissions due to diligent study habits and high achievement scores. However, home schooled students have inadequate access to science, math, and engineering related resources, which precludes the development of interdisciplinary teaching methods. To address this problem, we have developed a hands-on, STEM based curriculum as a safe and comprehensive supplement to current home schooling curricula. The ultimate goal is to stimulate university-student relations and subsequently increase engineering recruitment opportunities. Our pre and post workshop survey comparisons demonstrate that integrating disciplines, via the manner presented in this study, provides a K-12 student-friendly engineering learning method. PMID:19964872

Sagstetter, Ann M; Nimunkar, Amit J; Tompkins, Willis J

2009-01-01

481

ScienceVision: An Inquiry-Based Videodisc Science Curriculum.  

ERIC Educational Resources Information Center

|As a result of declining scores, the National Science Foundation has funded numerous materials-development grants. Largest among these is the Interactive Media Science (IMS) Project at Florida State University (FSU) in Tallahassee. This project's mandate is to design, develop, and produce six level III interactive videodisc programs for middle…

Dawson, George

482

Preparing College Students to Teach an Environmental Problem Solving Curriculum to Middle School Students  

NASA Astrophysics Data System (ADS)

An NSF-funded project-based program was implemented by Clarkson University in 2000 to increase the interest and knowledge of middle school students in science, math and technology through the solution of an environmental problem that is relevant to their local school community. Clarkson students developed curricula for 7th and 8th grade science and technology classes and then worked with the middle school students throughout the year to reduce to transform solid waste into healthy soil for plant growth. The solution to this problem provided a vehicle to teach fundamental science and math content as well as the process of doing science and solving problems. Placing college science and engineering students in the classroom proved to be a great mechanism for engaging students in science topics and providing mentoring experiences that differ greatly from those that a practicing professional can provide. It is clear, however, that the students must be well prepared for this experience to maximize the benefits of university - school district partnership programs. The objective of this presentation will be to describe the training program that has been developed to prepare Clarkson students to work effectively in middle school classrooms. The Clarkson students are trained for their classroom experiences during the summer before they enter the classroom. They receive three credits for the training, curriculum development, and teaching efforts. It is expected that the students have the necessary background in science and technology to teach themselves the content and environmental relevance of the problem they will be teaching. Lectures and workshops focus on how to transform this knowledge into a project-based curriculum that meets the needs of the teachers, while also exciting the students. Lecture/workshops include: team work; components of an effective class and teacher; project planning and management; problem solving process; inquiry based learning, deductive/inductive learning; creating unit/lesson plan; defining learning objectives; incorporating mentoring into program; NYS standards and science exam; and, assessment techniques. Journals are used to encourage the fellows to reflect on their learning and own educational experiences. An evaluation of the program by both Clarkson students and their partner teachers indicated that this training was appropriate for the students to enter the classroom as professional scientists and engineers. Their classroom interaction skills improved throughout the year.

Powers, S. E.

2001-12-01

483

Biotechnology in the Middle School Curriculum  

NSDL National Science Digital Library

Biotechnology is a fairly new concept for middle school students as well as teachers. If the latest craze of TV shows focused on crime scene investigation events were not so popular, the term and concept might be even obscure to the public. There is an increased presence of biotechnology in our daily surroundings that makes it practical and necessary to introduce the basic concepts in our classrooms today. Help students to understand biotechnology using the DNA Extraction Lab and The Immunoassay Lab, available through The Biotechnology/Bioinformatics Discovery Project.

Campbell, De A.

2007-12-01

484

Review of: National Institutes of Health Curriculum Supplements: Human Genetic Variation and Cell Biology and Cancer, by Biological Sciences Curriculum Study and Videodiscovery; 1999; http://science.education.nih.gov/customers.nsf/highschool.htm  

PubMed Central

The National Institutes of Health publishes a series of science curriculum supplements for K–12 education that are available from their Web site free of charge (http://science.education.nih.gov/supplements). In this feature, we review two of the high school supplements, Human Genetic Variation and Cell Biology and Cancer. Overall, we find that they are both excellent resources that engage students in learning science content while emphasizing the impact of scientific breakthroughs on personal and public health. In this review, we highlight the many strong features of the curricula and point out instances in which teachers may wish to seek out supplemental, updated information.

2004-01-01

485

Materials and Fabrication Methods I. A Study Guide of the Science and Engineering Technician Curriculum.  

ERIC Educational Resources Information Center

|This study guide is part of a curriculum entitled Science and Engineering Technician (SET) Curriculum, a program of studies which integrates elements from the disciplines of chemistry, physics, mathematics, mechanical technology, and electronic technology. The purpose of this national curriculum development project was to provide a framework for…

Lindberg, Andrew; And Others

486

Curricula Development in Library Science: A Nation-Wide Core Curriculum?  

ERIC Educational Resources Information Center

|Aim of the project: Curriculum development is a time-consuming process and often interminable. Pursuing the idea of creating a nationwide core curriculum is one opportunity to develop a curriculum in library and information science (LIS). It can be supposed that a project like this can be the initial point stimulating and encouraging the widest…

Georgy, Ursula

2011-01-01

487

Revising and Updating the Plant Science Components of the Connecticut Vocational Agriculture Curriculum.  

ERIC Educational Resources Information Center

|This curriculum guide provides the plant science components of the vocational agriculture curriculum for Regional Vocational Agriculture Centers. The curriculum is divided into exploratory units for students in the 9th and 10th grades and specialized units for students in grades 11 and 12. The five exploratory units are: agricultural pest…

Connecticut Univ., Storrs. Dept. of Educational Leadership.

488

Revising and Updating the Plant Science Components of the Connecticut Vocational Agriculture Curriculum.  

ERIC Educational Resources Information Center

This curriculum guide provides the plant science components of the vocational agriculture curriculum for Regional Vocational Agriculture Centers. The curriculum is divided into exploratory units for students in the 9th and 10th grades and specialized units for students in grades 11 and 12. The five exploratory units are: agricultural pest control;…

Connecticut Univ., Storrs. Dept. of Educational Leadership.

489

Implementing curriculum evaluation: case study of a generic undergraduate degree in health sciences  

Microsoft Academic Search

This case study presents a longitudinal, evidence?based approach to health science curriculum reform and evaluation. Curriculum in higher education must meet the needs of diverse stakeholders and must respond to dynamic local, national and international contexts, and this creates challenges for evaluation. The long lead time prior to the introduction of new or revised university curriculum (at least two years),

Lynne Harris; Peter Driscoll; Melinda Lewis; Lynda Matthews; Cherry Russell; Steven Cumming

2010-01-01

490

Curriculum Reform and Professional Development in San Diego City Schools  

NASA Astrophysics Data System (ADS)

In the spring of 2001, the San Diego City Schools (SDCS) initiated a science reform program that involved several significant changes. The first was to resequence the science courses to have students take physics first (in ninth grade), followed by chemistry, then biology. Second was a change in the students' high school graduation requirement to specifically name physics, chemistry, and biology as being required. Physics is now required for all freshmen in 18 SDCS high schools. These new regulations align with the University of California's recommendation of three years of laboratory science for freshman admission. To accommodate the dramatic increase in physics enrollment that resulted from these changes, SDCS needed to augment its existing physics faculty. The only option was to ask approximately 40 ``out-of-discipline'' (credentialed in science but not in physics) teachers from the district to teach ninth-grade physics.

Taylor, Joseph A.; Powell, Janet Carlson; van Dusen, David R.; Schindler, Bonnie J.; Pearson, Bill; Lavine, Dan; Bess, Kim

2005-02-01

491

Scientists in the classroom: Curriculum reform and the Cold War, 1949--1963  

Microsoft Academic Search

This dissertation focuses on the origins of the National Science Foundation-supported curriculum reform movement of the 1950s and 1960s. Using the Physical Science Study Committee (PSSC) and the Biological Sciences Curriculum Study (BSCS) as exemplars of the curriculum projects that proliferated during this era, this work provides a historical analysis of the shift in school curriculum from the life adjustment,

John Laurence Rudolph

1999-01-01

492

A curriculum framework for implementing information technology in school education to foster information literacy  

Microsoft Academic Search

A literature review of the development of the information technology (IT) curriculum in recent decades in Hong Kong reveals that the aim of the curriculum has shifted from Computer Studies to the development of information literacy (IL). Based on a survey of all schools in Hong Kong and in response to the demand for IL in society, a curriculum framework

Siu Cheung Kong

2008-01-01

493

Dilemmas in Formulating the Israeli High School Sociology Curriculum: Analysis of the 1988-1998 Curricula  

ERIC Educational Resources Information Center

|The Israeli high school sociology curriculum underwent changes during the 1980s and 1990s, the main one of which was the replacing of the 1988 academic-oriented curriculum with the "new" (1998) pedagogical-didactic curriculum. An analysis of the two reveals issues regarding the content of the two curricula. The article covers nine issues framed…

Naveh, Nissan

2008-01-01

494

Understanding the role of the assistant superintendent for curriculum in leading school improvement  

Microsoft Academic Search

The job of assistant superintendent for curriculum is among the least understood positions in public school districts, and little attention has been given to this central office curriculum leader i