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1

A Vocationalized School Science Curriculum?  

NASA Astrophysics Data System (ADS)

This article is concerned with the meaning and legitimacy of the view that the secondary science curriculum can be given a vocational emphasis, and with a current attempt to create such a curriculum. Although this perspective on the science curriculum has a long history, in recent decades it has received little attention. This article examines recent research into the vocational and work-related aspects of secondary school science, and the historical and policy background. Its empirical focus is a late secondary course with the title “Applied Science”, which was introduced into schools in England and Wales in 2002. It draws on the preliminary findings of a research study focusing on the origins and implementation of this course. Overall, the article provides an overview of the major issues and research agenda associated with the notion of a vocational or applied school science curriculum, focusing ultimately on the key issues of educational purpose, pedagogy, and status.

Bell, Jacqueline; Donnelly, Jim

2006-10-01

2

SCHOOL OF TEACHING & CURRICULUM LEADERSHIP Master of Science  

E-print Network

ADMISSION PACKET SCHOOL OF TEACHING & CURRICULUM LEADERSHIP Master of Science Teaching, Learning and Leadership Option: Elementary, Middle, Secondary, and K-12 Education Emphasis: Initial Certification of Teaching and Curriculum Leadership (STCL) APPLICATION PROCEDURES 1. Application to the OSU Graduate College

Veiga, Pedro Manuel Barbosa

3

Implementing and Supporting Earth Science Curriculum Reform in Secondary Schools  

Microsoft Academic Search

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

M. J. Smith

2003-01-01

4

SCHOOL OF TEACHING & CURRICULUM LEADERSHIP Master of Science  

E-print Network

ADMISSION PACKET SCHOOL OF TEACHING & CURRICULUM LEADERSHIP Master of Science Teaching, Learning and Leadership Option: Elementary, Middle, Secondary, and K-12 Education Admissions Packet Contents 74078 (405) 744-9483 coe.grad.studies@okstate.edu #12;School of Teaching and Curriculum Leadership (STCL

Veiga, Pedro Manuel Barbosa

5

General Science [Sahuarita High School Career Curriculum Project.  

ERIC Educational Resources Information Center

This unit entitled "General Science" is one of a series of instructional guides prepared by teachers for the Sahuarita High School (Arizona) Career Curriculum Project. The package is subtitled "Physical Science in General Science" and consists of sections dealing with mechanics, electricity and light. A list of 41 behavioral objectives is stated…

Christensen, Larry; Lane, Robert

6

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

7

The Impact of a Secondary I STSE Science Curriculum on Students, Science Teachers, and their Schools  

Microsoft Academic Search

The presented study is based on a STSE curriculum (science, techniques, society, and environment), and has involved 23 so-called cooperation schools with 47 science teachers and 956 students of age 16. The aim of the study was to find out what role environmental issues partook in the science curriculum of the participating schools, in the classroom, and in the everyday

A. Zeyer

8

Curriculum Vitae Xin Li School of Electrical Engineering & Computer Science  

E-print Network

Curriculum Vitae ­ Xin Li School of Electrical Engineering & Computer Science and Center: (225) 578-5200 Email: xinli@lsu.edu Web: http://www.ece.lsu.edu/xinli/ 1. Education Ph.D. Computer Graphics, Vol. 18, No. 5, pp. 703 ­ 716, 2012. 8. X. Li, W. Yu + , X. Lin+ , S. S. Iyengar, "On Optimizing

Li, Xin "Shane"

9

Incorporating Inventive Thinking in the Middle School Life Science Curriculum  

Microsoft Academic Search

This thesis consists of a series of inventive thinking activities designed to be integrated into a year-long middle school life science curriculum. The term inventive thinking is used to describe the process needed to address an ambiguous or open-ended problem, whereby students are required to identify and seek out the needed givens and goals, plus the appropriate rules and operations

Deborah Allen

1994-01-01

10

Investigating the Transition Process when Moving from a Spiral Curriculum Alignment into a Field-Focus Science Curriculum Alignment in Middle School  

ERIC Educational Resources Information Center

This investigation examined the transition from a spiral science curriculum to a field-focus science curriculum in middle school. A spiral science curriculum focuses on a small part of each field of science during each middle school year, more of a general science concept. In contrast to that, the base of a field-focus curriculum is that each…

Alwardt, Randi Kay

2011-01-01

11

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.

12

Science and Technology Teachers' Views of Primary School Science and Technology Curriculum  

ERIC Educational Resources Information Center

This phenomenographic study attempts to explicit science and technology teachers' views of primary school science and technology curriculum. Participants of the study were selected through opportunistic sampling and consisted of 30 science and technology teachers teaching in primary schools in Afyonkarahisar, Turkey. Data were collected through an…

Yildiz-Duban, Nil

2013-01-01

13

Environmental Science for All? Considering Environmental Science for Inclusion in the High School Core Curriculum  

ERIC Educational Resources Information Center

With the dramatic growth of environmental science as an elective in high schools over the last decade, educators have the opportunity to realistically consider the possibility of incorporating environmental science into the core high school curriculum. Environmental science has several characteristics that make it a candidate for the core…

Edelson, Daniel C.

2007-01-01

14

Complementary Social Sciences Courses in the Alberta High School Curriculum: A Conceptual Review  

ERIC Educational Resources Information Center

In keeping with Alberta Education's goals and responsibilities to develop and evaluate curriculum and to set standards and assess outcomes, the Ministry is reviewing the status and purpose of social sciences courses as part of the high school curriculum. The present social sciences curriculum was revised in 1985. As part of the social sciences

Staszenski, Donna; Smits, Hans

2008-01-01

15

Political Science and Business School Curriculum.  

ERIC Educational Resources Information Center

In the business community an understanding of the workings of government is essential. Most undergraduate business curricula do not include political science courses even though the subject can make major contributions to the student's education. Three areas of the business core would be particularly enriched by political science: organization…

Matasar, Ann B.

16

Moral Values and Science Teaching: A Malaysian School Curriculum Initiative  

NASA Astrophysics Data System (ADS)

Implicit in teaching science has been the teaching of a set of values. However, its presence has remained unacknowledged because of assumptions made that its products are value-free and that work of science involves positive values. Malaysian schools have introduced a set of noble values to be taught as a subject called moral education while at the same time expecting all subjects, including the sciences to actively inculcate these noble values in their lessons. A search for values related to science included studies from science education curriculums, studies by scientists and philosophers of science, feminist and Indian critics of science. These values could be categorized into four categories representing epistemological values, supporting values, societal and moral values and power-oriented values. While some categories compliment each other, others are in contention. This paper argues for the inclusion of societal and moral values in the science classrooms. A compassionate scientist should be a reality. The task for Malaysian science educators is to find a way to raise awareness of these values.

Tan, Sok Khim

17

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.

18

The New Jersey Core Curriculum Content Science Standards influence on the scope and sequence of the high school science curriculum  

NASA Astrophysics Data System (ADS)

This study describes changes to the secondary science curriculum for college preparatory students as a consequence of the implementation of the New Jersey Core Content Curriculum Standards (NJCCCS) in Science. The study compares curriculum changes by the district's socio-economic status (DFG) and participation in the New Jersey Statewide Systemic Initiative (NJSSI), a systemic science reform effort of the National Science Foundation. A 26-question survey was mailed to 285 secondary school districts in New Jersey. A total of 132 districts returned the survey, resulting in a response rate of 48%. The study finds that some curriculum changes have taken place since the inception of the NJCCS Science standards; although few were found to be statistically significant certain trends did appear. One trend suggested by the data is that more curricular change took place in Grade 9 than in any other grade. Another trend indicates that the Biology/Chemistry sequence remains intact, with many districts now offering Biology in Grade 9 and Chemistry in Grade 10; this is particularly common in upper-income districts. While the state mandates a third year of science for graduation, Physics is not a requirement. Forty-four districts reported no changes to their curriculum. The most frequently reported change was a change in text. The second most frequent change reported was creating a new Grade 9 course; moving Biology to Grade 9 was the third most commonly reported change. Chemistry and physics were added to courses in Grades 9 and 10. Participation in NJSSI did not appear to be significant. Overall, upper-income districts reported making the greatest change, while middle-income districts reported the greatest change in Grade 9. Very few districts reported changes in the scope of Chemistry and Physics. The changes reported by the school districts reflect the conservative nature of high school education and the perseverance of the "layer-cake" curriculum indigenous to American high school science.

Wright, Tena R.

19

Professional Learning Communities (PLCs) as a Means for School-Based Science Curriculum Change  

NASA Astrophysics Data System (ADS)

The challenge of school-based science curriculum change and educational reform is often presented to science teachers and departments who are not necessarily prepared for the complexity of considerations that change movements require. The development of a Professional Learning Community (PLC) focused on a science department's curriculum change efforts, may provide the necessary tools to foster sustainable school-based curriculum science changes. This research presents a case study of an evolving science department PLC consisting of 10 middle school science teachers from the same middle school and their efforts of school-based science curriculum change. A transformative mixed model case study with qualitative data and deepened by quantitative analysis, was chosen to guide the investigation. Collected data worked to document the essential developmental steps, the occurrence and frequency of the five essential dimensions of successful PLCs, and the influences the science department PLC had on the middle school science department's progression through school-based science curriculum change, and the barriers, struggles and inhibiting actions of the science department PLC. Findings indicated that a science department PLC was unique in that it allowed for a focal science departmental lens of science curriculum change to be applied to the structure and function of the PLC and therefore the process, proceedings, and results were directly aligned to and driven by the science department. The science PLC, while logically difficult to set-up and maintain, became a professional science forum where the middle school science teachers were exposed to new science teaching and learning knowledge, explored new science standards, discussed effects on student science learning, designed and critically analyzed science curriculum change application. Conclusions resulted in the science department PLC as an identified tool providing the ability for science departmental actions to lead to outcomes of science curriculum change improvements with the consideration but not the dictation of the larger school community and state agendas. Thus, the study's results work to fuse previously separated research on general PLCs and curriculum change efforts into a cohesive understanding of the unexplored potential of a science PLC and school-based science curriculum change.

Browne, Christi L.

20

Science education goals and curriculum designs in American and Chinese High Schools  

NASA Astrophysics Data System (ADS)

This paper reports findings from a comparative study of science education goals and curriculum designs in American and Chinese high schools, based on data gathered from a survey of Chinese educationists who came to the USA as visiting scholars between 1991 and 1994. The ideal goals of science education are similar in the USA and China, but the real emphases are quite different in the two nations' schools. In curriculum design, American science education has wider scope but much less depth than its Chinese counterpart. These differences are also reflected in text-books and classroom activities. Implications for change in science education are discussed for both American and Chinese high schools.

Su, Zhixin; Goldstein, Suzanne; Su, Jilin

1995-09-01

21

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

22

Towards a More Authentic Science Curriculum: The Contribution of Out-of-School Learning  

ERIC Educational Resources Information Center

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…

Braund, Martin; Reiss, Michael

2006-01-01

23

An exploratory curriculum analysis of thirteen virtual schools, online homeschools and online curriculum providers' science curriculum from kindergarten through twelfth grade  

NASA Astrophysics Data System (ADS)

The purpose of this study is to describe and examine various Internet-based science curricula in terms of their educational value and comprehensiveness. Thirteen online homeschool providers' science curricula were analyzed through an examination of the content and organization of instruction and through a comparison with the seven National Science Education Standards (NSES) in order to assess the pedagogical and developmental appropriateness of online science curriculum, to find the ideological perspectives exhibited by each curriculum, and to identify implications for the future of homeschooling regarding children who use an online science curriculum as the basis of their science education. The results reveal that only a few online schools incorporate all seven NSES in their science curriculum; most online schools' content and instruction have a traditional/behavioral perspective; and the Systematizer theoretical perspective was prevalent in online schools' science curricula. This study investigates the issue of whether online homeschooling can accurately be termed homeschooling. A discussion of education and schooling according to Holt (1976), Illich (1972), and Moore and Moore (1975) explore this issue. The findings from this discussion suggest that the online homeschool movement may be an undiscovered form of "schooling" and that parents, educators, researchers, curriculum developers, and specialists should be aware of the implications online homeschooling has on homeschooling's philosophy of education.

Jones, Dussy L.

24

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; pretest;…

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

25

The IQWST Experience: Using Coherence as a Design Principle for a Middle School Science Curriculum  

ERIC Educational Resources Information Center

Coherent curricula are needed to help students develop deep understanding of important ideas in science. Too often students experience curriculum that is piecemeal and lacks coordination and consistency across time, topics, and disciplines. Investigating and Questioning our World through Science and Technology (IQWST) is a middle school science

Shwartz, Yael; Weizman, Ayelet; Fortus, David; Krajcik, Joe; Reiser, Brian

2008-01-01

26

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

27

Sources of Differential Participation Rates in School Science: The Impact of Curriculum Reform  

ERIC Educational Resources Information Center

School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage students to study more science, this reform was followed by the introduction in 2008 of an…

Homer, Matt; Ryder, Jim; Donnelly, Jim

2013-01-01

28

Developing a Regionally-Based "Next Generation" High School Climate Science Curriculum  

NASA Astrophysics Data System (ADS)

Colorado Plateau Carbon Connections is a regionally relevant, culturally responsive, technology-rich high school climate science curriculum for the Colorado Plateau/Four Corners region. Funded by an NSF Climate Change Education Partnership grant, the 10-lesson curriculum supplement is the result of collaboration between Northern Arizona University climate scientists, social scientists and educators and the NASA-funded Biological Sciences Curriculum Study Carbon Connections project. The curriculum includes disciplinary core ideas in Earth Science from A Framework for K-12 Science Education. It integrates cross-cutting relationships and science and engineering practices. Students are introduced to regional and global effects of climate change, and build their understanding of climate science using simulations and climate models. The models are based on authentic data and allow students to explore the roles of carbon dioxide, volcanic forcing, El Niño effects, solar variability, and anthropogenic inputs to the climate system. Students also negate climate misconceptions using climate science, and analyze personal connections to the climate system. They examine their own carbon footprints and propose regionally based solutions for mitigating the effects of climate change. The curriculum was field tested in Spring 2012 with 384 students and ten teachers in seven schools. The evaluation shows strong student engagement and increased knowledge of climate science and solutions. This curriculum also serves as a model for integrating regional issues into climate science education.

Bell, M.; Clark, J.; Getty, S. R.; Marks, J.; Hungate, B. A.; Kaufman, D. S.; Coles, R.; Haden, C.; Cooley, N.

2012-12-01

29

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

30

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

ERIC Educational Resources Information Center

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…

Lee, Yew-Jin; Chue, Shien

2013-01-01

31

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

32

Small Schools Science Curriculum, K-3: Reading, Language Arts, Mathematics, Science, Social Studies. Scope, Objectives, Activities, Resources, Monitoring Procedures.  

ERIC Educational Resources Information Center

Learning objectives and suggested activities, monitoring procedures and resources for the Washington K-3 Small Schools Science Curriculum are based on the rationale that "young children need the opportunity to observe, classify, predict, test ideas again and again in a variety of contexts, ask questions, explain, discuss ideas, fail, and succeed.…

Hartl, David, Ed.; And Others

33

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

34

Science and Our Food Supply: Free Supplementary Curriculum for Middle and High School Classrooms  

NSDL National Science Digital Library

This website from the US Food and Drug Administration (FDA) Center for Food Safety and Applied Nutrition and the National Science Teachers Association (NSTA) offers a number of food safety education resources for teachers. The site provides information about ordering _Science and Our Food Supply_, an "interactive supplementary curriculum for use in middle level and high school science classes." The website also contains an extensive collection of annotated links to online resources dealing with food safety. Other site offerings include interviews with professionals in different food science careers, an A to Z Comprehensive List of Terms, a Refrigerator & Freezer Storage Chart, and safety tips for preparing different types of food. A link is also provided to information about the FDA/NSTA Professional Development Program in Food Science for middle and high school teachers.

2005-12-29

35

Challenging traditional assumptions of high school science through the physics and Everyday Thinking Curriculum(TM)  

NASA Astrophysics Data System (ADS)

Science education in the U.S. has failed for over a century to bring the experience of scientific induction to classrooms, from elementary science to undergraduate courses. The achievement of American students on international comparisons of science proficiency is unacceptable, and the disparities between groups underrepresented in STEM and others are large and resistant to reform efforts. This study investigated the enactment of a physics curriculum designed upon the inductive method in a high school serving mostly students from groups underrepresented in science. The Physics and Everyday Thinking curriculum was designed to model the central practices of science and to provide opportunities for students to both extract general principles of physics and to develop scientific models from laboratory evidence. The findings of this study suggest that scientific induction is not only a process that is well within the capacity of high school students, but they enjoy it as well. Students that engaged in the central practices of science through the inductive method reported a new sense of agency and control in their learning. These findings suggest that modeling the pedagogy of the science classroom upon the epistemology of science can result in a mode of learning that can lead to positive identification with physics and the development of scientific literacy.

Ross, Michael J.

36

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

37

Validity and Worth in the Science Curriculum: Learning School Science Outside the Laboratory  

ERIC Educational Resources Information Center

It is widely acknowledged that there are problems with school science in many developed countries of the world. Such problems manifest themselves in a progressive decline in pupil enthusiasm for school science across the secondary age range and by the fact that fewer students are choosing to study the physical sciences at higher levels and as…

Braund, Martin; Reiss, Michael

2006-01-01

38

Curriculum Package: Junior High - Middle School Science Lessons. [A Visit to the Louisville, Kentucky Airports: Standiford and Bowman Fields.  

ERIC Educational Resources Information Center

This science curriculum was written for teachers of children in junior high or middle school. It contains science activities for the following lessons: (1) Anemometers and Wind Speed; (2) Up! Up! and Away; (3) Jet Lag--Time Zones; (4) Inventors; (5) Model Rocketry; (6) Geometry and Kites; and (7) Super Savers. In lesson one, students construct an…

Squires, Frances H.

39

"Keeping it Real -High School Science Curriculum"- Hurricane Katrina and BP Oil Spill inspire creative curriculum by Dave Jungblut, Oakcrest High School Science Teacher, Mays Landing, NJ  

NASA Astrophysics Data System (ADS)

After Hurricane Katrina devastated Gulf Coast homes in 2005, Oakcrest High School science teacher and geologist, Dave Jungblut, traveled from Gulfport to Ocean Springs, Mississippi and conducted research to determine whether property damage was caused by wind or water. Jungblut wrote several studies, " Katrina Straight- Line Wind Field Study", "Applying Research to Practical Use for Hurricane Katrina Homeowners", and "Hurricane Katrina Wind Study" proving wind damage. Jungblut's research, done pro bono, helped thousands of homeowner's in the Mississippi area be reimbursed by insurance companies for wind damage caused by Hurricane Katrina http://www.hurricanekatrinastudy.com/ Jungblut incorporated his extensive data, in a high school curriculum that is now part of the science program he teaches each year. In January 2010, Jungblut presented "Hurricane Forensics" curriculum at the Rutgers Center for Mathematics, Science and Computer January 2009 Workshop http://www.dimacs.rutgers.edu/wst/. Through labs and creative hands-on activities, Jungblut challenged his students to analyze the photographic evidence, and data he collected, for themselves. Jungblut taught his students how to use geologic and forensic inquiry techniques to discover the difference between straight-line winds from microburst activity. The students applied the concept of the Geological Principle of Relative Dating, to determine the sequence of events that happened during Hurricane Katrina. They built model structures, which were subjected to wind and water forces to better understand the effects of these phenomena, Finally, the students evaluated local and worldwide environmental issues, such as land use risks and benefits, in the face of global warming, In the spring of 2010 when the BP Oil Spill occurred, Jungblut realized, another opportunity to bring real world issues into the classroom. After exploring scientific concepts relating to this environmental crisis, Jungblut challenged his students to devise creative solutions to stop the leak. This project was profiled on June 4th, 2010 on the CBS National News with Katie Couric, "Kids Solution to the BP Oil Spill" http://www.cbsnews.com/video/watch/?id=6549408n&tag=contentMain;contentBody Jungblut continues seeking creative ways to inspire real solutions to real world problems in his classroom as the Japan's earthquake, tsunami and nuclear disaster became a group learning activities for his students.

Jungblut, D.

2011-12-01

40

An evaluative study of the impact of the "Curriculum Alignment Toolbox" on middle school science achievement  

NASA Astrophysics Data System (ADS)

The number of computer-assisted education programs on the market is overwhelming science teachers all over the Michigan. Though the need is great, many teachers are reluctant to procure computer-assisted science education programs because they are unsure of the effectiveness of such programs. The Curriculum Alignment Toolbox (CAT) is a computer-based program, aligned to the Michigan Curriculum Framework's Benchmarks for Science Education and designed to supplement science instruction in Michigan middle schools. The purpose of this study was to evaluate the effectiveness of CAT in raising the standardized test scores of Michigan students. This study involved 419 students from one urban, one suburban and one rural middle school. Data on these students was collected from 4 sources: (1) the 8th grade Michigan Education Assessment Program (MEAP) test, (2) a 9 question, 5-point Likert-type scale student survey, (3) 4 open-response student survey questions and (4) classroom observations. Results of this study showed that the experimental group of 226 students who utilized the CAT program in addition to traditional instruction did significantly better on the Science MEAP test than the control group of 193 students who received only traditional instruction. The study also showed that the urban students from a "high needs" school seemed to benefit most from the program. Additionally, though both genders and all identified ethnic groups benefited from the program, males benefited more than females and whites, blacks and Asian/Pacific Islander students benefited more than Hispanic and multi-racial students. The CAT program's success helping raise the middle school MEAP scores may well be due to some of its components. CAT provided students with game-like experiences all based on the benchmarks required for science education and upon which the MEAP test is based. The program also provided visual and auditory stimulation as well as numerous references which students indicated they enjoyed. Additionally, as best-practice, the questioning in all the gaming within CAT did not allow a student to continue until he/she had given the correct answer, thus reinforcing the correct response.

Jones, Carol L.

41

Project CUES: A New Middle-School Earth System Science Curriculum Being Developed by the American Geological Institute  

Microsoft Academic Search

Project CUES is a middle-school earth systems science curriculum project under development by the American Geological Institute (AGI) and funded by the National Science Foundation (ESI-0095938). CUES features a student-centered, inquiry pedagogy and approaches earth science from a systems perspective. CUES will use the expanded learning cycle approach of Trowbridge and Bybee (1996), known as the 5E model (engage-explore-explain-elaborate-evaluate). Unlike

M. C. Smith; N. Lederman; J. B. Southard; E. A. Rogers; C. N. Callahan

2002-01-01

42

Elementary Science Curriculum, Grade 4.  

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 5.  

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.

45

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, the…

Utica City School District, NY.

46

National Curriculum: Compulsory School Science--Is It Improving Scientific Literacy?  

ERIC Educational Resources Information Center

British students who had compulsory science in the National Curriculum from ages 11-16 (n=115) had significantly higher scores on a science test than those for whom secondary science had been optional (n=30). Almost all had very low scores on questions related to the circulatory system and sound and light, regardless of their science background.…

Murphy, Colette; Beggs, Jim; Hickey, Ivor; O'Meara, Jim; Sweeney, John

2001-01-01

47

Work in progress - The design and implementation of a pre-college computer science curriculum for underrepresented high school students  

Microsoft Academic Search

In an effort to increase opportunities for under represented students to pursue 4-year Computer Science, Networking and Telecommunications degrees, the University of Pittsburgh initiated the Technology Leadership Institute (TLI). TLI is a six-week summer pre- college program for under represented high school students. Experience from the first year illustrates the need to create a culturally relevant curriculum that maps Computer

Tonya R. Groover; Joseph F. Kabara

2007-01-01

48

The Development and Evaluation of Physical Science Curriculum Materials Designed to Improve the Attitudes of the Secondary School Slow Learner.  

ERIC Educational Resources Information Center

The purpose of this study was to develop and evaluate physical science curriculum materials suitable for secondary school age slow learners. A unit on measuring heat and temperature was developed, using guidelines based on a study of the characteristics of students of below-average intelligence (I.Q. between 75 to 90) and reading ability at or…

Milson, James Lee

49

K-6 Science Curriculum Guide. Bulletin 1613.  

ERIC Educational Resources Information Center

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, encompasses those standards that must be included in the elementary school (kindergarten to grade 6) science program. It consists of: (1) a rationale for an effective elementary school science program; (2) a list and…

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

50

The organization of an integrated basic medical science curriculum at a new medical school, Nottingham.  

PubMed

The detailed organization of an integrated medical sciences curriculum from its initial planning to the final stage of "automatic" administration are described. Although some reduction in departmental autonomy results, this is outweighed by the advantages of a timetable and curriculum prepared, planned and carried out in a cooperative manner. Flexibility and scope for controlled change and experiment are retained. PMID:979713

Olson, I A

1976-09-01

51

The "Nature of Science" in the School Curriculum: The Great Survivor  

ERIC Educational Resources Information Center

This paper explores the ways in which the "nature of science" (NoS) has been interpreted, accommodated and justified within school curricula since science was first schooled in the mid-nineteenth century. It explores how different interpretations of "the NoS" have been invoked by those seeking to reform school science education…

Jenkins, Edgar W.

2013-01-01

52

Children's School January 2013 Director's Corner: Curriculum  

E-print Network

of guidance ­ including child-guided play, inquiry, and creative expression, as well as teacher-guided lessons, science, social studies, and arts that will be more formally taught in elementary school and beyond. WeChildren's School January 2013 Director's Corner: Curriculum NAEYC's standard for Curriculum

53

Astronomical Approach to Physical Science Curriculum  

NASA Astrophysics Data System (ADS)

The Astronomical Approach to Physical Science Curriculum (AAPS Curriculum) is an innovative curriculum that incorporates an astronomy theme into an inquiry-based physical science curriculum for pre-service, elementary school teachers. Many physical science courses are a non-cohesive collection of topics required for the state teaching license. Through the use of astronomy and space science examples, the AAPS Curriculum will have a coherent theme that ties the wide variety of physical science topics together and provides many real world applications for the topics covered in the course. This new curriculum will incorporate the applications of knowledge to complete the learning cycle-exploration, concept introduction, application. Astronomy and space science applications will be emphasized throughout the curriculum. The theme of astronomy was chosen to prepare elementary school teachers for teaching astronomy and space science in their classroom, as this is a topic in which many school children are consistently interested. Since astronomy is a topic that can be used as a springboard to teach many other areas of study, we want teachers who are knowledgeable in topics of astronomy so they are capable of preparing creative lessons throughout their entire curriculum that are exciting to their students. The AAPS Curriculum will train college students to become teachers who are comfortable with physical science and astronomy topics and who are excited to teach these topics in their classroom. Funding for this work is provided by the IDEAS grant program of the Space Telescope Science Institute.

Manning, H. L. K.; Churukian, A. D.

2004-11-01

54

Fire Science Curriculum Guide.  

ERIC Educational Resources Information Center

This curriculum guide, developed in cooperation with the State Advisory Committee on Fireman Training for Post-High School Preparatory Programs, summarizes the need for formal training programs in fire protection and offers guidelines for their establishment. It is also a practical handbook for the planning of fire protection curriculums and…

Oregon State Board of Education, Salem.

55

Science Curriculum Topic Study  

NSDL National Science Digital Library

Need help making the connection between science standards, teacher practice, and improved student achievement? Science Curriculum Topic Study is your missing link. The book offers a systematic professional development strategy that brings together science standards and research with curriculum, instruction, and assessment. Writing in the book's foreword, Harold Pratt, former NSTA President, calls Science Curriculum Topic Study "by far the best thing I have seen on how to effectively use the standards." The CTS process will help you: � Improve your understanding of science content � Clarify a hierarchy of content and skills in a learning goal from state or local standards � Define formative and summative assessment goals and strategies � Learn to recognize and address learning difficulties � Design or use instructional materials effectively � Increase opportunities for students of all backgrounds to achieve science literacy Science Curriculum Topic Study is rich with features that make it both easy to use and illuminating. It contains 147 separate curriculum topic study guides arranged in 11 categories representing the major domains of science. You get worksheets to help you apply the CTS process to curriculum, instruction, and assessment, plus a quick-reference guide to the major standards and research documents. In addition, teacher vignettes show how to use the CTS process to enrich your own teaching immediately.

Keeley, Page

2005-01-01

56

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.

Bower, Rachael E.; Charbonneau, David D.

57

SCHOOL OF MEDICINE CURRICULUM GUIDE  

E-print Network

SCHOOL OF MEDICINE YEAR IV CURRICULUM GUIDE WAYNE STATE UNIVERSITY SCHOOL OF MEDICINE 2010 of this Curriculum Guide that can be found on the School of Medicine website. #12;2 Table of Contents INTRODUCTION Clinical Curriculum ...................... 4 Clinical Competencies and the School of Medicine Educational

Cinabro, David

58

Science Curriculum in Practice: Student Teachers' Use of Hands-On Activities in High-Stakes Testing Schools  

Microsoft Academic Search

This article describes the influence of recently adopted high-stakes testing on the curriculum and instruction of 12 secondary science student teachers (or interns). The study, which used a postpositivist, qualitative method with researcher as participant as the university supervisor, focused on interns' abilities to implement hands-on, reform-minded practices in the context of their school placements. Findings indicate that high-stakes testing

Charles J. Eick

2002-01-01

59

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

60

Responding to a Relevance Imperative in School Science and Mathematics: Humanising the Curriculum through Story  

ERIC Educational Resources Information Center

There has been a recent push to reframe curriculum and pedagogy in ways that make school more meaningful and relevant to students' lives and perceived needs. This "relevance imperative" is evident in contemporary rhetoric surrounding quality education, and particularly in relation to the junior secondary years where student disengagement with…

Darby-Hobbs, Linda

2013-01-01

61

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

62

The Impact of High School Science Teachers' Beliefs, Curricular Enactments and Experience on Student Learning during an Inquiry-Based Urban Ecology Curriculum  

ERIC Educational Resources Information Center

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…

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

2013-01-01

63

Science teachers' beliefs about curriculum design  

NASA Astrophysics Data System (ADS)

Teacher beliefs about curriculum design affect the quality of science education in schools, but science researchers know little about the interrelation of beliefs about alternative curriculum designs. This article describes a quantitative study of secondary science teachers' beliefs about curriculum design. A 33-item Science Curriculum Orientation Inventory (SCOI) was developed to measure five distinct orientations to curriculum: academic, cognitive processes, societycentred, humanistic, and technological. Data were collected from 810 integrated science, chemistry, physics, and biology teachers in Hong Kong. A confirmatory factor analysis of teacher responses to the SCOI indicated that science teachers' beliefs about curriculum design had a hierarchical structure; the five distinct curriculum orientations were positively correlated, forming a second-order curriculum, meta-orientation. Physics teachers were less society-oriented than biology, integrated science and chemistry teachers, and integrated science teachers were more humanistic than physics teachers. Although science teachers' beliefs about any of the five alternative curriculum designs did not vary with their teaching experience, the difference between beliefs about the cognitive processes orientation and the humanistic orientation increased when teachers had gained more teaching experience. Implications of these findings are discussed.

Cheung, Derek; Ng, Pun-Hon

2000-12-01

64

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

NASA Astrophysics Data System (ADS)

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 replicating active scientific research, the inclusion of a science partner was key to the success of this model. To ensure that the classroom teachers were themselves comfortable as researchers, monthly staff development workshops were conducted as a component of the Earth School model. The use of entomology as a unifying theme for educational scientific investigation lets the student explore virtually every other system in the biosphere. Because of the unparalleled survivability and adaptability of insects, we can find examples from all biomes, all time references and all disciplines. Over the course of long-term continuous exploration, learners become familiar with relationships and patterns evident in natural situations. These same patterns of birth, growth and decay are much more vividly demonstrated in the field than in textbooks. Similarly, concrete examples of feeding relationships between organisms are plentiful in nearly any outdoor situation. The following model incorporates current research from multiple scientific disciplines but focuses on the many and varied research activities offered by the entomological community. Teachers and students in a primarily urban setting made extensive use of the materials developed through the course of this model's development. Their feedback as the materials were integrated into an established curriculum allowed for the fine-tuning of activity development. A conversion template has evolved that gives teachers, curriculum directors, parents and other educators a simple mechanism for adapting the work of leading researchers into activities suitable for all age levels and all learning abilities. As public schools rally to change the course of science education, they are met with a seemingly never-ending supply of materials promoted as hands-on learning. To the extent that the manipulation of tangible objects and materials supports identified outcome objectives, these materials fulfill their promise. Although there is merit in offering these types of kinesthetic experiences to reinforce theories and principles of science, this approach does not address the same goal as activities that promote 'doing science' through investigation and discovery using a process that includes observation, inquiry, design and collaboration. The active recruiting of and collaboration with science partners from universities offers public school teachers and their students an alternative for curriculum enrichment as the nation strives to reach literacy goals in the sciences.

Marshall, Bethany Johnston

65

Science Guide for Secondary Schools.  

ERIC Educational Resources Information Center

This six-chapter guide is designed to help Georgia teachers adopt or adapt various options into the local school's science curriculum. Major areas addressed in the chapters are: (1) secondary school curriculum development (focusing on performance objectives, sequencing the curriculum, evaluation, and scientific literacy); (2) teaching methods…

Georgia State Dept. of Education, Atlanta. Office of Instructional Services.

66

Curriculum Policy of the Graduate School of Science The educational and research objective of the Graduate School of Science,  

E-print Network

, and an interdisciplinary point of view Advanced Science and Technology I-1 Advanced Science and Technology I-2 Advanced Science and Technology I-3 Advanced Science and Technology I-4 Advanced Science and Technology I-5 Advanced Science and Technology I-1 Advanced Science and Technology I-2 Advanced Science and Technology I-3

Banbara, Mutsunori

67

Dartmouth Medical School Curriculum Redesign  

E-print Network

Dartmouth Medical School Curriculum Redesign Timothy Lahey, MD MMSc Associate Professor of Medicine draft of curriculum framework 3. Discussion #12;Connec&ng(hearts(&(minds;Connec&ng(hearts(&(minds((((((((((((((to(transform(people's(lives( INCREASING URGENCY !Our learners

Myers, Lawrence C.

68

Small Schools Reading Curriculum, K-3: Reading, Language Arts, Mathematics, Science, Social Studies. Scope, Objectives, Activities, Resources, Monitoring Procedures.  

ERIC Educational Resources Information Center

Designed to assist teachers in small schools with the improvement of curriculum and instruction and to help smaller districts which do not have curriculum personnel to comply with Washington's Student Learning Objectives (SLO) Law, this guide contains reading curriculum materials for grades K-3. The objectives listed are correlated to the Goals…

Hartl, David, Ed.; And Others

69

SCHOOL OF MEDICINE CURRICULUM GUIDE  

E-print Network

SCHOOL OF MEDICINE YEAR 2 CURRICULUM GUIDE WAYNE STATE UNIVERSITY SCHOOL OF MEDICINE 20112012 PLEASE READ THE INTRODUCTORY PAGES VERY CAREFULLY University, School of Medicine Medical Student Competencies and Institutional Learning Objectives

Cinabro, David

70

SCHOOL OF MEDICINE CURRICULUM GUIDE  

E-print Network

SCHOOL OF MEDICINE YEAR 2 CURRICULUM GUIDE WAYNE STATE UNIVERSITY SCHOOL OF MEDICINE 20092010 PLEASE READ THE INTRODUCTORY PAGES VERY CAREFULLY University, School of Medicine Medical Student Competencies and Institutional Learning Objectives

Cinabro, David

71

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  

Microsoft Academic Search

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

Carolyn Howser Maidon

2001-01-01

72

SCHOOL OF MEDICINE CURRICULUM GUIDE  

E-print Network

1 SCHOOL OF MEDICINE YEAR 1 CURRICULUM GUIDE WAYNE STATE UNIVERSITY SCHOOL OF MEDICINE 20112012 Revised 06/08/11 PLEASE READ THE INTRODUCTORY PAGES to revision. Updated versions of the Curriculum Guide will be posted on the School of Medicine website

Cinabro, David

73

SCHOOL OF MEDICINE CURRICULUM GUIDE  

E-print Network

1 SCHOOL OF MEDICINE YEAR 1 CURRICULUM GUIDE WAYNE STATE UNIVERSITY SCHOOL OF MEDICINE 20102011 Revised 6/30/10 PLEASE READ THE INTRODUCTORY PAGES to revision. Updated versions of the Curriculum Guide will be posted on the School of Medicine website

Rajlich, Vaclav

74

Curriculum Profiles: A Resource of the EDC K-12 Science Curriculum Dissemination Center  

ERIC Educational Resources Information Center

The purpose of this document is to provide useful information for teachers and school systems engaged in the process of examining and choosing science curriculum materials appropriate for their settings. The curriculum profiles include summaries of selected programs available for K?12 science curriculum programs. Each profile describes a number of…

Education Development Center, Inc, 2005

2005-01-01

75

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.

76

Outreach and education in urban Los Angeles Schools: integration of research into middle and high school science curriculum through the NSF GK-12 SEE-LA program  

NASA Astrophysics Data System (ADS)

A National Science Foundation Graduate Teaching Fellows in K- 12 Education program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/ ) partners UCLA faculty and graduate students (fellows) with urban middle and high school science teachers and their students to foster programs of science and engineering exploration that bring the environment of Los Angeles into the classroom. UCLA science and engineering graduate fellows serve as scientists-in-residence at four partner schools to integrate inquiry-based science lessons, facilitate advancements in science content teaching, and ultimately, to improve their own science communication skills. As part of their fellowship, graduate students are required to develop three "major" lessons, including one based on their PhD research at UCLA. During the first four years of the project, the SEE-LA fellows have developed a range of research-based activities, including lessons on sustainable fisheries, ecosystems and remote sensing, earthquakes, urban water quality including invertebrate observations, and post-fire soil chemistry, among others. This presentation will provide an overview of the SEE-LA GK-12 program and development of research lessons that also address California State Science Standards. We also discuss potential sustainability of GK-12 type outreach and education programs. The SEE-LA program has provided development of graduate student communication and teaching skills while also contributing significantly to the integration of science education into K-12 curriculum in Los Angeles schools.

Daniel, J. C.; Hogue, T. S.; Moldwin, M. B.; Nonacs, P.

2012-12-01

77

Citizenship Education in the Social Science Subjects: An Analysis of the Teacher Education Curriculum for Secondary Schools  

ERIC Educational Resources Information Center

Citizenship education is widely acknowledged as a necessary part of the school curriculum for various reasons. For young people, it is assumed that citizenship can best be learnt through the school curriculum. This means that teachers need to thoroughly understand what citizenship means and how to pass this knowledge on to students. This paper…

Sigauke, Aaron T.

2013-01-01

78

Curriculum in Plant and Environmental Soil Science  

E-print Network

Curriculum in Plant and Environmental Soil Science Curriculum in Plant and Environmental Soil Science is administered by the Department of Soil and Crop Sciences. Students following this curriculum agencies dealing with agricultural production, plant, soil, water or environmental sciences

79

Integrating Behavioral and Social Sciences in the Medical School Curriculum: Opportunities and Challenges for Psychology  

Microsoft Academic Search

The Institute of Medicine has reviewed and made recommendations concerning current teaching approaches, content, and barriers\\u000a to the incorporation of behavioral\\/social sciences in medical school curricula (Cuff & Vanselow, 2004). This paper discusses\\u000a those recommendations, the history of medical education reform, the barriers to and evolution of behavioral\\/social sciences’\\u000a inclusion, and the implications for psychology’s future role in academic medicine.

John E. Carr; Eugene K. Emory; Anthony Errichetti; Suzanne Bennett Johnson; Elena Reyes

2007-01-01

80

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

81

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

82

Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum  

ERIC Educational Resources Information Center

In today's world of information explosion, independent lifelong self-regulated learning (SRL) is becoming a necessity. However, opportunities in schools to experience such learning modes are relatively rare. This long-term explorative field study examined students' SRL of science. Changes in students' self-reported and enacted SRL…

Eilam, Billie; Reiter, Shoshi

2014-01-01

83

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

Microsoft Academic Search

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

Sofia Kesidou; Jo Ellen Roseman

2002-01-01

84

Free Teaching Materials: Classroom and Curriculum Aids for Elementary School Science.  

ERIC Educational Resources Information Center

Free teaching materials suitable for elementary school science available from 168 agencies and companies are listed. Materials include booklets, teacher's source books and guides, charts and posters, and concrete materials such as mineral samples. Suggestions and materials for student activities range from experiments to song sheets. Topics…

Raimist, Roger J.; Mester, Rose A.

85

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

86

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

87

Science Curriculum Guide, Level 3.  

ERIC Educational Resources Information Center

The third of four levels in a K-12 science curriculum is outlined. In Level 3 (grades 6-8), science areas include life science, earth science, and physical science (physics and chemistry). Conveniently listed are page locations for educational and instructional objectives, cross-referenced to science area (i.e., life science, animals, genetics)…

Newark School District, DE.

88

Small Schools Social Studies Curriculum, K-3: Reading, Language Arts, Mathematics, Science, Social Studies. Scope Objectives, Activities, Resources, Monitoring Procedures.  

ERIC Educational Resources Information Center

Small schools will find this social studies curriculum guide for grades K-3 helpful in complying with Washington state education laws that require districts to identify student learning objectives and evaluate each student's performance relative to the attainment of the objectives. This curriculum, developed during 1975 and 1976 by teachers and…

Hartl, David, Ed.; And Others

89

Designing an alternative project for a product design curriculum for high school students  

E-print Network

An alternative curriculum is designed for Engineering the Future, a high school level engineering curriculum developed by the Boston Museum of Science. It is designed on the premise that a hands-on curriculum providing an ...

Kirby, Jeffrey (Jeffrey T.)

2008-01-01

90

Basic Curriculum Content for Georgia's Public Schools.  

ERIC Educational Resources Information Center

Outlines are presented of the basic curriculum mandated for grades K-12 in the Georgia public schools. Concepts to be mastered at each level are listed for: (1) mathematics; (2) language arts (written and oral communication); (3) science; (4) social studies; (5) art; (6) music; (7) health and safety; and (8) physical education. At the secondary…

Georgia State Dept. of Education, Atlanta.

91

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

NASA Astrophysics Data System (ADS)

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 and needs and was explicitly based on district and state standards in Earth science and scientific thinking, drawing on close work with the district on standards implementation and assessment over the past two years. We intended to draw on existing curriculum resources and substitute local geologic examples to construct a "place-based" teaching resource. However, we found that generic, national-level curricula did not effectively match the rich geologic resources of our area, and instead developed a rather more substantial set of original materials, including classroom collections of regional rocks, reference materials on local geology, classroom activities, and media resources, all shared with teachers at a series of professional development workshops. While the original project was small in scale, a number of spin-off projects have evolved. This project models several important features in the development of university-K12 partnerships: consultation with districts, piloting of small projects, and the role of outreach programs in facilitating participation of university faculty and students.

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

2003-12-01

92

Computer Related Mathematics and Science Curriculum Materials - A National Science Foundation Cooperative College-School Science Program in Computing Science Education.  

ERIC Educational Resources Information Center

Reported is the Cooperative College-School Science Program in Computing Science Education which was conducted by the University of Colorado Department of Civil Engineering in the summer of 1967. The program consisted of two five-week terms. The course work was composed of two formal lecture courses in Computer Related Mathematics and Computer…

Feng, Chuan C.

93

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.

94

REORGANIZED SCIENCE CURRICULUM, 10A, BIOLOGY SUPPLEMENT.  

ERIC Educational Resources Information Center

THE SIXTEENTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE BIOLOGY 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. VOLUME 10A CONTAINS THE INTRODUCTORY MATERIAL, AND THE SECTIONS (1) CONCEPTS, (2) REFERENCES, (3) LOOKING…

Minneapolis Special School District 1, Minn.

95

Science. A Guide to Curriculum Development.  

ERIC Educational Resources Information Center

The purpose of this guide is to aid K-12 curriculum planners in the development and implementation of well-defined programs of study in science suitable for their local school districts. Among the national trends reflected in this guide are the interdisciplinary approach; the use of performance-based student assessments; the utilization of diverse…

Connecticut State Dept. of Education, Hartford.

96

Should Intelligent Design Be Included in Today's Public School Curriculums?  

ERIC Educational Resources Information Center

The controversial concept of evolution makes up only a small part of the science curriculum stated in Arkansas. During the past few years, the curriculum topic of "Intelligent Design" has caught the attention of many science teachers in the public schools. The Intelligent Design Movement has been successful in attracting the attention of the…

Costley, Kevin C.; Killins, Pam

2010-01-01

97

Weaving basic and social sciences into a case-based, clinically oriented medical curriculum: one school's approach.  

PubMed

Southern Illinois University School of Medicine recently completed its fourth year of a resource-session-enhanced, case-based, tutor-group-oriented curriculum. As an example of a curricular unit, the authors describe the implementation of the basic and clinical sciences in one of the four units in year one, and detail that unit's organization, logistics, content, rationale, and other characteristics. The Sensorimotor Systems and Behavior (SSB) unit is preceded by a cardio-respiratory-renal unit and is followed by an endocrine-reproductive-gastrointestinal unit. A Doctoring unit temporally spans each of these three units. The SSB unit is allotted an 11.5-week period that includes an aggregate of 2.5 weeks of available clinical time, 1.5 weeks for examinations and exam study time, and approximately 8.5 weeks for tutor-group sessions, mandatory laboratory sessions, and self-directed learning. Optional resource sessions are offered during a two- to four-hour block on a single morning each week. Clinical training in the SSB unit augments self-directed, laboratory, and tutor-group learning of neuroscience, gross anatomy, cell biology, physiology, biochemistry, behavioral and social science, embryology, limited pharmacology and genetics, and basic clinical neurology for first-year students. Although it is fast-paced and places heavy responsibility for independent learning on the students, the SSB unit culminates in significant achievement in the basic and clinical sciences. The unit provides substantial clinical training and practical experience in physical and neurological examinations that directly integrate with basic science knowledge. The unit reduces lecture-based instruction, demands self-determination, and promotes experience in team effort, professionalism, peer interaction, empathy in clinical medicine, and practical use of basic science knowledge. PMID:15504774

Clough, Rich W; Shea, Sandra L; Hamilton, William R; Estavillo, Jaime A; Rupp, Gerald; Browning, Ronald A; Lal, Sumeer

2004-11-01

98

Physical Setting/Earth Science Core Curriculum  

NSDL National Science Digital Library

This guide is intended to assist high-school teachers and supervisors as they prepare curriculum, instruction, and assessment for the Earth Science content and process skills of the New York State Learning Standards for Mathematics, Science, and Technology. It describes selected process skills and their alignments with standards, key ideas, and performance indicators. Teachers should recognize that is found in this document is the minimum of the content to be taught. There is also an appendix that displays diagrammatically how the material in the curriculum may be organized for curricular and instructional purposes.

99

Integration of technology in the school curriculum  

NASA Astrophysics Data System (ADS)

This paper describes, chronologically, the deliberations of a school staff in their decision-making to place technology education in their school. The outcome of these deliberations is a curriculum model whereby objectives of technology awareness, technological literacy, technological capability and transferable skills are integrated with all subjects in the school. The desired outcome is that students at this school will gain a technological education by, for example, attending classes in English, Home Economics, Mathematics, Social Studies, Science and Art. The implementation process is ongoing, is being evaluated and has already experienced senior staff changes and industrial disruption without loss of vigour or intent.

Treagust, David F.

1990-01-01

100

What Can I Use Tomorrow? Strategies for Accessible Math and Science Curriculum for Diverse Learners in Rural Schools.  

ERIC Educational Resources Information Center

Increased requirements for inclusion have created a growing demand for special educators to have content expertise in areas such as math and science. One recommended practice involves integrating the "big ideas" that are the foundation for understanding mathematics and science across the curriculum. Teachers also need to create a classroom climate…

Salyer, B. Keith; Curran, Christina; Thyfault, Alberta

101

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

102

Physical Science Curriculum Support Document  

ERIC Educational Resources Information Center

This document was developed in response to the expressed need of physical science teachers for materials designed to facilitate and enhance the teaching of the 1999 North Carolina Standard Course of Study for Physical Science. The materials provide a guide to translating the goals and objectives of the Physical Science curriculum into good…

Elliott, Carolyn C.; Brown, Tim; Harris, Jeff; Lovin, Pamela

2004-01-01

103

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

104

Media: Integrated Curriculum in an Alternative School  

ERIC Educational Resources Information Center

The Community School, Salem, Virginia, provides an experimental setting for the development of an integrated curriculum based on the use of communications media. Article cites an example of the school's curriculum in action. (Author)

Kurshan, Barbara; And Others

1975-01-01

105

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

106

Field Test of an Epidemiology Curriculum for Middle School Students  

ERIC Educational Resources Information Center

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.…

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

2007-01-01

107

Factors Influencing Teacher Decisions on School, Classroom, and Curriculum.  

ERIC Educational Resources Information Center

Describes a study designed to explore sources of influence on the judgements made by science teachers related to school characteristics, classroom features, and properties of a science curriculum. Results suggest that teachers' judgments center around concern for student ability and interest, teaching methods, and school spirit and morale. (TW)

Crocker, Robert K.; Banfield, Helen

1986-01-01

108

Middle School Peer Counseling Curriculum.  

ERIC Educational Resources Information Center

This document is a curriculum guide for a Peer Counseling course in the Orange County, Florida Public Schools system. The course, Peer Counseling, is an 18-week elective course for eighth graders which can be repeated as Peer Counseling II during the second semester of the year. The major emphasis of this course is to help students become more…

Orange County Public Schools, Orlando, FL.

109

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.

110

Constructing difference: A comparative study of elementary science curriculum differentiation  

NASA Astrophysics Data System (ADS)

The research described in this article was a comparative study of science curriculum differentiation at two elementary schools that served students from different socioeconomic and ethnic backgrounds. Two schools in the same school district, Lake and Jefferson, were the sites for the research. Lake Elementary served a professional class and white neighborhood, but Jefferson Elementary served students from working-class/working poor and ethnically diverse backgrounds. The teachers and students in a fifth and sixth grade classroom at each school participated in the research. Research methods drew from ethnographic and linguistic traditions and focused on the microlevel everyday classroom interactions in which the curriculum is constructed. The results of the study show that the science curriculum was quite different between the two schools. The science curriculum at Lake emphasized organization and control for the purpose of preparing students for traditional notions of academic success and progress. At Jefferson, the science curriculum was constructed within an informal and conversational format in an effort to engage students in science. We suggest that it is difficult to determine if and how this curriculum differentiation might establish or enhance inequality in science education. Instead, we offer competing interpretations of the results that draw from current notions of best practice in the science education community.

Hayes, Michael T.; Deyhle, Donna

2001-05-01

111

The Contribution of Practical Work to the Science Curriculum  

ERIC Educational Resources Information Center

Practical work is viewed by many as essential to the school science curriculum. It continues to be specified in many curriculum statements, with a wide range of claims being used to justify its inclusion. Currently, practical work is facing a number of challenges, including that it is not effective in promoting learning. An analysis of a specific…

Needham, Richard

2014-01-01

112

Animal Science Curriculum (BS) Freshman Year  

E-print Network

......................................................3 Social/Behavioral Sciences (GER)............................3 32 Sophomore Year Agricultural Business 220.................3 Animal Science 318, 401, 409.................................. 7 Social/Behavioral Sciences (GERAnimal Science Curriculum (BS) Freshman Year Animal Science 111

Selmic, Sandra

113

Solar Fireworks - Integrating an Exhibit on Solar Physics and Space Science into the Science and Astronomy Curriculum of High-School and College Students  

NASA Astrophysics Data System (ADS)

Astronomers at The Newark Museum's Alice and Leonard Dreyfuss Planetarium teamed up with the New Jersey Institute of Technology's (NJIT) Center for Solar-Terrestrial Research (CSTR) and the Big Bear Solar Observatory in presenting Solar Fireworks. The exhibit opened on May 15, 2004 and features two exhibition kiosks with interactive touch screen displays, where students and other visitors can take "virtual tours" in the fields of solar physics, solar activity, Sun-Earth connection, and geo-sciences. Planetarium and museum visits are an integral part of the introductory physics and astronomy classes at NJIT and the exhibition has been integrated in the astronomy curriculum. For example, NJIT students of the Astronomy Club and regular astronomy courses were closely involved in the design and development of the exhibit. The exhibit is the latest addition to the long-running natural science exhibit "Dynamic Earth: Revealing Nature's Secrets" at the museum. More than 30,000 people per year attend various programs offered by the planetarium including public shows, more than a dozen programs for school groups, after school activities, portable planetarium outreach, outdoor sky watches, solar observing and other family events. More than 1,000 high school students visited the planetarium in 2004. The exhibit is accompanied by a yearly teacher workshop (the first one was held on October 18-20, 2004) to enhance the learning experience of classes visiting the Newark Museum. The planetarium and museum staff has been working with teachers of Newark high schools and has presented many workshops for educators on a wide range of topics from astronomy to zoology. At the conclusion of the exhibit in December 2005, the exhibit will go "on the road" and will be made available to schools or other museums. Finally, the exhibit will find its permanent home at the new office complex of CSTR at NJIT. Acknowledgements: Solar Fireworks was organized by The Newark Museum and the New Jersey Institute of Technology's Center for Solar-Terrestrial Research and supported by a two-year grant from NASA's Office of Space Science Education/Public Outreach Program (NASA NAG5-12733 EPO-02-219). http://www.bbso.njit.edu

Denker, C.; Wang, H.; Conod, K. D.; Wintemberg, T.; Calderon, I.

2005-05-01

114

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

115

Water Watchers: Water Conservation Curriculum for Junior High School Science and Social Studies Classes.  

ERIC Educational Resources Information Center

Water is precious. It is also easy to take for granted. Many people recognize that water is scarce in desert areas, but it is harder to realize that places like Massachusetts could face a shortage of pure drinking water. This guide is designed for seventh and eighth grade science and social studies teacher. The lessons require 5 to 10 class…

Massachusetts State Water Resources Authority, Boston.

116

Rose, C. School of Computer Science I-1 I. CURRICULUM VITAE  

E-print Network

is that in order for the technology to achieve maximum impact, it must first be capable of processing, generating.D., Language and Information Technologies, Carnegie Mellon University, December 1997. Thesis advisor: Lori S and Computer Science (Magna Cum Laude), University of California at Irvine, June 1992. EMPLOYMENT [2014

117

The Urban School Curriculum.  

ERIC Educational Resources Information Center

This opinion paper concentrates on changes in instruction and educational philosophy necessary if urban schools are to become more effective. Learning principles for these schools should be the following: (1) teachers should assist students in developing and maintaining interest; (2) learning experiences should be meaningful; (3) students must…

Ediger, Marlow

118

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

119

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

120

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

121

The Development and Implementation of a Four-Year Unified, Concept-Centered Science Curriculum for Secondary Schools, Final Report.  

ERIC Educational Resources Information Center

The unified science program at Monona Grove High School, Monona, Wisconsin, is a four-year, concept-centered program based on the premise that all science is concerned with the nature of Matter and Energy and with matter-energy interactions as a function of Time. The consequence of these interactions is Change and it is this "Process of Change"…

Pfeiffer, Carl H.

122

Reform of School Science Curriculum for the 21st Century: Science-Technology-Society Theme in Japanese Context.  

ERIC Educational Resources Information Center

Today, on the eve of the 21st century, Japan is becoming an internationalized, information centered civilization. The sophistication of modern science and technology will create a demand for people who are highly productive in handling knowledge and sensitive in their manipulation of it. This advance of science and technology will also require an…

Nakayama, Genzo

123

A Curriculum Innovation Framework for Science, Technology and Mathematics Education  

Microsoft Academic Search

There is growing concern about falling levels of student engagement with school science, as evidenced by studies of student\\u000a attitudes, and decreasing participation at the post compulsory level. One major response to this, the Australian School Innovation\\u000a in Science, Technology and Mathematics (ASISTM) initiative, involves partnerships between schools and community and industry\\u000a organisations in developing curriculum projects at the local

Russell Tytler; David Symington; Craig Smith

2011-01-01

124

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

125

A systemic examination of the introduction of an outdoor learning-based science curriculum to students, their teacher, and the school principal  

NASA Astrophysics Data System (ADS)

The outdoor environment has been under-utilized as a legitimate setting for learning within the formal school context, resulting in few examples of curriculum materials that integrate the indoors and outdoors. This systemic problem is explored holistically through investigation of key sets of players in the school system. The overarching research question is "What is the role and value of integrated outdoor learning experiences within the school system?" I developed an eight-week Earth systems science unit grounded in research-based design principles. One teacher enacted the unit with 111 sixth graders, whose learning gains and perspectives of the role and value of integrated outdoor learning experiences were explored using a mixed-methods approach in a pre-post study design, including individual interviews, and instruments regarding students' perspectives of the outdoor component of the curricular enactment. I conducted six interviews with the participating teacher and one interview with the school principal, to explore their perspectives of the role of outdoor learning experiences, and their personal roles in the unit. The main finding from this study was that the outdoor component of the curriculum enhanced coherence---connectedness across science concepts, activities, and learning environments. Higher ability students were more aware of connections than lower ability students. Field experiences were seen as a tool for learning, and all students achieved substantial learning gains. The teacher viewed the role of the outdoor experiences as a way to engage students, and promote connections across the unit through firsthand and relevant experiences. The school principal viewed his role as supporting teachers in their practice and encouraging risk-taking and creativity in instructional approaches. This study is a valuable contribution to the field as it (1) identifies outdoor learning experiences as one way to enhance intraunit coherence, and (2) highlights variations in students' awareness of coherence while examining the teacher's experience. I discuss potential revisions to improve the curriculum based on the findings from the students, teacher, principal, and external curriculum evaluation. These data indicate a need for greater support for teachers to help all students make coherent connections across the unit, and to take account of students' developing ideas.

Yunker, Molly Louis

126

UWHS Climate Science: Uniting University Scientists and High School Teachers in the Development and Implementation of a Dual-Credit STEM-Focused Curriculum  

NASA Astrophysics Data System (ADS)

The University of Washington is adapting a popular UW Atmospheric Sciences course on Climate and Climate Change for the high school environment. In the process, a STEM-focused teaching and learning community has formed. With the support of NASA Global Climate Change Education 20 teachers have participated in an evolving professional development program that brings those actively engaged in research together with high school teachers passionate about bringing a formal climate science course into the high school. Over a period of several months participating teachers work through the UW course homework and delve deeply into specific subject areas. Then, during a week-long summer institute, scientists bring their particular expertise (e.g. radiation, modeling) to the high school teachers through lectures or labs. Together they identify existing lectures, textbook material and peer-reviewed resources and labs available through the internet that can be used to effectively teach the UW material to the high school students. Through this process the scientists learn how to develop teaching materials around their area of expertise, teachers engage deeply in the subject matter, and both the university and high school teachers are armed with the tools to effectively teach a STEM-focused introductory course in climate science. To date 12 new hands-on modules have been completed or are under development, exploring ice-cores, isotopes, historical temperature trends, energy balance, climate models, and more. Two modules have been tested in the classroom and are ready for peer-review through well-respected national resources such as CLEAN or the National Earth Science Teachers Association; three others are complete and will be implemented in a high school classroom this year, and the remainder under various stages of development. The UWHS ATMS 211 course was piloted in two APES (Advanced Placement Environmental Science classrooms) in Washington State in 2011/2012. The high school course used the UW Atmospheric Sciences curriculum, exams, and textbook (The Earth System, 3rd edition, Kump, Kasting and Crane, 2010), and one of the hands-on modules. Communication with these instructors during the year helped us define assessment strategies and to identify challenges of bringing the material into the high school classroom. This knowledge will be shared with teachers during our summer 2012 workshop and will inform approaches to teaching the course in 2012/2013. Proposed formats for implementation include year-long courses, using the APES/Climate format of 2011/2012, a union of Oceanography and Climate content, or in the context of an engineering course. Our initial vision was for a stand-alone semester or year-long course in climate science, incorporating excel and data handling as a learning tool and a suite of hands-on learning opportunities. Yet, the creative approaches to implementation of a new course in the schools, together with the breadth and depth of the UW curriculum and the Kump et al. 2010 textbook, have resulted in diverse educational approaches for bringing climate science into the high school.

Bertram, M. A.; Thompson, L.; Ackerman, T. P.

2012-12-01

127

Space Science Institute: Curriculum Materials  

NSDL National Science Digital Library

Researchers and educators of the Space Science Institute are working together to "expand our knowledge of the space sciences and communicate that knowledge to the public." The Curriculum Materials page of the Web site contains three comprehensive lessons, including: The Kinesthetic Astronomy activity that involves teaching basic astronomical concepts through choreographed bodily movements and positions; the Saturn Educator Guide, which chronicles NASA's deep space mission; and, Solarscapes: Sunspots and Rotation lesson which allows kids to explore the phenomena of the Sun by calculating the period of the solar cycle and more. Each well-designed lesson contains all the necessary instructions and downloads needed to complete them.

128

An Academic/Vocational Curriculum Partnership: Home Economics and Science.  

ERIC Educational Resources Information Center

Proposes middle-school curriculum integrating two diverse disciplines (home economics and science), incorporates social issues, and deals with fundamental concerns of young adolescents. Three major areas are included in framework: food additives for appeal, science of textile fibers, and chemistry of household cleaning. All should be taught by…

Smith, Frances M.; Hausafus, Cheryl O.

1993-01-01

129

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.

130

CS Curriculum for K-12 Schools Creative Commons Copyright 2010 Some Rights Reserved 1  

E-print Network

CS Curriculum for K-12 Schools Creative Commons Copyright � 2010 Some Rights Reserved 1 #12;CS Curriculum for K-12 Schools Creative Commons Copyright � 2010 Some Rights Reserved2 Model Computer Science, and Usha Vishwanathan Department of Computer Science and Engineering Indian Institute of Technology Bombay

Iyer, Sridhar

131

Serving Students, Science, or Society? The Secondary School Physics Curriculum in the United States, 1930-65.  

ERIC Educational Resources Information Center

Reviews the reform of secondary school physics in the United States from the 1930s through the mid-1960s. Describes the impact of progressive education, World War II, and the post-Sputnik reforms. Points out differences between past reform efforts and the current Project 2061 of the American Association for the Advancement of Science (AAAS). (CFR)

Donahue, David M.

1993-01-01

132

Mathematics curriculum: a vehicle for school improvement  

Microsoft Academic Search

Different forms of curriculum determine what is taught and learned in US classrooms and have been used to stimulate school\\u000a improvement and to hold school systems accountable for progress. For example, the intended curriculum reflected in standards or learning expectations increasingly influences how instructional time is spent in classrooms. Curriculum\\u000a materials such as textbooks, instructional units, and computer software constitute

Christian R. Hirsch; Barbara J. Reys

2009-01-01

133

Outcomes of a High School Entrepreneurship Curriculum  

ERIC Educational Resources Information Center

This study was a post-evaluation of graduates of Network for Teaching Entrepreneurship (NFTE), a national program in high schools to promote entrepreneurship knowledge and skills. The study focused on graduates of the NFTE curriculum in an inner-city high school in Los Angeles County, California. Although the NFTE curriculum contains an evaluation…

Doucet, LaRon; Hiatt-Michael, Diana B.

2011-01-01

134

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.

135

Which preparatory curriculum for the International Baccalaureate Diploma Programme is best? The challenge for international schools with regard to mathematics and science  

NASA Astrophysics Data System (ADS)

There are two mainstream curricula for international school students at the junior high level: the International Baccalaureate (IB) Middle Years Programme (MYP) and the Cambridge International General Certificate of Secondary Education (IGCSE). The former was developed in the mid-1990s and is currently being relaunched in a 21st-century approach. The latter programme of study was developed by University of Cambridge International Examinations in 1985 and has become popular in recent years among British domestic and international schools worldwide due to the clarity of its learning content. The prevailing uncertainty about which curriculum is best to prepare students for the IB Diploma Programme represents a challenge for international schools. The purpose of the current study is to develop a methodology through causal models which can explain the relationship between student performance in the IGCSE and the Diploma Programme with regard to mathematics and science. The data evaluated here consisted of external examination scores of students who attended a private international high school between the years 2005 and 2012. Two structural equation models were developed. The first model employed a maximum likelihood estimation, while the second model used a Bayesian estimation with a Markov Chain Monte Carlo method. Both models fit the data well. The evidence suggests that the IGCSE provides a good foundational preparation for the Diploma Programme in mathematics and science.

Corlu, M. Sencer

2014-11-01

136

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.

137

Evolutionary Biology in the Medical School Curriculum  

NSDL National Science Digital Library

The principles of evolution are finding new applications in medicine, but little is known about the role of evolutionary biology in medical curricula. 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 asked about content areas in the curriculum, their perceived importance, and the factors that influence the amount of coverage given to those areas. Forty-eight percent of the deans who responded considered evolutionary biology important knowledge for physicians. Only 32 percent of the respondents reported that their schools covered at least 8 of 16 core topics in evolutionary biology, and only 16 percent of the schools reported having any faculty with a PhD in evolutionary biology.Lack of time in the curriculum and lack of faculty expertise are the main perceived impediments to increased teaching of evolution. We conclude that the role of evolutionary biology as a basic medical science should be carefully considered by a distinguished group of biologists and medical educators. In the meanwhile, undergraduate educators need to recognize that, for now at least, most future physicians must learn evolutionary biology as undergraduates if they are to learn it at all.

Randolph M. Nesse (University of Michigan;); Joshua D. Schiffman (Stanford University School of Medicine;)

2003-01-06

138

Integrating Intergenerational Service-Learning into the Family Science Curriculum  

Microsoft Academic Search

Schools can be instalments of social change when they adopt a curriculum that intimately joins didactic instruction and experiential learning, otherwise known as service-learning (Boyer, 1997; Bringle & Kremer, 1993; Myers-Lipton, 1996). As a type of “scholarship of engagement” (Boyer, 1997), service-learning is a methodology which enables family educators to incorporate community service opportunities into established family science curriculum. Having

Raeann R. Hamon

2001-01-01

139

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.

140

Leading Curriculum Innovation in Primary Schools  

ERIC Educational Resources Information Center

This article reports on a study of 40 primary school leaders from ten very successful primary schools who were interviewed in order to find out the skills, processes and practices that are required for the leadership of successful curriculum innovation in primary schools. Findings suggest that school leaders need to create an "ethos for change" if…

Brundrett, Mark; Duncan, Diane

2011-01-01

141

Elementary School Science: Directions and Opportunities  

ERIC Educational Resources Information Center

Reviews some efforts in elementary school science made since the early 1960's, including the Elementary Science Study, Science-A Process Approach, and Science Curriculum Improvement Study projects. Suggests scientists from all levels of the educational and scientific community assist the implementation of these programs. (CC)

Whitmer, John C.

1974-01-01

142

Breaking the mold: why computer science needs to be a fundamental science within the BC curriculum  

Microsoft Academic Search

This paper argues for the need to see Computer Science as a necessary and fundamental science as taught within the BC K-12 curriculum. We are reaching a point where the majority of children know how to use a computer but not how it works. Additionally, with no general exposure to Computer Science in high schools only those who have gone

Joseph Jeffery; Prince George

2010-01-01

143

Science Grade 7, Chemistry, Physics, Earth Science, Biology. Curriculum Bulletin, 1968-69 Series, No. 15.  

ERIC Educational Resources Information Center

This publication is a teacher's guide for teaching seventh grade science in New York City Schools. Activities for four areas -- physics, chemistry, earth science, and biology -- are included. This particular edition is a reprint of Science: Grade 7, Curriculum Bulletin Nos 9a--9d, 1962-1963 Series, which were originally produced in four separate…

New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

144

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 of…

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

145

The Science Curriculum: Trends and Issues  

NSDL National Science Digital Library

Among the 21st century issues and trends in science education, one must acknowledge the fundamental importance of the science curriculum. It is the one component that brings together social aspirations, content standards, research on learning, appropriate assessments, and meaningful professional development. This chapter begins with a discussion of the standards and describes the connections between the standards and the science curriculum. The third section addresses the design and development of science curricula.

Bybee, Rodger W.

2006-01-01

146

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

147

Teachers’ Stances and Practical Arguments Regarding a Science?Indigenous Knowledge Curriculum: Part 1  

Microsoft Academic Search

The new South African curriculum known as Curriculum 2005 (to depict the year of its full implementation) requires that teachers integrate school science with Indigenous Knowledge Systems (IKS). Curriculum 2005 has generated heated debates at various levels since its inception in 1997. This study focuses on the effectiveness or otherwise of a Practical Argumentation Course (PAC) as an instructional tool

M. B. Ogunniyi

2007-01-01

148

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

149

Consumer Health Education in a Medical School Curriculum  

ERIC Educational Resources Information Center

Experience at the College of Medicine and Dentistry of New Jersey suggests that consumer health education can be incorporated into a medical school curriculum. It can be included in the existing courses in occupational medicine, behavioral sciences, and psychiatry and other preclinical and clinical areas. (LBH)

Bryant, Nancy H.

1977-01-01

150

An Approach to the Laser School Curriculum.  

ERIC Educational Resources Information Center

Learning and Action through Social Education and Reading (LASER) is a program for urban community-school leadership and curriculum development. It seeks to break down the walls between schools and the communities they are intended to serve. It consists of seven interrelated components: Community-School Relations, Educational Leadership…

Brown, Frank E.

151

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

152

The Shell Science Centre Curriculum Extension Programme 1987-1989.  

ERIC Educational Resources Information Center

The curriculum extension program (CEP) of the Shell Science Centre provided group tutoring to small groups of secondary school pupils using qualified teachers. This evaluation report presents articles discussing various aspects of the program and its effectiveness. The first article by A. Ziervogel provides a review of the program. The following…

Ziervogel, A., Comp.; Lewy, A., Ed.

153

Computer Science in Elementary and Secondary Schools Viera K. Proulx  

E-print Network

Computer Science in Elementary and Secondary Schools Viera K. Proulx College of Computer Science In this paper we examine the current computer science curriculum in elementary schools and identify its shortcomings. We then presents a new approach to teaching computer science at the elementary school level. We

Proulx, Viera K.

154

Creative Commons Copyright 2013 Some Rights Reserved CMC: A Model Computer Science Curriculum  

E-print Network

for K-12 Schools 3rd Edition, Released June 2013 Technical Report: TR-CSE-2013-52 Department of Computer Science and Engineering Indian Institute of Technology Bombay, Mumbai #12;CMC: A Model CS Curriculum for K Curriculum for K-12 Schools 3rd Edition June, 2013 Authors Sridhar Iyer*, Farida Khan, Sahana Murthy

Iyer, Sridhar

155

A Reexamination of Ontario's Science Curriculum: Toward a More Inclusive Multicultural Science Education?  

ERIC Educational Resources Information Center

The rapid diversification of communities in Ontario has necessitated the provincial government to reevaluate public school curriculums and policies to make schools more inclusive and reflective of its diverse population. This article critically analyzes the content of the latest revised science curricula for Grades 1 to 10 and assesses the degree…

Mujawamariya, Donatille; Hujaleh, Filsan; Lima-Kerckhoff, Ashley

2014-01-01

156

Curriculum Reformulation: Incorporating Technology into Science Instruction.  

ERIC Educational Resources Information Center

To increase the connection between educational research and educational practice, a process called "curriculum reformulation" was used to incorporate recent advances in research on learning and instruction into science classroom experiences. The cognitive demands of a thermodynamics curriculum were successively refined while maintaining the same…

Linn, Marcia C.; Songer, Nancy Butler

157

Mapping Curriculum Innovation in STEM Schools to Assessment Requirements: Tensions and Dilemmas  

ERIC Educational Resources Information Center

Specialized science, technology, engineering, and mathematics (STEM) schools create niche areas in an attempt to attract the best students, establish the school status, and justify their privilege to valuable resources. One Singapore STEM school does this in applied science learning to differentiate its curriculum from the national prescribed…

Tan, Aik-Ling; Leong, Woon Foong

2014-01-01

158

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.

159

School-Based Curriculum Development in Scotland: Curriculum Policy and Enactment  

ERIC Educational Resources Information Center

Recent worldwide trends in curriculum policy have re-emphasised the role of teachers in school-based curriculum development. Scotland's Curriculum for Excellence is typical of these trends, stressing that teachers are agents of change. This paper draws upon empirical data to explore school-based curriculum development in response to…

Priestley, Mark; Minty, Sarah; Eager, Michelle

2014-01-01

160

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.

161

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

162

Course continuity in the Computer Science curriculum  

Microsoft Academic Search

The Computer Science curriculum partitions the subject matter into discrete courses. This division, however, is artificial and arbitrary, and, when exacerbated by a number of additional factors, leads to an apparent lack of continuity among Computer Science courses. As a result, students never perceive Computer Science as an integral discipline, nor understand and appreciate the close interrelationships that link the

Richard Connelly; Haldun Hadimioglu; David Herscovici; Lubomir Ivanov; Mark Hoffman

2005-01-01

163

The Louisiana State University Health Sciences Center (LSUHSC)-New Orleans Schools Science Partnership Program  

E-print Network

partner schools, St. Peter Claver School, Langston Hughes Academy Charter School, Medard Nelson CharterThe Louisiana State University Health Sciences Center (LSUHSC)-New Orleans Schools Science in coordination with the school administrators and teachers based on their current curriculum ·improving 4th grade

164

Science in Schools Project  

Microsoft Academic Search

As part of a program to increase learning and engagement in science classes 124 Victorian schools are trialing a best practice teaching model. The Science in Schools Research Project is a DEET funded project under the Science in Schools Strategy, developed in response to recent research and policy decisions at national and state levels through which literacy, numeracy and science

Mike Waugh

2002-01-01

165

Incorporating Astronomy Research into the High School Curriculum  

NASA Astrophysics Data System (ADS)

Over the past three years, graduate students in the University of Virginia Astronomy Department (UVa) have partnered with the Central Virginia Governor's School for Science and Technology (CVGS) to advise high school juniors in individual astronomy research projects spanning eight months. CVGS, located 60 miles from UVa and servicing 14 schools in rural central VA, operates a daily, half-day program where talented high school juniors and seniors take courses in college-level science, mathematics, and technology, including research methods. UVa graduate students have mentored over a dozen students through astronomy research projects to fulfill their course requirements. The result of this unique partnership is the development of a full astronomy research curriculum that teaches the terminology, background concepts, analysis techniques and communication skills that are required for astronomy research, all designed for an off-site setting. The curriculum is organized into a set of "Tutorials,” which when combined with the standard CVGS Research and Statistics courses, result in an an effective, comprehensive, and productive research collaboration. In this poster, we will display our curriculum in a step by step basis as a model for potential collaborations with other institutions and comment on how these opportunities have benefited the high school students, CVGS and the graduate students involved.

Beaton, Rachael; Zasowski, G.; Dirienzo, W.; Corby, J.

2012-01-01

166

Science Sampler: Weaving women into the science curriculum  

NSDL National Science Digital Library

Learning about great women in the sciences has the potential to impact mid-level students in a number of ways. These women and their work may serve as important role models, providing encouragement to younger female students. In addition, the stories of these scientists and their work enrich the overall curriculum, conveying an in-depth and connected view of science (NRC 1996). This article outlines several strategies that effectively weave women into the science curriculum.

Campbell, Ashley

2007-10-01

167

Integrated Curriculum in the Middle School. ERIC Digest.  

ERIC Educational Resources Information Center

Recent debates among educators about the middle school curriculum involve three concepts: (1) middle school ought to provide a general education school in which the curriculum focuses on widely shared concerns of early adolescents and the larger world rather than specialization among separate subjects; (2) the curriculum ought to serve the…

Beane, James

168

Computer science for secondary schools: Course content  

Microsoft Academic Search

Computers and computing are topics of discussion in many curriculum areas in secondary school. The four courses recommended by this task group, however, have computing as their primary content. The courses are: 1) Introduction to Computer Science I (a full year course) 2) Introduction to Computer Science II (a full year course) 3) Introduction to a High-level Computer Language (a

1984-01-01

169

General Physics, Physics 12 [Science Curriculum Materials].  

ERIC Educational Resources Information Center

The Physics 12 curriculum guide represents one in a series of science guides especially designed to provide for the pupil whose primary interests are in non-science fields. The program provides study in physics in which fundamental concepts and understandings are developed, mathematical concepts are limited, and students are encouraged to relate…

Rochester City School District, NY.

170

Science--A Curriculum Profile for Australian Schools. A Joint Project of the States, Territories, and the Commonwealth of Australia Initiated by the Australian Education Council.  

ERIC Educational Resources Information Center

One of a series of documents produced by a collaborative curriculum development project in Austtralia, this book is designed to assist in the improvement of teaching and learning science and to provide a common language for reporting student achievement. The book begins with a chart presenting curricular outcomes. The book is then divided into…

Australian Education Council, Canberra.

171

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

172

Algae as a biofuel: An interdisciplinary high school curriculum incorporating engineering, biology and education  

Microsoft Academic Search

The College of Engineering, the College of Arts & Sciences, and the Center for Teacher Education at Ohio Northern University developed and implemented two parts of a four-module curriculum titled “Biomass as an Alternative Energy Source” for use in a Wind\\/Energy Academy within a local school district. The curriculum introduces students to the current topic of biomass, specifically algae, as

Kenneth J. Reid; Debra Gallagher; Robert Verb

2011-01-01

173

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

174

Listening in the School Curriculum.  

ERIC Educational Resources Information Center

Listening is a skill that permeates all curriculum areas at both elementary and secondary levels. Definite philosophies are in evidence pertaining to listening. The testing and measurement movement has stressed using precise, behaviorally stated objectives in teaching-learning situations. Learning opportunities are selected which harmonize with…

Ediger, Marlow

175

Student Centered Curriculum: Elementary School  

ERIC Educational Resources Information Center

Student-centered learning has an important place in education because it fosters student engagement and allows the traditional micromanaging teacher to transform into a guide. The current education model emphasizes teacher control and curriculum based on standardized testing, which stunts students' natural learning processes. This study…

Rondone, Atria

2014-01-01

176

Describing Connections between Science Content and Future Careers: Implementing Texas Curriculum for Rural at-Risk High School Students Using Purposefully-Designed Field Trips  

ERIC Educational Resources Information Center

The state of Texas has an "essential knowledge" component in some high school science courses indicating that students be able to describe connections between academic science content and future jobs or training through effective exposure to course content. The participants in this study were from a small rural high school in central Texas. Each…

Hutson, Tommye; Cooper, Susan; Talbert, Tony

2011-01-01

177

Construction Carpentry. Secondary Schools. Curriculum Guide.  

ERIC Educational Resources Information Center

This document is intended to help construction carpentry instructors in the State of Truk, Truk, Federated States of Micronesia, to prepare their senior high school students uniformly to design and build residential structures capable of withstanding typhoons. Because of the threat of typhoons, the carpentry curriculum contained in the guide has a…

Tellei, Patrick U.

178

Secondary School Mathematics Curriculum Improvement Study.  

ERIC Educational Resources Information Center

This bulletin contains: (1) a summary and conclusions of a study of mathematics curricula in Europe and Japan, and (2) a description of beginning efforts to evaluate the Secondary School Mathematics Curriculum Improvement Study (SSMCIS) project. Some of the conclusions of the European and Japanese study are: (1) the study of Euclidean synthetic…

Secondary School Mathematics Curriculum Improvement Study, New York, NY.

179

Developing a Latin Curriculum for High School.  

ERIC Educational Resources Information Center

A guide for teachers developing a high school Latin curriculum provides a rationale, structure, and method for course planning at four difficulty levels. The approach is based on seven subject matter goals and specific instructional objectives for each, which are appended. The goals are: to help students (1) understand simple Latin syntax; (2)…

Corn, Alan M.

180

Black Cinderella: Multicultural Literature and School Curriculum  

ERIC Educational Resources Information Center

This article discusses diversity issues evident in fairy tales and explores the pedagogical implications for adding counter-narratives in the school curriculum. Critical Race Theory is employed. In order to uncover contradictory discourses of race within Black cultures, four Africana (African, African American, and Caribbean) Cinderella tale types…

Yenika-Agbaw, Vivian

2014-01-01

181

Electricity: Residential Wiring. Secondary Schools. Curriculum Guide.  

ERIC Educational Resources Information Center

This curriculum guide on residential wiring 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.

182

A No-Holds-Barred Ecology Curriculum for Elementary & Junior High School Students.  

ERIC Educational Resources Information Center

Describes an ecology curriculum primarily for elementary school students but also adaptable to junior and senior high school classes. Includes investigative and inquiry-based laboratory problems to accompany inquiry-based teaching. Connects the science learning that happens in school to students' own experiences. (SOE)

Fail, Joseph, Jr.

2003-01-01

183

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.

184

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

185

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

186

GREAT CITIES SCHOOL IMPROVEMENT PROJECT. THE NEED TO IMPROVE CURRICULUM.  

ERIC Educational Resources Information Center

SEVERAL WAYS TO PLAN REALISTICALLY FOR THE IMPROVEMENT OF CURRICULUM IN THE DETROIT GREAT CITIES PROJECT ARE OUTLINED--CURRICULUM COUNCILS, DEPARTMENTAL CURRICULUM COMMITTEES, SCHOOL GROUPS, TEACHERS' MEETINGS, WORKSHOPS, AND RELEASED TIME FOR CURRICULUM WORK. TECHNIQUES TO BE USED IN ANY SPECIFIC SITUATION SHOULD BE DETERMINED BY THE PRESENT…

MARBURGER, CARL; RASSCHAERT, WILLIAM M.

187

Improving Instruction and Learning Through Evaluation: Elementary School Science.  

ERIC Educational Resources Information Center

While the 1960s and 1970s came to be known as the era of curriculum development in science, it appears that the 1980s and the 1990s will be known as the time of curriculum development with strengthened attention to implementation and evaluation. This book examines the assessment of elementary school science and provides numerous examples of…

Meng, Elizabeth; Doran, Rodney L.

188

Fantastic Physics: Developing an Early Interest in Science. A Preschool Science Curriculum. 3 Year Old Curriculum.  

ERIC Educational Resources Information Center

Using hands-on activities and the "Plan, Do, Review" approach, this physics curriculum for 3-year-old children is designed to develop an early interest in and enthusiasm for science and to excite children about learning in general. The curriculum is designed to be implemented biweekly in preschool or child care programs but may also be presented…

Summer, Gail L.; Giovannini, Kathleen

189

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

190

CURRICULUM PLANNING AND REGISTRATION HEALTH SCIENCES -Saturday, 26 January 2013  

E-print Network

CURRICULUM PLANNING AND REGISTRATION HEALTH SCIENCES - Saturday, 26 January 2013 PROGRAMME CURRICULUM PLANNING & REGISTRATION BHSc (Human Sciences) Time: 08:30 ­ 09:00 Venue: Student Enrolment Centre 2013 Bachelors of Accounting Science and Laws ­ Monday, 4 February 2013 PROGRAMME CURRICULUM PLANNING

Wagner, Stephan

191

Terrebonne Parish Nautical Science Program Curriculum.  

ERIC Educational Resources Information Center

The curriculum presented in this document was created through the auspices of Louisiana State University's Center for Wetland Resources. Need for a program to train qualified personnel for the transportation segment of the mineral and oil industry was shown by a shortage of skilled workers. With the cooperation of a local high school, a one-year…

Louisiana State Univ., Baton Rouge. Center for Wetland Resources.

192

Integrated medical school ultrasound: development of an ultrasound vertical curriculum  

PubMed Central

Background Physician-performed focused ultrasonography is a rapidly growing field with numerous clinical applications. Focused ultrasound is a clinically useful tool with relevant applications across most specialties. Ultrasound technology has outpaced the education, necessitating an early introduction to the technology within the medical education system. There are many challenges to integrating ultrasound into medical education including identifying appropriately trained faculty, access to adequate resources, and appropriate integration into existing medical education curricula. As focused ultrasonography increasingly penetrates academic and community practices, access to ultrasound equipment and trained faculty is improving. However, there has remained the major challenge of determining at which level is integrating ultrasound training within the medical training paradigm most appropriate. Methods The Ohio State University College of Medicine has developed a novel vertical curriculum for focused ultrasonography which is concordant with the 4-year medical school curriculum. Given current evidenced-based practices, a curriculum was developed which provides medical students an exposure in focused ultrasonography. The curriculum utilizes focused ultrasonography as a teaching aid for students to gain a more thorough understanding of basic and clinical science within the medical school curriculum. The objectives of the course are to develop student understanding in indications for use, acquisition of images, interpretation of an ultrasound examination, and appropriate decision-making of ultrasound findings. Results Preliminary data indicate that a vertical ultrasound curriculum is a feasible and effective means of teaching focused ultrasonography. The foreseeable limitations include faculty skill level and training, initial cost of equipment, and incorporating additional information into an already saturated medical school curriculum. Conclusions Focused ultrasonography is an evolving concept in medicine. It has been shown to improve education and patient care. The indications for and implementation of focused ultrasound is rapidly expanding in all levels of medicine. The ideal method for teaching ultrasound has yet to be established. The vertical curriculum in ultrasound at The Ohio State University College of Medicine is a novel evidenced-based training regimen at the medical school level which integrates ultrasound training into medical education and serves as a model for future integrated ultrasound curricula. PMID:23819896

2013-01-01

193

An Undergraduate Computational Science Curriculum  

Microsoft Academic Search

Wofford College instituted one of the first undergraduate programs in computational science, the Emphasis in Computational\\u000a Science (ECS). Besides programming, data structures, and calculus, ECS students take two computational science courses (Modeling\\u000a and Simulation for the Sciences, Data and Visualization) and complete a summer internship involving computation in the sciences.\\u000a Materials written for the modeling and simulation course and developed

Angela B. Shiflet; George W. Shiflet

2008-01-01

194

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

195

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

196

Social Science Disciplines. Fundamental for Curriculum Development.  

ERIC Educational Resources Information Center

This guide is written for the social studies curriculum developer interested in developing a structured multidisciplinary program based on the concepts, methodology, and structure of social science disciplines and history. Seven 15-29 page chapters are included on each discipline: Anthropology and Psychology, by Charles R. Berryman; Economics, by…

McLendon, Johathan C., Ed.

197

Plate Tectonic Cycle. K-6 Science Curriculum.  

ERIC Educational Resources Information Center

Plate Tectonics Cycle is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) volcanoes (covering formation, distribution, and major volcanic groups); (2) earthquakes (with investigations on wave movements, seismograms and sub-suface earth currents); (3) plate tectonics (providing maps…

Blueford, J. R.; And Others

198

Orientation Week Events School of Computer Science  

E-print Network

Orientation Week Events School of Computer Science September 9th ­ September 12th Monday 9th:00­10:30 Jack Cole 0.35 MSc Curriculum Overview 3 14:00­16:00 Jack Cole 1.33a Computer Science Junior Honours Location Event 1 9:30­10:30 Jack Cole 0.35 Welcome to First Year Computer Science Students 1 10

St Andrews, University of

199

Incorporating themes of contextualized curriculum in a science methods course: Analyzing perceptions of pre- service middle school teachers in multicultural education  

Microsoft Academic Search

Recognizing the importance of formal education in any given nation underpins specific questions regarding the educational ideology and the nation's political practice. This paper provides insights into multicultural education using an empirical study conducted with pre-service middle school science teachers at an urban university. The study is positioned within the framework of the two schools of thought (humanistic and anti-

Geeta Verma; Janette Habashi

200

Teachers' Involvement in Implementing the Basic Science and Technology Curriculum of the Nine-Year Basic Education  

ERIC Educational Resources Information Center

The study investigated teachers' involvement in implementing the basic science and technology curriculum in primary schools in WSLGA (Warri South Local Government Area) of Delta State. It sought to identify the availability of the document in primary schools and teachers' knowledge of the objectives and activities specified in the curriculum.…

Odili, John Nwanibeze; Ebisine, Sele Sylvester; Ajuar, Helen Nwakaife

2011-01-01

201

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

202

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 be…

Metz, Kathleen E.

2008-01-01

203

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 informant…

Meier, Lori T.

2012-01-01

204

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

Microsoft Academic Search

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

Lori T. Meier

2011-01-01

205

Food-based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge  

PubMed Central

Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4th graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food. PMID:25152539

Hovland, Jana A.; Carraway-Stage, Virginia G.; Cela, Artenida; Collins, Caitlin; Diaz, Sebastian R.; Collins, Angelo; Duffrin, Melani W.

2013-01-01

206

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

207

The Forgotten Majority: Science Curriculum  

ERIC Educational Resources Information Center

Describes the objectives and content of an experience-oriented approach for 9th grade general science students. The emphasis is on the learning of science processes, through field studies and student investigations. Topic areas include measurement, landforms, weather, soil, plants and animals, population relationships, conservation, and pollution.…

Weaver, A. Miles, III

1970-01-01

208

``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

209

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

210

A survey of the scientific epistemological views of college students: Assessing the impact of an implicit curriculum in science education  

Microsoft Academic Search

In typical classrooms students are taught an explicit science curriculum while also learning implicit ideas about epistemologies of science. The ideal product of these school science experiences are students who are scientifically literate and capable of making informed decisions about science, including career choices in the sciences (NSES, 1996). However, studies in Taiwan have shown that the majority of students

Leigh S Arino de la Rubia

2009-01-01

211

Science, Fiction and Curriculum Innovation  

NASA Astrophysics Data System (ADS)

The academic world is now becoming so specialized that the advantages of a cross disciplinary education are being lost in the tidal wave of scholarship concentrating upon narrow subject fields whilst displacing the values of connected disciplines from the sciences and humanities. The almost rigorous segregation of science and the arts at degree level is being felt not only within academia, but within society. The more a subject is concentrated, the less profound and applicable it appears to the public who should ultimately be the beneficiaries of such knowledge. In order to achieve a form of parity through which our modern world can be examined, the University of Glamorgan has introduced an innovative degree course aimed at developing a multidisciplinary knowledge of science and the arts via an exploration of the science, history, philosophy, religious, artistic, literary, cultural and social endeavours of the fields of astronomy and fantastic literature.

Brake, Mark; Griffiths, Martin

2004-06-01

212

The Difficulties of a Curriculum Helper in an Urban School.  

ERIC Educational Resources Information Center

This paper describes the experiences of a teacher and a curriculum helper in designing and implementing a fifth grade language arts curriculum at an inner city, magnet school in Indianapolis (Indiana). The report describes the work in three phases: (1) making explicit the problems with the previous language arts curriculum; (2) formulating a plan…

Smith, Michael S.

213

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

214

Concept Maps: a Multipurpose Tool for Environmental Education John Jung, Mesa High School Environmental Science Master of Natural Science Program, School of Life Science, ASU  

E-print Network

Environmental Science Master of Natural Science Program, School of Life Science, ASU Concept Map about Concept Maps by J. Novak, the "father" of concept maps. Environmental Science Curriculum Planning Unit Plan standards associated with the "Population" unit of Environmental Science. Research Paper Planning Concept

Hall, Sharon J.

215

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

216

Curriculum and Assessment for World-Class Schools. The School Leader's Library: Leading for Learning.  

ERIC Educational Resources Information Center

This book about curriculum in American schools is centered on answering questions regarding placing curriculum within the context of schools and school systems, and presenting ideas regarding world-class standards and continuous improvement. Curriculum cannot be allowed to become simply the means to separate the haves from the have-nots based on…

Steffy, Betty E.; English, Fenwick W.

217

The Science Curriculum; The Decline of Expertise and the Rise of Bureaucratise  

ERIC Educational Resources Information Center

The content for the school science curriculum has always been an interplay or contest between the interests of a number of stakeholders, who have an interest in establishing it at a new level of schooling or in changing its current form. For most of its history, the interplay was dominated by the interests of academic scientists, but in the 1980s…

Fensham, Peter J.

2013-01-01

218

The Need for a Core, Interdisciplinary, Life-Sciences Curriculum in the Middle Grades.  

ERIC Educational Resources Information Center

Campaigns to improve adolescent health must involve schools, focusing on middle grades. Currently, school organization is poor, with too little good curricular material for such students. The article describes Stanford University's interdisciplinary, core, middle grades curriculum in human biology that combats alienation from science by making it…

Heller, H. Craig

1993-01-01

219

Factors influencing teacher decisions on school, classroom, and curriculum  

NASA Astrophysics Data System (ADS)

This article describes a study designed to explore sources of influence on the judgments made by science teachers on school characteristics, classroom features, and properties of a science curriculum. The study had its theoretical basis in the concept that members of a social organization operate under certain functional paradigms, which govern their approach to events within the organization, and particularly to the implementation of innovations. Empirically, the study formed part of the Canadian contribution to the Second International Science Study, and was based on a survey of some 2000 Canadian teachers. The survey used an adaptation of policy capturing methodology, in which teachers were presented with variations in a hypothetical scenario designed to simulate a decision-making situation. Results suggest that teachers' judgments center around a number of factors, the primary ones being concern for student ability and interest, teaching methods, and school spirit and morale. On the other hand, variations in the scientific basis of a curriculum appear to exert little influence. The results are interpreted as indicators of the major elements of teacher functional paradigms.

Crocker, Robert K.; Banfield, Helen

220

School and University Partnerships: The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers' Science Teaching Efficacy  

ERIC Educational Resources Information Center

Science in the Australian primary school context is in a state of renewal with the recent implementation of the Australian Curriculum: Science. Despite this curriculum renewal, the results of primary students in science have remained static. Science in Australia has been identified as one of the least taught subjects in the primary school

Petersen, Jacinta E.; Treagust, David F.

2014-01-01

221

Computers in the Curriculum: Science.  

ERIC Educational Resources Information Center

Defines microcomputer-based laboratory (MBL); discusses necessary hardware and software for operation of an MBL; reviews science applications in secondary education and eight steps involved in constructing a four-paddle interface box, the heart of an MBL; and provides information on suppliers of resources for creating an MBL. (MBR)

Walton, Karen Doyle

1985-01-01

222

School-Based Experiences: Developing Primary Science Preservice Teachers' Practices  

ERIC Educational Resources Information Center

Reviews into teacher education emphasise the need for preservice teachers to have more school-based experiences. In this study, a school- based experience was organised within a nine-week science curriculum university unit that allowed preservice teachers' repeated experiences in teaching primary science. This research uses a survey, questionnaire…

Hudson, Peter

2010-01-01

223

Improving Science Education in Rural Elementary Schools: A New Approach.  

ERIC Educational Resources Information Center

Rural elementary school teachers interested in improving science instruction are frequently hampered by inadequate training in science, lack of information on local natural history resources, and time and curriculum constraints. On the other hand, rural schools are usually located near meadows, forests, or undeveloped land, and rural students…

Dacus, Judy M.; Hutto, Nora

224

Forensic Science: Middle School  

NSDL National Science Digital Library

This resource guide from the Middle School Portal 2 project, written specifically for teachers, provides links to exemplary resources including background information, lessons, career information, and related national science education standards. This resource guide for middle school educators provides background content knowledge, lessons and activities, career information, and ideas for integrating forensics topics and concepts into existing units commonly taught in middle level science - for example, nature of science, methods of science, biology, engineering or genetics units. One section shows the alignment of resources to the National Science Education Standards.

Lefever, Mary

2009-07-01

225

Effectiveness of place-based science curriculum projects situated in Hawaiian and Western cultural institutions at an urban high school in Hawai'i  

NASA Astrophysics Data System (ADS)

Place-based education is a multidisciplinary and experiential approach to learning that utilizes a local environment or community. This study examined the influences of place attachment and cultural affiliation in the school on student experience and learning in a place-based science course, as well as the course's potential influence on environmentally responsible behaviors. The participants attended an urban high school on O'ahu, Hawai'i. By understanding student reaction to experience in both Western- and Hawaiian-centered classes, this study contributes to the literature on place-based education in relation to how differences in cultural affiliation in a school setting can have varying impacts on place attachment, science literacy, and environmental responsibility. A comparative case study was conducted with students enrolled in the Hawaiian Academy and non-academy students. Analysis of a pre- and post-survey and science content assessments, student documents, field notes, and interview transcripts suggested place-based science has both similar and different impacts on students depending on cultural affiliation within the school. Students in the Hawaiian Academy, as a whole, showed stronger science literacy and environmental responsibility than students in the non-Hawaiian Academy class. However, non-Hawaiian Academy students showed increased place attachment in a spiritual sense. Reactions from both groups suggest a need for smaller learning communities that promote a unity of knowledge rather than distinct courses and disciplines.

Kuwahara, Jennifer Leslie Hoof

226

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

227

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.

228

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

229

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.

230

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.

231

Hipparcos data supporting the IB school curriculum  

NASA Astrophysics Data System (ADS)

The Hipparcos and Tycho catalogues are ideal data sources for classwork since they provide real data illustrating fundamental astronomical concepts in a simple and easy to manipulate format. In this poster we describe how some of this data is used as support material within the International Baccalaureate (IB) science curriculum. The preparation and deployment of a series of Teacher Notes, specifically constructed to support the IB but applicable to other curricula, is described. Specific attention is given to the Teacher Notes on Stellar Distances which employs data from the Hipparcos and Tycho catalogues.

O'Flaherty, K. S.; Brumfitt, A.; Lawton, C.

2008-07-01

232

Elementary Science Core Curriculum, Grades K-4  

NSDL National Science Digital Library

This guide is intended to assist teachers and supervisors for grades K-4 as they prepare curricula, daily instruction, and assessment for elementary-level content and skills of Standards 1, 2, 4, 6, and 7 of the New York State Learning Standards for Mathematics, Science, and Technology. This core curriculum is not a syllabus; it specifically addresses only the content and skills to be tested by State examinations, and reflects only a portion of the content that must be addressed at the elementary level. It is expected that additional content will be supplied locally. The document defines process skills and describes their alignments with standards, key ideas, and performance indicators. There is also a set of sample matrices and a listing of major understandings that may be used to develop curriculum checklists or grade-by-grade curricula.

233

Science in Schools Project  

NASA Astrophysics Data System (ADS)

As part of a program to increase learning and engagement in science classes 124 Victorian schools are trialing a best practice teaching model. The Science in Schools Research Project is a DEET funded project under the Science in Schools Strategy, developed in response to recent research and policy decisions at national and state levels through which literacy, numeracy and science have been identified as key priorities for learning. This major science research project aims to identify, develop and trial best practice in Science teaching and learning. The Department will then be able to provide clear advice to Victoria's schools that can be adopted and sustained to: * enhance teaching and learning of Science * enhance student learning outcomes in Science at all year levels * increase student access to, and participation in Science learning from Prep through to Year 10, and hence in the VCE as well. The nature of the SiS program will be detailed with specific reference to the innovative programs in solar model cars, robotics and environmental science developed at Forest Hill College in response to this project.

Waugh, Mike

234

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

235

Middle School Science Notes.  

ERIC Educational Resources Information Center

Presents procedures, demonstrations, activities, and teaching suggestions on topics appropriate for middle school science including a simple electrolysis cell, conversion factors, energy, solubilities of salts, condensers, and a worksheet for studying coppice woodlands. (DC)

School Science Review, 1982

1982-01-01

236

Leading Curriculum Innovation in Primary Schools Project: An Interim Report on School Leaders' Roles in Curriculum Development in England  

ERIC Educational Resources Information Center

This article provides an interim report on a two-phase study of curriculum innovation in primary schools in England during one of the most significant periods of change for the last two decades. More specifically, the study addresses the challenges to school leaders created by the Rose Review of the primary curriculum. This article presents and…

Brundrett, Mark; Duncan, Diane; Rhodes, Christopher

2010-01-01

237

Racing to Success: Using Professional 3-D Design Software to Build CO[2]-Powered Cars in Middle School Science. In the Curriculum--Technology/Education/Science  

ERIC Educational Resources Information Center

In 1995, the Farmington Board of Education (Michigan) adopted a new student profile it hoped to achieve by 2007, the year students then in kindergarten would graduate from high school. This article describes a course named "2007"--named so because the 10-week, Grade 8 course was designed to address some of the profile's key attributes:…

Ogle, Thomas

2004-01-01

238

A Radio Astronomy Curriculum for the Middle School Classroom  

NASA Astrophysics Data System (ADS)

In the summer of 2000, two teachers working on a Masters of Science Teaching program at New Mexico Institute of Mining and Technology, spent eight weeks as interns at the Array Operations Center for the National Radio Astronomy Observatory (NRAO) in Socorro, New Mexico, under the auspices of the National Science Foundation's (NSF) Research Experience for Teachers (RET) program. The resulting projects will directly benefit students in the indvidual classrooms, as well as provide an easy-to-access resource for other educators. One of the products is a Radio Astronomy Curriculum for upper middle school classes. Radio astronomy images, based on scientific research results using NRAO's Very Large Array, are featured on trading cards which include an explanation, a ``web challenge'', and in some cases, a comparison of radio and optical images. Each trading card has corresponding lesson plans with background information about the images and astronomy concepts needed to do the lessons. Comparison of optical and radio astronomy is used as much as possible to explain the information from research using visible and radio wavelengths. New Mexico's Content Standards and Benchmarks (developed using national standards) for science education was used as a guide for the activities. The three strands of science listed in the standards, Unifying Concepts and Processes, Science as Inquiry, and Science Content are addressed in the lessons. Higher level thinking and problem solving skills are featured throughout the curriculum. The National Radio Astronomy Observatory is a facility of the National Science Foundation, operated under cooperative agreement by Associated Universities, Inc. The NSF's RET program is gratefully acknowledged.

Davis, J.; Finley, D. G.

2000-12-01

239

Computer Science Specimen Curriculum National University of Singapore  

E-print Network

Computer Science Specimen Curriculum National University of Singapore Fall Semester Junior Year Science Project 3 CS DEPTH Computer Science Depth 3 CS DEPTH Computer Science Depth 3 LAC Liberal Arts MATH ELEC Math Elective 3 CS DEPTH Computer Science Depth 6 CS DEPTH Computer Science Depth 6 OPEN ELEC

Simaan, Nabil

240

The Presidential Address 2013: Promoting Enthusiasm, Imparting Knowledge! Science for the General Population and Science for Future Researchers Must All Start in the School Curriculum  

ERIC Educational Resources Information Center

This article provides a transcript of the Presidential Address delivered by Martin Rees, Lord Rees of Ludlow, to the Association for Science Education (ASE) Annual Conference at the University of Reading, January 2013. The address is divided into five sections under the following headings: (1) Three Reasons Why the ASE's Mission Is So…

Rees, Martin

2013-01-01

241

Research School of Computer Science  

E-print Network

1 Research School of Computer Science Student Handbook #12;2 © The Australian National University 2013 Research School of Computer Science College of Engineering and Computer Science The Australian effectively in the Research School of Computer Science, ANU College of Engineering and Computer Science. Our

Botea, Adi

242

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

243

Middle School Science Notes.  

ERIC Educational Resources Information Center

Describes equipment, experiments, and activities useful in middle school science instruction, including demonstrating how strong paper can be, the inclined plane illusion, a simplified diet calculation, a magnetic levitator, science with soap bubbles, a model motor and dynamo, and a pocketed sorter for safety glasses. (SK)

School Science Review, 1980

1980-01-01

244

Middle School Science Notes.  

ERIC Educational Resources Information Center

Explains some middle school science demonstrations and experiments: included are a simplified circuit board, a scheme for the identification of plastics, a soot-free bunsen burner, science in a packet of cornflakes, and perceptual ambiguities with a "Chinese Compass." (GA)

School Science Review, 1978

1978-01-01

245

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

246

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 as…

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

247

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.

248

Theory and Practice of Curriculum Design for Integrated Science Education.  

ERIC Educational Resources Information Center

Explains the effects of globalization on education and unsuccessful attempts to develop a curriculum representing the desired ideas of integrated science. Describes how to develop and implement an integrated science curriculum and discusses the structure of a system with supportive instruction and pedagogy. (Contains 74 references.) (Author/YDS)

Son, Yeon-A; Pottenger, Francis M., III; King, Arthur; Young, Donald B.; Choi, Don-Hyung

2001-01-01

249

Computer Science Minor 2014-2015 Curriculum Chart  

E-print Network

Computer Science Minor 2014-2015 Curriculum Chart CMPS 12B/M Data Structures *CMPS 13H/L Intro 11 Intermediate Programming *CMPE 13/L Computer Systems and C Programming OR OR *CMPE 12/L Comp@soe.ucsc.edu � (831) 459-5840 � 08/18/2014 #12;Computer Science Minor 2014-2015 Curriculum Chart Fall _______ Winter

Stuart, Josh

250

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

251

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

252

Scientific Inquiry, Student Learning, and the Science Curriculum  

NSDL National Science Digital Library

What we know about student learning establishes links between scientific inquiry and the science curriculum. In this chapter, the author discusses scientific inquiry and the current learning research. He then proposes that the science curriculum should be based on core concepts or "big ideas" from science domains; here the National Science Education Standards serve as a guide. Effective science instruction should parallel science inquiry and the processes of learning; here the BSCS 5E model supplies an example. The author supports teaching science as inquiry and provides science teachers with practical examples.

Bybee, Rodger W.

2002-01-01

253

University of Wisconsin -Milwaukee School of Nursing CNP Curriculum Requirements under WTCS Articulation Agreement  

E-print Network

Physioloy N323 Nutrition 2 N334 Science Elective 1-4 N335 N442 Nursing Electives SOCIAL STUDIES/ RNUniversity of Wisconsin - Milwaukee School of Nursing CNP Curriculum Requirements under WTCS Articulation Agreement WTCS Graduates May 1996 and thereafter GENERAL EDUCATION (64 cr) NURSING REQUIREMENTS

Saldin, Dilano

254

A Curriculum Guide for Primary and Intermediate Special Education in the Opelika City Schools. Revised Edition.  

ERIC Educational Resources Information Center

Presented is a curriculum guide for primary and intermediate special education in the areas of communication skills, arithmetic, science, and physical education. The guide, prepared by the Opelika (Alabama) schools, is said to be based on assumptions such as the values of structured individualized learning, use of materials which do not require…

Opelika City Schools, AL.

255

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

256

Research School of Computer Science  

E-print Network

1 Research School of Computer Science Student Handbook #12;2 © The Australian National University 2012 Research School of Computer Science College of Engineering and Computer Science The Australian effectively in the Research Research School of Computer Science, ANU College of Engineering and Computer

Botea, Adi

257

AIAA Educator Academy - Mars Rover Curriculum: A 6 week multidisciplinary space science based curriculum  

NASA Astrophysics Data System (ADS)

The Curiosity mission has captured the imagination of children, as NASA missions have done for decades. The AIAA and the University of Houston have developed a flexible curriculum program that offers children in-depth science and language arts learning culminating in the design and construction of their own model rover. The program is called the Mars Rover Model Celebration. It focuses on students, teachers and parents in grades 3-8. Students learn to research Mars in order to pick a science question about Mars that is of interest to them. They learn principles of spacecraft design in order to build a model of a Mars rover to carry out their mission on the surface of Mars. The model is a mock-up, constructed at a minimal cost from art supplies. This project may be used either informally as an after school club or youth group activity or formally as part of a class studying general science, earth science, solar system astronomy or robotics, or as a multi-disciplinary unit for a gifted and talented program. The project's unique strength lies in engaging students in the process of spacecraft design and interesting them in aerospace engineering careers. The project is aimed at elementary and secondary education. Not only will these students learn about scientific fields relevant to the mission (space science, physics, geology, robotics, and more), they will gain an appreciation for how this knowledge is used to tackle complex problems. The low cost of the event makes it an ideal enrichment vehicle for low income schools. It provides activities that provide professional development to educators, curricular support resources using NASA Science Mission Directorate (SMD) content, and provides family opportunities for involvement in K-12 student learning. This paper will describe the structure and organization of the 6 week curriculum. A set of 30 new 5E lesson plans have been written to support this project as a classroom activity. The challenge of developing interactive learning activities for planetary science will be explored. These lesson plans incorporate state of the art interactive pedagogy and current NASA Planetary Science materials.

Henriquez, E.; Bering, E. A.; Slagle, E.; Nieser, K.; Carlson, C.; Kapral, A.

2013-12-01

258

Models for Curriculum and Pedagogy in Elementary School Physical Education  

ERIC Educational Resources Information Center

The purpose of this article is to review current models for curriculum and pedagogy used in elementary school physical education programs. Historically, physical educators have developed and used a multiactivity curriculum in order to educate students through physical movement. More recently, a variety of alternative curricular models have been…

Kulinna, Pamela Hodges

2008-01-01

259

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

260

Integrating Consumer and Economic Education into the School Curriculum.  

ERIC Educational Resources Information Center

This publication examines techniques for integrating consumer and economic education into the K-12 social studies curriculum. The intended audience includes school administrators, curriculum developers, and classroom teachers. Many practitioners have found that consumer education is an excellent area for developing the skills of economic analysis.…

Brenneke, Judith Staley

261

The Ghosts of the School Curriculum: Past, Present and Future  

ERIC Educational Resources Information Center

Ghosts haunt the school curriculum. Charles Dickens' "A Christmas Carol" provides a starting point for thinking about these curriculum ghosts. In the Preface, he states that he has "endeavoured in this Ghostly little book, to raise the Ghost of an Idea". In this article, the author seeks to raise the ghost of an idea, and to have a bit of fun with…

Kenway, Jane

2008-01-01

262

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

263

Bringing Science Public Outreach to Elementary Schools  

NASA Astrophysics Data System (ADS)

Many science "museums” already offer fantastic programs for the general public, and even some aimed at elementary school kids. However, these venues are usually located in large cities and are only occasionally used as tools for enriching science education in public schools. Here we present preliminary work to establish exciting educational enrichment environments for public schools that do not easily have access to such facilities. This program is aimed at motivating children's interest in science beyond what they learn in the classroom setting. In this program, we use the experience and experiments/demonstrations developed at a large science museum (in this case, The St. Louis Science Center) and take them into a local elementary school. At the same time, students from the University of Missouri are getting trained on how to present these outreach materials and work with the local elementary schools. Our pilot study has started with implementation of presentations/demonstrations at Benton Elementary School within the Columbia Public School district, Missouri. The school has recently adopted a STEM (Science, Technology, Engineering, and Mathematics) centered learning system throughout all grade levels (K-5), and is therefore receptive to this effort. We have implemented a program in which we have given a series of scientific demonstrations at each grade level's lunch hour. Further enrichment ideas and plans include: addition demonstrations, hands-on experiments, and question and answer sessions. However, the application of these events would be to compliment the curriculum for the appropriate grade level at that time. The focus of this project is to develop public communications which links science museums, college students and local public schools with an emphasis on encouraging college science majors to share their knowledge and to strengthen their ability to work in a public environment.

Miller, Lucas; Speck, A.; Tinnin, A.

2012-01-01

264

Family and Consumer Sciences in Higher Education: Common Elements in Undergraduate Curriculum  

Microsoft Academic Search

This study of undergraduate programs was undertaken to create a current portrait of Family and Consumer Sciences programs and to determine whether common ground exists among the various academic units particularly in the area of curriculum content. The thirty four schools having accreditation with SACS and AAFCS were chosen as the population to be studied. Two lists of curricular element

Susan Burroughs Lovett

2005-01-01

265

Curriculum as an instrument of change with particular reference to the social sciences  

Microsoft Academic Search

The social science curriculum of the future must prepare students to face rapidly changing circumstances in their world. The home and church seem to be unable to deal with those changes that are leading to a deterioration in human relationships and moral standards. The school seems to have the greatest potential for meeting the challenge and it is argued here

A. H. McNaughton

1970-01-01

266

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.

267

SCHOOL OF MEDICINE GUIDELINES FOR IMPLEMENTING ITS PROFESSIONALISM CURRICULUM  

E-print Network

SCHOOL OF MEDICINE GUIDELINES FOR IMPLEMENTING ITS PROFESSIONALISM CURRICULUM The School of Medicine Professionalism Committee will conform to the policies and procedures of the Wayne State for implementing the Student Code of Conduct as adopted by the School of Medicine. Prohibited Conduct In addition

Berdichevsky, Victor

268

Teacher Power Perceptions: Curriculum Politics in Three Suburban School Districts.  

ERIC Educational Resources Information Center

Teachers' perceptions of power to influence curriculum policy were surveyed over 120 teachers in three suburban school districts of varying socioeconomic levels. Results suggested insecurity among teachers as they perceived themselves subject to sanctions by school superintendents and school boards. (Author/GSK)

Duane, Edward A.; And Others

1980-01-01

269

Secondary Psychiatric Schools: Characteristics and Approaches to Curriculum  

ERIC Educational Resources Information Center

This study focused on approaches to curriculum, as well as school, principal, and student characteristics in secondary day treatment and residential psychiatric schools. A national random sample of 148 principals responded to a survey. No statistically significant differences existed between respondent and nonrespondent schools with regard to…

Gagnon, Joseph Calvin; Van Loan, Christopher L.; Barber, Brian R.

2011-01-01

270

Evaluation of a Tobacco Prevention Curriculum for Elementary School Children  

ERIC Educational Resources Information Center

This study evaluates the effectiveness of a tobacco education curriculum in increasing knowledge about tobacco, attitudes toward tobacco use, and intentions to use tobacco among elementary school children. A two-stage cluster sample was used to select a representative sample of 97 schools. Forty-nine schools were in the evaluation group and 48…

James, Delores C. S.; Chen, W. William; Lindsey, Robert

2003-01-01

271

The Humanities Approach to the Modern Secondary School Curriculum.  

ERIC Educational Resources Information Center

The humanities curriculum described in this book is designed as a multidisciplinary, integrated approach to learning. Chapter 1 discusses a definition of the humanities; the segmented curriculum; student expectations; teacher training and the importance of the faculty; the humanities and the sciences; organizing a humanities program; advantages of…

Miller, Bernard S.

272

Computer Science Specimen Curriculum City University Hong Kong, China  

E-print Network

Computer Science Specimen Curriculum City University Hong Kong, China Fall Semester Junior Year) Algorithms 3 CS 281 Operating System Principles 3 OPEN ELEC Open Elective 3 CS PROJ Computer Science Project 3 CS DEPTH Computer Science Depth 3 CS DEPTH Computer Science Depth 3 LAC Liberal Arts Core 3 LAC

Simaan, Nabil

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

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

275

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

276

Collective inquiry in the context of school-wide reform: Exploring science curriculum and instruction through team-based professional development  

NASA Astrophysics Data System (ADS)

Teacher collaboration and joint reflective inquiry have been viewed as central elements of progressive educational reform for more than two decades. More recently, researchers, policy-makers, and practitioners have heralded "blended" or "hybrid" approaches that combine online and on-site environments for collaborative learning as especially promising for "scaling up" instructional improvement. Yet, relatively little is known about how teachers working together navigate organizational and interpersonal constraints to develop and sustain conditions essential to collective inquiry. This in-depth study of meaning making about curriculum and instruction among a group of 11 physics teachers in a public, urban secondary school in the U.S. is an effort to explore collective inquiry as a resource for teacher learning and innovations in teaching practice. Through extended observations, multiple interviews, and close analyses of interaction, the study followed teachers for 7 months as they worked together across 3 settings organized in fundamentally different ways to promote joint inquiry into teaching practice. The explanatory framework of the study rests on the mutually-reinforcing conceptual underpinnings of sociocultural theory and systemic functional linguistics to establish connections between micro-social interactions and macro-social processes. Drawing on systemic functional linguistics, the study explores interpersonal meaning making through close analyses of speech function and speech role in 6 extended sequences of generative interaction. Concepts from activity theory elucidate those features of settings and school that directly impinged on or advanced teachers' collaborative work. Findings run counter to prevailing congenial views of teacher collegiality by identifying ways in which collective inquiry is inherently unstable. That instability makes itself apparent at two levels: (a) the dynamics of authority within the group, and (b) middle-level features of setting and school that favored preserving solidarity above developing a critical stance towards practice. The study offers a theoretically-informed description of collective inquiry and an analytic framework to trace its development in naturally-occurring interaction. The analytic framework extends the tools of functional analysis into a new realm, that of teachers' collaborative work, and offers means to understand better the complex array of forces shaping and shaped by teachers' everyday interactions around their practice.

Eddy Spicer, David Henning

277

Developing resources to support a national computer science curriculum for K-12  

Microsoft Academic Search

This session will continue efforts by the ACM and Computer Science Teachers Association (CSTA) to create a comprehensive body of resources to support the implementation of a national K-12 computer science curriculum. The ACM K-12 Computer Science Curriculum Committee, with input from the Computer Science educational community, published a Model Curriculum [1] in 2003. The Model suggests a four-level curriculum.

Anita Verno; Steve Cooper; Thomas J. Cortina; Barb Ericson; Bill Madden

2007-01-01

278

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

279

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

280

Science-based occupations and the science curriculum: Concepts of evidence  

NASA Astrophysics Data System (ADS)

What science-related knowledge is actually used by nurses in their day-to-day clinical reasoning when attending patients? The study investigated the knowledge-in-use of six acute-care nurses in a hospital surgical unit. It was found that the nurses mainly drew upon their professional knowledge of nursing and upon their procedural understanding that included a common core of concepts of evidence (concepts implicitly applied to the evaluation of data and the evaluation of evidence - the focus of this research). This core included validity triangulation, normalcy range, accuracy, and a general predilection for direct sensual access to a phenomenon over indirect machine-managed access. A cluster of emotion-related concepts of evidence (e.g. cultural sensitivity) was also discovered. These results add to a compendium of concepts of evidence published in the literature. Only a small proportion of nurses (one of the six nurses in the study) used canonical science content in their clinical reasoning, a result consistent with other research. This study also confirms earlier research on employees in science-rich workplaces in general, and on professional development programs for nurses specifically: canonical science content found in a typical science curriculum (e.g. high school physics) does not appear relevant to many nurses' knowledge-in-use. These findings support a curriculum policy that gives emphasis to students learning how to learn science content as required by an authentic everyday or workplace context, and to students learning concepts of evidence.

Aikenhead, Glen S.

2005-03-01

281

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

282

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

283

Teachers' sense-making of curriculum structures and its impact on the implementation of an innovative reform-based science curriculum  

NASA Astrophysics Data System (ADS)

This study discusses the social interactions involved in teachers' enactment and use of new science curricula. The teachers studied participated in the LiFE program, a university-school partnership, which is an inquiry based science and nutrition education program. In this program fifth and sixth grade students learned science through the study of food. The program used the study of food and food systems to teach life sciences and nutrition through inquiry based studies. Through the partnership teachers received professional development which aimed to deepen their conceptual understandings of life science and develop skills in implementing inquiry-base teaching. Using qualitative research methods of ethnography and narrative inquiry to study teachers' sense-making of messages from curriculum structures, the intention was to explore how teachers' sense-making of these structures guided their classroom practices. Two research questions were addressed: (a) How do teachers make sense of curriculum given their perceptions, their school context and their curricular context; (b) What influence do their identities as science teachers/learners have on their enactment of an innovative science curriculum. I used comparative analysis to examine teacher's beliefs and identities as teachers/learners. In the process of studying these teachers an understanding of how teachers' stories and identities shape their use and enactment of science curriculum came to light. The initial analysis revealed four distinct teacher identities: (a) social responsibility teacher/learner; (b) experiential teacher/learner; (c) supportive institution teacher/learner; and (d) turning point teacher. Besides these distinct teacher identities three cross cutting themes emerged: (a) creating environments conducive to their teaching visions; (b) empowering student through science teaching; and (c) dealing with the uncertainty of teaching. The information gathered from this study will illuminate how these different teacher stories shaped their teaching practices and enactment of science curriculum. Curriculum developers and policy makers struggle to understand how their messages can be communicated clearly to their readers and users. Many argue that curriculum materials are not used the way they are intended. Others argue the messages read from policy and curriculum materials and artifacts are ambiguous and unclear. This study did not argue that teachers do not use the curriculum materials correctly. This study focused on teachers' sense-making of curriculum materials so we can get a better understanding of the role curriculum resources can play in reform.

Beckford-Smart, Meredith

284

Teachers' Experiences of Science Curriculum Reform  

ERIC Educational Resources Information Center

We report on a three-year study of teachers' experiences of a major reform of the science National Curriculum for 14- to 16-year-olds in England. Teachers' responses to this curriculum reform were guided by: "personal" aims and biography; "internal" features of their workplace such as departmental collegiality; and…

Ryder, Jim; Banner, Indira; Homer, Matt

2014-01-01

285

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

286

High School and Adult Career Curriculum Resources  

NSDL National Science Digital Library

This website from the Vocational Information Center includes career curriculum resources. Topics are: Plan for Tomorrow, 8-12 Career and Personal Planning- Integrated Resource Package, Working in the 21st Century, Career Development Manual, 7 Step Career Decision Making Model, Career and Educational Exploration: It's About Your Future, Vocational Technical Curriculum Guidance and Career Education Career Preparation, Curriculum Career Workbooks for Students and Parents, Career Development Standards and Guidelines, National Career Development Guidelines, Workforce Career Development Crosswalk, and Balancing Life and Work.

2010-06-28

287

Noise Pollution--An Overlooked Issue in the Science Curriculum.  

ERIC Educational Resources Information Center

Discusses the need for including noise pollution in the science curriculum and describes 10 activities for improving students' awareness and understanding of and concern for noise and its effects. (Author/JN)

Treagust, David F.; Kam, Goh Ah

1985-01-01

288

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

289

Computer Science Specimen Curriculum City University Hong Kong, China  

E-print Network

Computer Science Specimen Curriculum City University Hong Kong, China Spring Semester Junior Year Communications 3 CS 3103 (CS 281) Operating Systems Principles 3 CS 250 Algorithms 3 CS DEPTH Computer Science Depth 6 CS 270 Programming Languages 3 LAC Liberal Arts Core 3 CS DEPTH Computer Science Depth 3 15 LAC

Simaan, Nabil

290

The Structure and Interpretation of the Computer Science Curriculum  

E-print Network

The Structure and Interpretation of the Computer Science Curriculum Matthias Felleisen 1 , Robert B science. 1 SICP Conquers the World The publication of The Structure and Interpretation of Computer for MIT's introductory course for computer science and electrical engineering majors, use of the book

Findler, Robert Bruce "Robby"

291

The Structure and Interpretation of the Computer Science Curriculum  

E-print Network

The Structure and Interpretation of the Computer Science Curriculum Matthias Felleisen1, Robert B science. 1 SICP Conquers the World The publication of The Structure and Interpretation of Computer for MIT's introductory course for computer science and electrical engineering majors, use of the book

Krishnamurthi, Shriram

292

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.

293

Urban High School Students' Critical Science Agency: Conceptual Understandings and Environmental Actions Around Climate Change  

Microsoft Academic Search

This study investigates how the enactment of a climate change curriculum supports students' development of critical science agency, which includes students developing deep understandings of science concepts and the ability to take action at the individual and community levels. We examined the impact of a four to six week urban ecology curriculum on students from three different urban high schools

Katherine L. McNeill; Meredith Houle Vaughn

2010-01-01

294

ROOMS FOR DEVELOPMENTAL SCIENCE COURSES. SCHOOL FACILITIES FOR SCIENCE INSTRUCTION, 2ND EDITION.  

ERIC Educational Resources Information Center

MANY HIGH SCHOOLS ARE BROADENING THEIR SCIENCE CURRICULUM WITH SPECIALIZED COURSES. THIS REPORT SURVEYS THE NATURE OF THESE COURSES AS BEING--(1) DEVELOPMENTAL, (2) APPLIED, AND (3) SPECIALIZED. A SURVEY OF THE SEPARATE SCIENCE COURSES REVEALS THAT ONLY A FEW CLEARLY FIT INTO THE ABOVE THREE CLASSIFICATIONS. MOST COURSES BY NATURE OVERLAP EITHER…

RICHARDSON, JOHN S.

295

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.

296

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

297

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 depends…

Hameyer, Uwe

2007-01-01

298

A Senior High School Interdisciplinary Humanities Curriculum. Final Report.  

ERIC Educational Resources Information Center

The Hunter College High School Twelfth grade humanities curriculum was designed to end the artificiality between life and learning as found in the traditional program of studies. An effort was made to restructure the final year of high school to focus on Man rather than subjects, to see the interrelationships of the disciplines, and to end the…

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

299

Resources for Teaching Elementary School Science.  

ERIC Educational Resources Information Center

This resource guide is a source of current information for teachers, principals, administrators, science curriculum specialists, parents, and those involved in systemic reform of science education. These curriculum materials and other resources support inquiry-based science teaching that fosters an understanding of science concepts through…

National Academy of Sciences, Washington, DC. Government-University-Industry Research Roundtable.

300

Integrating Service Learning into a Business School Curriculum  

Microsoft Academic Search

The authors consider the systematic integration of service learning into a professional business school curriculum. Taking a developmental approach, students were involved in service-learning experiences throughout all 4 years of their education. Major barriers of faculty\\/organizational resistance, institutional infrastructure to support service-learning efforts, and pedagogical\\/curriculum design are addressed. The article focuses primarily on the pedagogical and curricular design and implementation

Christine H. Lamb; Robert L. Swinth; Karen L. Vinton; James B. Lee

1998-01-01

301

University of California San Diego Skaggs School of Pharmacy & Pharmaceutical Sciences  

E-print Network

University of California San Diego Skaggs School of Pharmacy & Pharmaceutical Sciences Course system. #12;University of California San Diego Skaggs School of Pharmacy & Pharmaceutical Sciences Course is an interdisciplinary course in the integrated sciences curriculum of Human Health and Disease in which the biological

Gleeson, Joseph G.

302

Implementation Science and School Psychology  

ERIC Educational Resources Information Center

The APA Division 16 Working Group on Translating Science to Practice contends that implementation science is essential to the process of translating evidence-based interventions (EBIs) into the unique context of the schools, and that increasing attention to implementation will lead to the improvement of school psychological services and school

Forman, Susan G.; Shapiro, Edward S.; Codding, Robin S.; Gonzales, Jorge E.; Reddy, Linda A.; Rosenfield, Sylvia A.; Sanetti, Lisa M. H.; Stoiber, Karen C.

2013-01-01

303

UW SCHOOL OF PHARMACY CURRICULUM COMMITTEE  

E-print Network

and Diversity Advisory Board (lead group), discuss the breadth, depth, amount, and nature of cultural awareness, sensitivity, and competence and health care disparity elements in the PharmD curriculum. 8. Working with Joe

Sheridan, Jennifer

304

Dartmouth Medical School Social Justice Curriculum  

E-print Network

Johansen, Jack Lyons, James O'Connell (HMS, Boston's Healthcare for the Homeless), Tommy Clark (Grassroot of related issues. The global health MPH curriculum group led by John Butterly joined us in August 2011

Myers, Lawrence C.

305

Beyond State Planned School-Based Curriculum Development: One Chinese School's Story  

ERIC Educational Resources Information Center

View through a power perspective, this article critically evaluates tensions involved in China's school-based curriculum development (SBCD) in middle schools: the state's concern about control, accountability, and schools' eagerness to struggle for more decision-making power. This article examines how a Chinese school and its teachers go beyond…

Ye, Wangbei

2012-01-01

306

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

307

School of Computer Science Welcome to the School of  

E-print Network

School of Computer Science Welcome to the School of Computer Science #12;School of Computer Science to meeting many of you during your time here." Head of School #12;School of Computer Science All students - Registration Tuesday 24th September, Admin Office A31, Computer Science - PGT Group Meeting Wednesday 25th

Qu, Rong

308

Carter G. Woodson Elementary School: The Success of a Private School Curriculum in an Urban Public School.  

ERIC Educational Resources Information Center

Describes the program at Carter G. Woodson elementary school, Baltimore (MD), an urban school serving many at-risk students which has adopted the curriculum and techniques of the Calvert School, a predominantly white, selective private school. There have been readily observable and measurable gains in academic achievement at the public school.…

McHugh, Barbara; Spath, Susan

1997-01-01

309

Curriculum Vitae, Paul Kay International Computer Science Institute  

E-print Network

of Tahitian consumer behavior. Southwestern Journal of Anthropology 20: 160-67. 1964b (William Geoghegan1 Curriculum Vitae, Paul Kay International Computer Science Institute 1947 Center Street Berkeley, 1963 Major positions held since receipt of Ph.D. 1963-64 Postdoctoral Fellow (Social Science Research

Kay, Paul

310

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

311

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.

312

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 Roman…

Alabama State Dept. of Education, Montgomery.

313

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.

314

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.

315

Maori in the Science Curriculum: Developments and Possibilities  

ERIC Educational Resources Information Center

The aim of this paper is to examine the current state of development of Maori science curriculum policy, and the roles that various discourses have played in shaping these developments. These discussions provide a background for suggestions about a possible future direction, and the presentation of a new concept for Maori science education (note…

Stewart, Georgina

2005-01-01

316

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.

317

Inspire Your Students! Connect children's literature to your science curriculum  

E-print Network

Picture book discovered: A River Ran Wild #12;4.Track lists of outstanding science books for children on SBB Picture book discovered: Moonshot: The Flight of Apollo 11 9.Search Children's LiteratureInspire Your Students! Connect children's literature to your science curriculum 10 Ways to Get

Abolmaesumi, Purang

318

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.

319

Environmental Earth System Science\\/Engineering Within an Earth Systems Curriculum at City College of the City University of New York  

Microsoft Academic Search

The Science Division of City College (CCNY) has implemented a joint undergraduate program with the Grove School of Engineering at CCNY that allows for both a Bachelors of Science and a Bachelors of Engineering using a synergistic Earth System Science (ESS) curriculum . The Science Core uses creative new courses that include ESS: Systems Analysis of the Earth, ESS: Modeling\\/Databases,

E. Rudolph; J. Steiner

2007-01-01

320

The Loewenberg School of Nursing Bachelor of Science in Nursing  

E-print Network

-Focused Nursing 3 NURS 4120 Contemporary Issues and Trends in Nursing and Health Care 3 NURS 4129 PopulationThe Loewenberg School of Nursing Bachelor of Science in Nursing Sample Curriculum Pattern Freshman Hert-African/American Emphasis 3 NURS 3017 Intro/Med/Surgical Nursing 3 BIOL 1230/1231 (Microbiology) 4

Dasgupta, Dipankar

321

The Loewenberg School of Nursing Bachelor of Science in Nursing  

E-print Network

3006 Professional Nursing Seminar 1 NUTR 2202 (Nutrition) or 3202 (Nutrition for Health Care) 3 NURSThe Loewenberg School of Nursing Bachelor of Science in Nursing Sample Curriculum Plan Freshman Heritage-African/American Emphasis 3 NURS 3005 Professional Nursing 2 BIOL 1230/1231 (Microbiology) 4 NURS

Dasgupta, Dipankar

322

School Curricula and the Development of Science and Mathematics.  

ERIC Educational Resources Information Center

The concept of school curriculum in science and mathematics is discussed and related to the structures of the disciplines and theory developments. Recent epistemological studies on theory dynamics (Kuhn, Sneed) are put into context with the understanding of learning processes. (Author/MK)

Steiner, Hans-Georg

1980-01-01

323

Improving science achievement at high-poverty urban middle schools  

NASA Astrophysics Data System (ADS)

A large percentage of U.S. students attending high-poverty urban middle schools achieve low levels of science proficiency, posing significant challenges to their success in high school science and to national and local efforts to reform science education. Through its work in Philadelphia schools, the Center for Social Organization of Schools at Johns Hopkins University developed a teacher-support model to address variation in science curricula, lack of materials, and underprepared teachers that combined with initial low levels of proficiency block improvements in science achievement. The model includes a common science curriculum based on NSF-supported materials commercially available, ongoing teacher professional development built around day-to-day lessons, and regular in-class support of teachers by expert peer coaches. One cohort of students at three Philadelphia middle schools using the model was followed from the end of fourth grade through seventh grade. Their gains in science achievement and achievement levels were substantially greater than students at 3 matched control schools and the 23 district middle schools serving a similar student population. Under school-by-school comparisons, these results held for the two schools with adequate implementation. Using widely available materials and techniques, the model can be adopted and modified by school partners and districts.

Ruby, Allen

2006-11-01

324

School of Economic, Political & Policy Sciences School of Economic, Political and Policy Sciences  

E-print Network

beyond high school graduation (excluding the summer immediately after high school graduationSchool of Economic, Political & Policy Sciences School of Economic, Political and Policy Sciences Transfer Scholarship The School of Economic, Political and Policy Sciences (EPPS) Transfer Scholarship

O'Toole, Alice J.

325

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

326

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

327

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

328

Multicultural Science Education and Curriculum Materials  

ERIC Educational Resources Information Center

This article describes multicultural science education and explains the purposes of multicultural science curricula. It also serves as an introductory article for the other multicultural science education activities in this special issue of "Science Activities".

Atwater, Mary M.

2010-01-01

329

A Possible Pathway for High School Science in a STEM World  

ERIC Educational Resources Information Center

Today's high school science teachers find themselves in a period of transition. For the past decade there have been calls for replacing a narrow focus on science education--the traditional courses in physics, chemistry, biology, and Earth and space science--with a broader curriculum on STEM (that is, the four allied fields of science, technology,…

Sneider, Cary

2011-01-01

330

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

331

The Implementation of a Geospatial Information Technology (GIT)-Supported Land Use Change Curriculum with Urban Middle School Learners to Promote Spatial Thinking  

ERIC Educational Resources Information Center

This study investigated whether a geospatial information technology (GIT)-supported science curriculum helped students in an urban middle school understand land use change (LUC) concepts and enhanced their spatial thinking. Five 8th grade earth and space science classes in an urban middle school consisting of three different ability level tracks…

Bodzin, Alec M.

2011-01-01

332

Terror Medicine as Part of the Medical School Curriculum  

PubMed Central

Terror medicine, a field related to emergency and disaster medicine, focuses on medical issues ranging from preparedness to psychological manifestations specifically associated with terrorist attacks. Calls to teach aspects of the subject in American medical schools surged after the 2001 jetliner and anthrax attacks. Although the threat of terrorism persists, terror medicine is still addressed erratically if at all in most medical schools. This paper suggests a template for incorporating the subject throughout a 4-year medical curriculum. The instructional framework culminates in a short course for fourth year students, such as one recently introduced at Rutgers New Jersey Medical School, Newark, NJ, USA. The proposed 4-year Rutgers curriculum serves as a model that could assist other medical schools contemplating the inclusion of terror medicine in pre-clerkship and clerkship training.

Cole, Leonard A.; Wagner, Katherine; Scott, Sandra; Connell, Nancy D.; Cooper, Arthur; Kennedy, Cheryl Ann; Natal, Brenda; Lamba, Sangeeta

2014-01-01

333

Information technology in the medical school curriculum.  

PubMed

Education up to the latter part of the 20th century used strict methods of instruction delivery, relying mostly on tried theories in cognition and social learning. Approaches in constructivism and collaborative learning affirm the success of existing methods of delivering curriculum, yet they also validate the use of information technology as a vehicle to improve student learning. PMID:22787924

Abras, Chadia N

2012-01-01

334

New Approaches to Curriculum Development in Nigerian Schools.  

ERIC Educational Resources Information Center

The present Universal Primary Education Scheme which was launched in Nigeria in 1976 calls for innovation in curriculum development, classroom teaching techniques, and adequate supervision of instructional programs in the schools. The type of education imported to Nigeria under British control reflected the needs of the colonial government.…

Obebe, Bolarinde J.

335

Curriculum Guide for Art in the Secondary Schools.  

ERIC Educational Resources Information Center

This secondary school curriculum guide is written in outline form to simplify the planning of a design-oriented art program. For each of 15 design units, a step-by-step set of instructions is given. Each unit is presented in three stages, each of which is a complete lesson in design. Materials and tools necessary for lesson preparation, motivation…

Chicago Board of Education, IL.

336

The Integration of Careers Education in the School Curriculum.  

ERIC Educational Resources Information Center

Provides a definition of career education. Discusses strategies and makes suggestions for planning a curriculum which includes career education. Describes the establishment of such programs both in and outside school in Brazil, Canada, China, Greece, India, Japan, Kenya, Latin America, Poland, Romania, and Spain. (KO)

Rodriguez Moreno, Maria Luisa

1988-01-01

337

Law and the Family: A High School Curriculum Guide.  

ERIC Educational Resources Information Center

This curriculum guide is designed to assist high school classroom teachers in developing and implementing a program on family law. The major objective of the document is to help students understand how profoundly the law is associated with their private lives. The document is presented in four chapters. Key areas in this frequently ignored area of…

Khanlian, John F., Ed.; And Others

338

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.

339

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 covered…

Esser, Robert

340

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

341

Sunnyside Unified School District Kindergarten Curriculum Guide. (Revised).  

ERIC Educational Resources Information Center

The kindergarten program of Tucson, Arizona's Sunnyside Unified School District aims to provide young children with opportunities to develop strong oral language skills, basic problem-solving abilities, fine and gross motor skills, and feelings of confidence and joy as a learner. In its 10 major sections, this color-coded kindergarten curriculum

Sunnyside School District, Tucson, AZ.

342

Integrating Gifted Education into the Total School Curriculum.  

ERIC Educational Resources Information Center

Based on experience in integrating gifted and talented education into a Missouri school district, this article explains necessary steps: setting and clarifying objectives, identifying talent, using careful measures, getting staff input, creating a fitting and differentiated curriculum, broadening teacher roles, and overseeing the program.…

Cooper, Carolyn R.

1995-01-01

343

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 unaccustomed…

Wong, Marina Wai-yee

2012-01-01

344

The School History Curriculum in Scotland & Issues of National Identity  

Microsoft Academic Search

This article stresses the importance of historical knowledge in shaping attitudes to national identity. The background to the current situation for history in Scottish schools is outlined. Evidence of pupils' historical ignorance, and the absence of vital aspects of the past in the curriculum, are indicated. Concern is expressed for the focus on an oppositional identity and for the lack

Sydney Wood

345

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.

346

AN INDUSTRIAL ARTS CURRICULUM PROJECT FOR THE JUNIOR HIGH SCHOOL.  

ERIC Educational Resources Information Center

THE GENERAL PURPOSE OF THE PROJECT IS TO EFFECT CURRICULUM CHANGE IN INDUSTRIAL ARTS. DURING THE FIRST PHASE, COVERED BY THIS REPORT, EFFORTS WERE DIRECTED TOWARD CONCEPTUALIZING A STRUCTURE OF INDUSTRY AS A BASIS FOR CONTENT IN INDUSTRIAL ARTS, AND TRANSLATING THIS STRUCTURE INTO A SYLLABUS WHICH OUTLINES A JUNIOR HIGH SCHOOL PROGRAM OF…

TOWERS, EDWARD R.

347

A Critical Evaluation of the Department of Education and Science's Initiatives to Integrate ICT into the Republic of Ireland's Primary School Curriculum  

ERIC Educational Resources Information Center

This study examines recent initiatives in the Irish Republic to integrate ICT into the primary school system. The study includes an analysis of the social, political and educational background to past initiatives, both government and teacher-led, to make more use of ICT in the general school system over the past 30 years. The government's…

Murray, John

2004-01-01

348

Teacher and Curriculum Factors that Influence Middle School Students' Sense-Making Discussions of Force/Motion  

NSDL National Science Digital Library

This study investigated small-group discussions in an inquiry-based middle school science classroom. The purpose of the study was to determine the teacher and curriculum factors that provide support (or not) for students' sense-making discussions. To do this, two student groups were videotaped as they participated in force/motion activities. Analysis revealed that sense-making discussion was influenced by an occasional lack of teacher adherence to the curriculum philosophy, particular types of discussion prompts, the drawing of free-body and energy diagrams, and other teacher and curriculum factors.

Sandifer, Cody

2010-01-18

349

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

350

Can participation in a school science fair improve middle school students' attitudes toward science and interest in science careers?  

NASA Astrophysics Data System (ADS)

The purpose of this study was to investigate whether participation in a school-based science fair affects middle school students' attitudes toward science and interest in science and engineering careers. A quasi-experimental design was used to compare students' pre- and posttest attitudes toward and interest in science. Forty-eight of the 258 participants completed a school-based science fair during the study. In addition, twelve middle school science teachers completed an online survey. Both the Survey of Science Attitudes and Interest I and II (SSAI-I and II) measured students' attitudes toward and interest in science and science and mathematics self-efficacy, asked about classroom inquiry experiences and gathered demographic information. An online survey gathered qualitative data about science teachers' perceptions of school science fairs. The results showed no significant interactions among completion of a science fair project and attitudes toward and interest in science, science and mathematics self-efficacy or gender. There were significant differences at both pre- and posttest in attitudes between the students who did and did not complete a science fair project. All participating teachers believed that participation in science fairs could have a positive effect on students' attitudes and interest, but cited lack of time as a major impediment. There was significant interaction between level of classroom inquiry and attitudes and interest in science; students who reported more experiences had higher scores on these measures. Classroom inquiry also interacted with the effects of a science fair and participants' pre- and posttest attitude scores. Finally, the amount and source of assistance on a science fair project had a significant impact on students' posttest measures. Major limitations which affect the generalization of these findings include the timing of the administration of the pretest, the number of participants in the experimental group and differences in the science fair procedures at the participating schools. Embedded in a curriculum that includes the teaching of inquiry practices, science fairs may play a role in the inspiration of future scientists, but more research needs to be done on the quality of students' experiences, including amount and type of classroom instruction before and during the science fair process.

Finnerty, Valerie

351

Development of the Astronomy-Themed Interdisciplinary Curriculum At Taipei First Girls' High School  

NASA Astrophysics Data System (ADS)

With the advent of satellite-based telescopes and abundant data open to the public, senior high school students can now be allowed access to the latest observational data collected by those cutting-edge telescopes. Following the official guidelines for high school curricula in Taiwan, we designed a 24-hour, four-module curriculum, the themes of which are: properties of light and spectra, multi-wavelength observations, evolution of stars, and introduction to cosmology. The curriculum makes use of free online astronomical databases, software for data analysis, and teaching platforms. Many of the courses are inquiry-oriented, focusing on hands-on experiments and discussions. They can be taught separately in their own fields or combined to form research project courses as well. The curriculum development was funded by the National Science Council of Taiwan (High Scope Project) and supported by three institutes in universities. More than 700 students are participating in the pilot program. We are now promoting the curriculum to other schools, with a hope to encourage students to carry out projects on topics in astronomy.

Yang, S.-C.; Jin, R.; Lai, S.-P.; Kong, A.; Chang, H.-K.; Wu, P.-H.

2014-07-01

352

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

353

Career Education and the Rural School Curriculum.  

ERIC Educational Resources Information Center

New Hampshire Supervisory School Union 58--Experimental Schools project (Groveton, New Hampshire) has developed a rural schools oriented career education program for grades K-12, which incorporates the total community. The program focuses on three major themes: (1) Self Awareness--Who Am I? (kindergarten and grade 1), (2) Awareness of Community…

Peters, Richard O.

354

02 College of Information Science, School of InformaticsCollege of Information Science, School of InformaticsCollege of Information Science, School of InformaticsCollege of Information Science, School of InformaticsCollege of Information Science, School o  

E-print Network

of Information Science, School of InformaticsCollege of Information Science, School of InformaticsCollege of Information Science, School of InformaticsCollege of Information Science, School of InformaticsCollege of Information Science, School of InformaticsCollege of Information Science, School of Informatics

Tanaka, Jiro

355

Gravitational-wave Science in the High School Classroom  

E-print Network

This article describes a set of curriculum modifications designed to integrate gravitational-wave science into a high school physics or astronomy curriculum. Gravitational-wave scientists are on the verge of being able to detect extreme cosmic events, like the merger of two black holes, happening hundreds of millions of light years away. Their work has the potential to propel astronomy into a new era by providing an entirely new means of observing astronomical phenomena. Gravitational-wave science encompasses astrophysics, physics, engineering, and quantum optics. As a result, this curriculum exposes students to the interdisciplinary nature of science. It also provides an authentic context for students to learn about astrophysical sources, data analysis techniques, cutting-edge detector technology, and error analysis.

Benjamin Farr; GionMatthias Schelbert; Laura Trouille

2011-09-16

356

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

357

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

358

New integrated science curriculum launched A new undergraduate science program aimed at training  

E-print Network

this week. The program, called iCons for Integrated Concentrations in Science, is unique in the UnitedNew integrated science curriculum launched A new undergraduate science program aimed at training States because it is a four-year program that uses real-world problems to integrate the sciences

Auerbach, Scott M.

359

Cardiff School of Pharmacy and Pharmaceutical Sciences  

E-print Network

Cardiff School of Pharmacy and Pharmaceutical Sciences Undergraduate Degree Programme www.cardiff.ac.uk/phrmy our #12;Cardiff School of Pharmacy and Pharmaceutical Sciences Friendly One of the Top UK Schools Sciences 2 The Cardiff School of Pharmacy and Pharmaceutical Sciences one of 29 UK schools of Pharmacy

Davies, Christopher

360

Curriculum in Food Handling and Distribution; a Guide for Experimentation in High School and Post High School Vocational Training.  

ERIC Educational Resources Information Center

The project developed an experimental curriculum guide for training persons at the high school and post-high school levels in food handling and distribution. Data were gathered through interviews with over 200 food industries in Connecticut. Courses and curriculums were obtained from six secondary schools and seven post-secondary schools. Some of…

Stiles, Philip G.; And Others

361

THEHARVARDCAMPAIGNFORARTS&SCIENCES SCHOOL OF ENGINEERING  

E-print Network

THEHARVARDCAMPAIGNFORARTS&SCIENCES SCHOOL OF ENGINEERING & APPLIED SCIENCES #12;#12;#12;HARVARD EXPERIENCE FACULTY & OUR SCHOLARLY ENTERPRISE LEADING IN LEARNING SCHOOL OF ENGINEERING & APPLIED SCIENCES engineering and applied sciences with critical thinking, creativity, entrepreneurship, and a grounding

362

Olympic Scientific Congress: Sport Science and the Physical Education Curriculum.  

ERIC Educational Resources Information Center

This article discusses the Olympic Scientific Congress (a summer school program where over 30 sport-related courses will be offered), whose purpose is to deal with the issue of increased technical knowledge in sport and physical education and the problems associated with integrating the logic of various disciplines into the curriculum. (JMK)

Tripps, Dan G.

1984-01-01

363

Creativity in the Science Curriculum: A Northern Ireland Perspective  

ERIC Educational Resources Information Center

This article discusses the revised Northern Ireland Curriculum which will be fully implemented across all key stages by June 2010. The revision gives schools greater flexibility with statements of minimum entitlement for subject strands replacing detailed subject programmes of study. Teachers are encouraged to promote a cross-curricular approach…

McCune, Roger

2009-01-01

364

Science Education in a Developing Country: Reforming the Curriculum  

ERIC Educational Resources Information Center

A brief description of curriculum reform at school levels in Israel gives an idea of the problems which may also be typical for other developing countries. The curricula of mathematics, biology and chemistry were considerably revised. The teacher education programs had to be adjusted. (PS)

Gillis, Joseph

1972-01-01

365

Pedagogic Thinking that Grounds E-Learning for Secondary School Science Students in New Zealand  

ERIC Educational Resources Information Center

Course designers adopted a language-learners approach to the online teaching of New Zealand secondary school students in the subject of astronomy. This was possible because the curriculum for astronomy that was in 2004 established as a part of New Zealand's national curriculum was specifically designed to engage underachieving students in science

Shaw, Robert

2007-01-01

366

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.

367

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

368

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

369

Earth Science Activities: A Guide to Effective Elementary School Science Teaching.  

ERIC Educational Resources Information Center

The primary emphasis of this book is on new or revised earth science activities that promote concept development rather than mere verification of concepts learned by passive means. Chapter 2 describes philosophies, strategies, methods, and techniques to guide preservice and inservice teachers, school building administrators, and curriculum

Kanis, Ira B.; Yasso, Warren E.

370

What's in School Science Review?  

ERIC Educational Resources Information Center

This article reviews three issues (306, 307 and 308) of "School Science Review" (SSR), the ASE journal for science education 11-19. It aims to highlight ideas and developments that are of relevance to the teaching and learning of science in both secondary and primary phases. Each of the issues being reviewed includes articles that focus on a…

Skinner, Nigel

2003-01-01

371

Risk and school science education  

Microsoft Academic Search

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 concerns connect with support amongst many

Clare Christensen

2009-01-01

372

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

373

Science for Survival: The Modern Synthesis of Evolution and The Biological Sciences Curriculum Study  

NASA Astrophysics Data System (ADS)

In this historical dissertation, I examined the process of curriculum development in the Biological Sciences Curriculum Study (BSCS) in the United States during the period 1959-1963. The presentation of evolution in the high school texts was based on a more robust form of Darwinian evolution which developed during the 1930s and 1940s called "the modern synthesis of evolution." Building primarily on the work of historians Vassiliki Smocovitis and John L. Rudolph, I used the archival papers and published writings of the four architects of the modern synthesis and the four most influential leaders of the BSCS in regards to evolution to investigate how the modern synthetic theory of evolution shaped the BSCS curriculum. The central question was "Why was evolution so important to the BSCS to make it the central theme of the texts?" Important answers to this question had already been offered in the historiography, but it was still not clear why every citizen in the world needed to understand evolution. I found that the emphasis on natural selection in the modern synthesis shifted the focus away from humans as passive participants to the recognition that humans are active agents in their own cultural and biological evolution. This required re-education of the world citizenry, which was accomplished in part by the BSCS textbooks. I also found that BSCS leaders Grobman, Glass, and Muller had serious concerns regarding the effects of nuclear radiation on the human gene pool, and were actively involved in informing th public. Lastly, I found that concerns of 1950s reform eugenicists were addressed in the BSCS textbooks, without mentioning eugenics by name. I suggest that the leaders of the BSCS, especially Bentley Glass and Hermann J. Muller, thought that students needed to understand genetics and evolution to be able to make some of the tough choices they might be called on to make as the dominant species on earth and the next reproductive generation in the nuclear age. This was science for survival.

Green, Lisa Anne

374

Patterns and Functions. Curriculum and Evaluation Standards for School Mathematics Addenda Series, Grades 5-8.  

ERIC Educational Resources Information Center

The "Curriculum and Evaluation Standards for School Mathematics" (1989) provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. The document not only addresses what mathematics students should learn but also…

Phillips, Elizabeth; And Others

375

‘Nature’ and the ‘environment’ in Jamaica’s primary school curriculum guides  

Microsoft Academic Search

In cases where environmental education is institutionalised within schools, the curriculum can affect what and how students learn about ‘nature’ and the ‘environment’. In Jamaica, schools are considered important settings for environmental education; the curriculum therefore includes environmental issues. Using content analysis, representations of ‘nature’ and the ‘environment’ in the nation’s primary level Curriculum Guides were examined. Findings indicate that

Therese Ferguson

2008-01-01

376

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

377

IRVINE: DEPARTMENT OF COGNITIVE SCIENCES SCHOOL OF SOCIAL SCIENCES  

E-print Network

IRVINE: DEPARTMENT OF COGNITIVE SCIENCES SCHOOL OF SOCIAL SCIENCES Final: 1/30/2013 1 OF COGNITIVE SCIENCES SCHOOL OF SOCIAL SCIENCES Final: 1/30/2013 2 We thank the Subcommittee on Policy. Administered by: Department of Cognitive Sciences, School of Social Sciences 3. Faculty Vote of the Department

Barrett, Jeffrey A.

378

School of Biological Sciences Student Handbook  

E-print Network

School of Biological Sciences Student Handbook #12;Student Handbook 2013-2014 2013­2014 page 2 #12...............................................................................................15 School Management School Office and Communications.........................................................16 Student

Trudgett, Alan

379

Roadmap: Digital Sciences -Bachelor of Science School of Digital Science  

E-print Network

: 2014-2015 Page 1 of 2 | Last Updated: 22-May-14/JSK This roadmap is a recommended semester Electives 2 6 Semester Eight [14 Credits] Approved Electives in Digital Sciences or Related Area 6 3Roadmap: Digital Sciences - Bachelor of Science DS-BS-DS School of Digital Science Catalog year

Khan, Javed I.

380

Implementation science and school psychology.  

PubMed

The APA Division 16 Working Group on Translating Science to Practice contends that implementation science is essential to the process of translating evidence-based interventions (EBIs) into the unique context of the schools, and that increasing attention to implementation will lead to the improvement of school psychological services and school learning environments. Key elements of implementation and implementation science are described. Four critical issues for implementation science in school psychology are presented: barriers to implementation, improving intervention fidelity and identifying core intervention components, implementation with diverse client populations, and implementation in diverse settings. What is known and what researchers need to investigate for each set of issues is addressed. A discussion of implementation science methods and measures is included. Finally, implications for research, training and practice are presented. PMID:23586516

Forman, Susan G; Shapiro, Edward S; Codding, Robin S; Gonzales, Jorge E; Reddy, Linda A; Rosenfield, Sylvia A; Sanetti, Lisa M H; Stoiber, Karen C

2013-06-01

381

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.

382

Evaluating seismology-based curriculum for use in high school physical science and physics classes as a part of the South Carolina Earth Physics Project (SCEPP)  

Microsoft Academic Search

The South Carolina Earth Physics Project (SCEPP) has created a set of Inquiry-based learning modules utilizing the Learning Cycle Method of instruction. In addition software entitled the Global Earthquake Explorer (GEE) has been developed for use with the modules and as a tool to explore worldwide seismic activity. Modules are intended for use in either high school 9th grade physical

James Walter Bartholomew Jr.

2003-01-01

383

ADVANCED MATERIALS Curriculum Nanomaterials Materials Science I 5 CP Materials Science II 5 CP Lab Materials Science II 5 CP  

E-print Network

ADVANCED MATERIALS Curriculum Nanomaterials Materials Science I 5 CP Materials Science II 5 CP Lab Materials Science II 5 CP Computational Methods in Materials Science 4 CP Lab Materials Science I 5 CP Physical Chemistry 4 CP General Chemistry 2 CP Synthesis of Org. & Inorg. Materials 4 CP Introductory Solid

Pfeifer, Holger

384

ADVANCED MATERIALS Curriculum Biomaterials Materials Science I 5 CP Materials Science II 5 CP Lab Materials Science II 5 CP  

E-print Network

ADVANCED MATERIALS Curriculum Biomaterials Materials Science I 5 CP Materials Science II 5 CP Lab Materials Science II 5 CP Computational Methods in Materials Science 4 CP Lab Materials Science I 5 CP Physical Chemistry 4 CP General Chemistry 2 CP Synthesis of Org. & Inorg. Materials 4 CP Introductory Solid

Pfeifer, Holger

385

Writing To Learn in Science: A Curriculum Guide.  

ERIC Educational Resources Information Center

This curriculum guide supports and gives structure to engaging students in writing-to-learn activities in science classes by delineating writing outcomes and assessment. The guide is structured according to the beliefs that students need models, revision is the key to successful writing, writing is a tool for demonstrating learning, and writing is…

Chatel, Regina G.

386

Primary Science: Professional Learning and Curriculum Development in Northern Tasmania  

ERIC Educational Resources Information Center

This paper reports on the results of a survey of primary teachers who attended a series of three 1/2 day workshops that focused on primary science activities concerned with two key outcome areas from the Tasmanian Essential Learnings curriculum: "Investigating the Natural and Constructed World" and "Inquiry." The workshops provided teachers with…

Kenny, John; Colvill, Marj

2008-01-01

387

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. (SK)

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

1999-01-01

388

Principles versus Artifacts in Computer Science Curriculum Design  

ERIC Educational Resources Information Center

Computer Science is a subject which has difficulty in marketing itself. Further, pinning down a standard curriculum is difficult--there are many preferences which are hard to accommodate. This paper argues the case that part of the problem is the fact that, unlike more established disciplines, the subject does not clearly distinguish the study of…

Machanick, Philip

2003-01-01

389

Consumer Citizenship Curriculum Guides for Social Studies, English, Science, Mathematics.  

ERIC Educational Resources Information Center

These four consumer citizenship curriculum guides for social studies, English, science, and mathematics incorporate consumer education into these subject matter areas in grades 8-12. Each guide is organized around 10 main component/goals. They are basic economics in the marketplace, credit, consumer law/protection, banking skills, comparison…

MacKenzie, Louise; Smith, Alice

390

Curriculum Integration in Ontario High Schools  

ERIC Educational Resources Information Center

In many North American schools, the acquirement of knowledge is encouraged in the most fractious of ways. At the high-school level, knowledge is often channelled into separate, specialized units of study. Rarely is an effort made to develop cross-subject, unifying themes that can help students recognize important points of curricular overlap.…

Grice, James

2011-01-01

391

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. PMID:5496239

Uzelac, Constance

1970-01-01

392

Investigating the Role of the Teacher in Science Curriculum: New Evidence for an Old Debate  

NASA Astrophysics Data System (ADS)

It is widely believed that teachers need high-quality curriculum materials to improve teaching and learning. Professional development designs differ, however, in whether they emphasize preparing teachers to use expert- designed curricula or preparing teachers with the tools needed to design and implement high-quality science units themselves. Evidence exists for the effectiveness of providing teachers with training in how to implement expert-designed curricula (Bredderman, 1983; Shymansky, Hedges, & Woodworth, 1990; Weinstein, Boulanger, & Walberg, 1982) and for providing teachers with professional development aimed at preparing teachers to design instruction and assessments (Black & Harrison, 2001; Shepard, 1997; Sneider, Adams, Ibanez, Templeton, & Porter, 1996). However, no studies, however, have compared explicitly these different approaches to preparing teachers to plan and enact instruction in science. The Transforming Instruction by Design in Earth Science (TIDES) project is an experimental study comparing the efficacy of three different approaches to professional development. The approaches differ with respect to the role that teachers are expected to play in curriculum. In one condition (Earth Science by Design), teachers learn how to design curriculum units in Earth science. In a second condition (Investigating Earth Systems), teachers learn how to adopt and implement curriculum materials developed by experts. In the third condition (Hybrid), teachers learn a principled approach to adapt expert-developed curriculum materials. The TIDES study is examining the impacts of each of the approaches to professional development on instructional planning and on the quality of assignments and assessments they give to students. We measured impacts on instructional planning using an end-of-unit questionnaire that focused on changes to teachers" overall approach to planning units of instruction, their strategies for organizing assignment, and materials they use in class. We measured impacts on overall assignment quality using a combination of multi-faceted Rasch analysis and hierarchical linear modeling techniques, using scores from rubrics focused on the nature of scientific communication, construction of knowledge, quality of Earth science content, presentation of the nature of science, and opportunities for inquiry. Scores from a holistic rubric were used to rate performance assessment quality. In this presentation, we will describe results from the first year of the study, focusing on the impact of each condition on instructional practice and on student learning. We will conclude with some implications of the study findings for curriculum development and curriculum policy in school districts.

Penuel, W.; McAuliffe, C.; McWilliams, H.

2007-12-01

393

An Investigation of Measurement Invariance of the Key Stage 2 National Curriculum Science Sampling Test in England  

ERIC Educational Resources Information Center

Since 2010, the whole national cohort Key Stage 2 (KS2) National Curriculum test in science in England has been replaced with a sampling test taken by pupils at the age of 11 from a nationally representative sample of schools annually. The study reported in this paper compares the performance of different subgroups of the samples (classified by…

He, Qingping; Anwyll, Steve; Glanville, Matthew; Opposs, Dennis

2014-01-01

394

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

NASA Astrophysics Data System (ADS)

This is an ethnographic study of a newly created math, science, and technology elementary magnet school in a rural community fiercely committed to cultural preservation while facing unprecedented economic instability brought on by massive loss of manufacturing jobs. Our goal was to understand global- and community-level contexts that influenced the school's science curriculum, the ways the school promoted itself to the community, and the implicit meanings of science held by school staff, parents and community members. Main sources of data were the county's newspaper articles from 2003 to 2006, the school's, town's, and business leaders' promotional materials, and interviews with school staff, parents, and community members. A key finding was the school's dual promotion of science education and character education. We make sense of this "science with character" curriculum by unpacking the school and community's entanglements with historical (cultural preservation), political (conservative politics, concerns for youth depravity), and economic (globalization) networks. We describe the ways those entanglements enabled certain reproductive meanings of school science (as add-on, suspect, and elitist) and other novel meanings of science (empathetic, nurturing, place-based). This study highlights the school as a site of struggle, entangled in multiple networks of practice that influence in positive, negative, and unpredictable ways, the enacted science curriculum.

Carlone, Heidi B.; Kimmel, Sue; Tschida, Christina

2010-06-01

395

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

396

Laboratories in the Computer Science Curriculum  

Microsoft Academic Search

From the beginning, the discipline of computer science has been a laboratory science. In this regard, it stands alongside biology, chemistry, geology, and physics, where students and practitioners formulate conjectures and then design and carry out experiments to study the validity of those conjectures. The laboratory is an integral component of both education and practice in these sciences. In computer

Jeff Parker; Robert Cupper; Charles Kelemen; Dick Molnar; Greg Scragg

1990-01-01

397

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

398

UC Davis Forensic Science Graduate Program Proposed curriculum changes to the MS Degree in Forensic Science  

E-print Network

chemistry/toxicology Microscopy and material analysis Forensic biology Pattern evidence Graduate level1 UC Davis Forensic Science Graduate Program Proposed curriculum changes to the MS Degree in Forensic Science (Graduate Council approved June 21, 2007) Background The Graduate Forensic Science M

Ullrich, Paul

399

Cosmetology--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 cosmetology 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.

400

Career Education: Sample Lessons to Parallel the New York City Public Schools Senior High School Curriculum.  

ERIC Educational Resources Information Center

Lessons in this document are the product of a senior high school teachers' workshop sponsored by the State Project to Implement Career Education (SPICE) in New York City schools. These career education sample lessons, covering nine subject areas, are designed to be used along with regular curriculum materials and relate to self-awareness, career…

State Project to Implement Career Education, New York, NY.

401

Cariology in curriculum of brazilian dental schools.  

PubMed

Reasons for the iniquities of caries, globally recognized, may be related to how Cariology has been taught in dental schools. In Brazil, the most important universities, when considering healthcare teaching, are the public ones. The objective of this study was to identify the insertion of the contents of Cariology in the course flowcharts of public dental schools in the country. The survey was conducted in 2013 seeking to identify the realities of different geographical regions, aimed to the census of public dental schools. It was performed a documentary analysis of the menus of disciplines, identifying the following issues: number of dental schools that include content related to Cariology in their curricula; average total workload undergraduate courses and disciplines that contemplate the theme; distribution of disciplines in professional training cycles (basic, clinical and public health); existence of discipline and/or a specific department; verification of bibliographic indication directly related to Cariology. The response rate was 93.6%. All dental schools recommended specific books, and none of them had a Department of Cariology. All dental schools in the country contemplated content related to Cariology in their disciplines, distributed in specific disciplines (except for the Northern region) and disciplines in the three cycles of learning (basic, clinical and public health), with larger workload in the clinical cycle. Although public dental schools in Brazil demonstrated commitment to contemplating the content related to Cariology in their disciplines, the emphasis on the clinical cycle may not be promoting the integrated formation of students, which could be contributing to reflect the inequalities of the disease in the country. PMID:25250487

Ferreira-Nóbilo, Naiara de Paula; Sousa, Maria da Luz Rosário de; Cury, Jaime Aparecido

2014-01-01

402

Science and Literacy: Incorporating Vocabulary, Reading Comprehension, Research Methods, and Writing into the Science Curriculum  

NASA Astrophysics Data System (ADS)

Part of preparing the next generation of STEM researchers requires arming these students with the requisite literacy and research skills they will need. In a unique collaboration, the departments of Physics (ECE) and Psychology at the University of Houston have teamed up with NASA in a grant to develop a supplemental curriculum for elementary (G3-5) and middle school (G6-8) science teachers called Mars Rover. During this six week project, students work in teams to research the solar system, the planet Mars, design a research mission to Mars, and create a model Mars Rover to carry out this mission. Targeted Language Arts skills are embedded in each lesson so that students acquire the requisite academic vocabulary and research skills to enable them to successfully design their Mars Rover. Students learn academic and scientific vocabulary using scientifically based reading research. They receive direct instruction in research techniques, note-taking, summarizing, writing and other important language skills. The interdisciplinary collaboration empowers students as readers, writers and scientists. After the curriculum is completed, a culminating Mars Rover event is held at a local university, bringing students teams in contact with real-life scientists who critique their work, ask questions, and generate excite about STEM careers. Students have the opportunity to showcase their Mars Rover and to orally demonstrate their knowledge of Mars. Students discover the excitement of scientific research, STEM careers, important research and writing tools in a practical, real-life setting.

Nieser, K.; Carlson, C.; Bering, E. A.; Slagle, E.

2012-12-01

403

Promoting Positive Identity Among Children in a School Curriculum  

E-print Network

week. Questionnaires were distributed in counterbalanced order to avoid possible carryover effects. Testing times were scheduled according to convenience of the homeroom teacher. Directions and an example item were read aloud to the students... Selves into a school curriculum may also bring awareness to teachers of particular students that may need extra encouragement or support in their efforts of self-awareness and importance in the contributions they make to daily activities. New students...

Niebergall, Jaclyn Althea

2010-04-26

404

School: The Story of American Public Education. Curriculum Guide.  

ERIC Educational Resources Information Center

This curriculum guide, which is a companion guide for a four-part videotape series on the history of the U.S. system of public education, is intended for use by post-secondary faculty in education who wish to infuse into their courses historical and current perspectives on the evolution of U.S. public schools and the impact of public education on…

Archung, Kim Nesta

405

Intermediate Level Science Core Curriculum, Grades 5-8  

NSDL National Science Digital Library

This guide is intended to assist teachers and supervisors for grades 5-8 as they prepare curriculum, instruction, and assessment for intermediate-level content and skills of the New York State Learning Standards for Mathematics, Science, and Technology. This Core Curriculum is not a syllabus. It addresses only the content and skills to be tested by the Intermediate Level Science Assessment. The document identifies process skills and describes their alignments with standards, key ideas, and performance indicators. It includes a description of the content of the Intermediate Level Science Examination and a set of examples of activities intended to build skills to support standards on scientific inquiry, the living environment, and the physical setting.

406

SCHOOL OFFICES Biological Sciences A  

E-print Network

T Psychology V Queen's University Management School K Sociology, Social Policy and Social Work W FACULTY) Centre at 2A Airport Road Queen's Sport Upper Malone Details correct at time of going to print. For an upSCHOOL OFFICES Biological Sciences A Chemistry and Chemical Engineering B Creative Arts P Education

Martin, Ralph R.

407

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

408

School of Mathematical and Physical Sciences  

E-print Network

School of Mathematical and Physical Sciences Environmental Physics A physics degree information Undergraduate Admissions Secretary School of Mathematics and Physical Sciences University Sciences comprises a large group of scientific experts in many different fields of environmental physics

Wirosoetisno, Djoko

409

Testing and Curriculum Reform: One School's Experience.  

ERIC Educational Resources Information Center

While working to reconcile developmentally sound curricula and instruction with district and state requirements, faculty at a Dalton, Georgia, primary school were hindered by mandated standardized tests. Since uncovering several negative aspects of such testing, faculty have been struggling to teach a developmental and test-driven math program…

Livingston, Carol; And Others

1989-01-01

410

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

411

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.

412

Schools Adapting Curriculum to the Outdoors  

ERIC Educational Resources Information Center

Daily lessons at the Learning Gate Community School often tap the wonders of nature on the 27-acre campus, with its open fields and overgrown orange groves, and a treehouse overlooking an idyllic pond. Educators at Learning Gate say the outdoor classrooms and lessons are a balm for many of the ills that can hinder students' physical and mental…

Manzo, Kathleen Kennedy

2008-01-01

413

Group Projects and the Computer Science Curriculum  

ERIC Educational Resources Information Center

Group projects in computer science are normally delivered with reference to good software engineering practice. The discipline of software engineering is rapidly evolving, and the application of the latest 'agile techniques' to group projects causes a potential conflict with constraints imposed by regulating bodies on the computer science

Joy, Mike

2005-01-01

414

Learning to Be a New School: Building a Curriculum for New Times  

ERIC Educational Resources Information Center

Literature that discusses transformative change in schools typically draws on experiences of renewal and change in existing schools. This report explores the shaping of a new school with the intent, established at the very outset, of offering a curriculum for the 21st century. The report discusses four key aspects of curriculum innovation at this…

Hipkins, Rosemary

2011-01-01

415

School Curriculum in the Context of Lifelong Learning. UIE Monographs, 9.  

ERIC Educational Resources Information Center

The contribution of recent curriculum research to an analysis of the ways in which the school curriculum could promote lifelong learning is discussed in this literature review and analysis. The introductory chapter points up the focus on articulation between school learning and out-of-school learning and notes the limitation of the study to…

Hameyer, Uwe

416

Living, Learning and the Arts: Integrating Arts into the Curriculum in Rural Schools.  

ERIC Educational Resources Information Center

The arts should be considered part of the basic content of any school curriculum. The arts teach us about the central nature of what it means to be human. They are an essential part of the curriculum for all learners across all ranges of abilities and talents in all schools, but perhaps especially in rural schools, where access to museums, the…

Eaton, Marie

417

Unifying concepts in the high school biology curriculum, one or many: An investigation of rural, suburban, and urban schools  

NASA Astrophysics Data System (ADS)

Nine high school biology teachers from rural, suburban, and urban school settings, were interviewed about what idea, topic, or concept, if any, they use to unify their high school biology curriculum. Professional scientists and educational organizations have proposed that high school biology teachers use "biological evolution" as a unifying concept of their curriculum. Interviews, concept maps, and classroom syllabi and outlines were provided as data for these nine case studies. Each teacher was asked what topics were included in their curriculum to determine if a wide enough content was taught to warrant unification. The teachers' responses were compared to content and concepts listed in the National Science Content Standards, the Washington State Essential Academic Learning Requirements for Science, and a paper (Hurd, Bybee, Kahle, and Yager, 1980) that proposed what and how topics should be taught in the high school biology class by the year 2000. The nine teachers were asked to draw a concept map showing how these topics were interrelated and what concept, if any, "unified" them. A unifying concept is defined as a concept introduced early in the year and referred back to whenever new topics are introduced illustrating how the new topic is related to the previous ones through this unifying concept. Seven of the nine teachers did use at least one unifying concept. Two use evolution or natural selection, two use the web of life, two use the characteristics of life, and one uses scientific inquiry. The data collected in this study indicate high school teachers use these concepts such as the web of life and the characteristics of life because they believe they are easily understood by their students and less controversial than the theory of evolution. This study also presents evidence that school setting has minimal influence on what concept teachers use to unify their curriculum and that teachers have a significant amount of academic freedom to choose what they want to teach and how they want to teach it. The data suggests that teachers choose their unifying concept based on their personal beliefs of what their students will accept and on their past interactions with parents, students, and administrators when various unifying concepts were used.

Brown, Judith Ann

2000-10-01

418

An Australian Science Curriculum: Competition, Advances and Retreats  

ERIC Educational Resources Information Center

Science schooling enjoys high status. Scientific capability is perceived as critical in underpinning economic success in advanced societies. Science achievement, at all levels, has become a global competition in which nations want to be seen to triumph. Governments periodically pay close attention to science education with a view to ensuring it…

Aubusson, Peter

2011-01-01

419

Transcending the conventional science curriculum: Supporting students in the negotiation of meaning and finding their place in science  

NASA Astrophysics Data System (ADS)

Science education in schools is often inadvertently designed so that it is frequently inconsistent with students' lived experiences (Aikenhead, 1996, 2001; Brickhouse & Potter, 2001). Science is therefore seen by students as an endeavor for someone else, contributing to a lack of access to the knowledge necessary to address scientific and environmental issues (Calabrese Barton, 2002; Fraser-Abder, Atwater, & Lee, 2006). This research promotes an exploration of meanings, allowing students to find their place in science and the roles that science fills for them. I assert that the consideration of humanistic approaches to science education provides the base necessary to transcend the uncritical acceptance of the assumptions of the conventional science curriculum. Through a review of the literature, I provide a survey of three humanistic pathways in science education: liberal, renewal, and cultural-progressive. I developed activities in cooperation with a high school biology teacher based on these approaches: drawing pictures of science-in-action, a specialized gallery walk, a role play, and the storyboarding of a science-oriented public service announcement. Utilizing qualitative research methods and drawing on the concept of figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998; Urrieta, 2007), this project was conducted in a high school biology classroom with a diverse range of students. Research methods included classroom observations over a period of eight weeks, ethnographic interviews, artifact collection and analysis, pile sorts, rank ordering, and oral and written reflections by the teacher and her students. Analysis of this data suggests that the meanings of science for students and their teacher were diverse and emergent through the interactions of personal histories and developing identities, activities, and reflection. This research further illustrates how integrating the plurality of the humanistic approaches to science education provides ways for students and teachers to engage in meaningful, rich, and cognitively challenging experiences. Such experiences allow for the exploration of meaning and possible identities in and with science.

Price, Jeremy Forest

420

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.

421

Th unnatural order of things: A history of the high school science sequence  

Microsoft Academic Search

Historical studies of US high school science education are rare. This study examines the historical origins of a unique characteristic of the secondary science curriculum, the Biology-Chemistry-Physics (B-C-P) order of courses. Statements from scientists, educators and the media claim that B-C-P has been the traditional curriculum sequence for over a century and can be traced back to the influential educational

Dennis M. Robbins

2004-01-01

422

Urban High School Students’ Critical Science Agency: Conceptual Understandings and Environmental Actions Around Climate Change  

Microsoft Academic Search

This study investigates how the enactment of a climate change curriculum supports students’ development of critical science\\u000a agency, which includes students developing deep understandings of science concepts and the ability to take action at the individual\\u000a and community levels. We examined the impact of a four to six week urban ecology curriculum on students from three different\\u000a urban high schools

Katherine L. McNeill; Meredith Houle Vaughn

423

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

424

Multiple Influences: Latinas, Middle School Science, and School  

ERIC Educational Resources Information Center

This paper describes the multiple school and school science experiences of eight Latina students of Central American descent in a tracked, urbanized, middle school setting. Framed by a sociocultural perspective, I describe how eight seventh and eighth grade Latino girls interacted with school science. Implications for the concept "science for…

Parker, Carolyn

2014-01-01

425

Multiple influences: Latinas, middle school science, and school  

NASA Astrophysics Data System (ADS)

This paper describes the multiple school and school science experiences of eight Latina students of Central American descent in a tracked, urbanized, middle school setting. Framed by a sociocultural perspective, I describe how eight seventh and eighth grade Latino girls interacted with school science. Implications for the concept "science for all" are discussed.

Parker, Carolyn

2014-06-01

426

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

427

Improving the Science Curriculum with Bioethics  

NSDL National Science Digital Library

The Eye on Education column focuses on the Washington Association for Biomedical Research's workshop for teachers called Ethics in the Science Classroom. The article describes the 5-day professional development opportunity and the benefits of teaching bioethics to students.

Cathy Lundmark (American Institute of Biological Sciences;)

2002-10-01

428

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

429

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

430

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 as…

Naveh, Nissan

2008-01-01

431

Rural High School Mathematics Teachers' Response to Mathematics Reform Curriculum Integration and Professional Development  

ERIC Educational Resources Information Center

The purpose of this qualitative study was to examine rural high school mathematics teachers' responses to the initial implementation of Louisiana's "Comprehensive Curriculum" during their second year of involvement in a professional development program. The curriculum changes were the culmination of an alignment between standards, curriculum,…

Cox, Teodora B.

2009-01-01

432

The English Language Curriculum for Senior Secondary School in China: Its Evolution from 1949  

ERIC Educational Resources Information Center

This article traces the evolution of the English language curriculum for senior secondary school in China from 1949 against the background of national developments in China. The latest English language curriculum (2003) is then introduced and discussed in comparison with the 1993 syllabus. The comparison suggests that the 2003 curriculum

Wang, Wenfeng; Lam, Agnes S. L.

2009-01-01

433

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

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

Online Curriculum for Science and Engineering Ethics  

NSDL National Science Digital Library

Created with funds provided by the National Science Foundation (NSF), the International Dimensions of Ethics Education in Science & Engineering (IDEESE) at the University of Massachusetts Amherst provides high-quality online and classroom-based materials for science and engineering disciplines. This site allows users to access a set of different curricula, complete with cases and related resources based on real events with international ethnical dimensions. There are five online cases here, and they deal with the a variety of controversies, including the SARS virus outbreak and the recruitment of egg donors by South Korean stem cell researchers. Each of the cases comes with a case-situation summary and supporting materials such as interviews, discussion questions, and classroom activities. Engineering students and teachers will find that the breadth of these materials offers a thought-provoking experience designed to complement the more formal scientific materials that are traditionally part of this field of study.

2012-05-01

436

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.

437

School of Mathematical & Computer Sciences Dept of Computer Science  

E-print Network

School of Mathematical & Computer Sciences Dept of Computer Science BSc Computer Systems Programme & Computer Sciences Dept of Computer Science BSc Computer Systems Programme Handbook 2014 Watt University................................................................................13 BSc Computer Systems Programme Structure

Painter, Kevin

438

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

2013-12-01

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

Continuity between school curriculum and vocation: Manual labour's ineffective role  

NASA Astrophysics Data System (ADS)

The author's thesis is that, in the foreseeable future, the school is incapable of successfully promoting favourable changes in values, attitudes and behaviour towards manual labour among the majority of pupils in any society, but particularly in low-income countries or areas of the world. The focus of this article is on the integration of manual productive work into the teaching-learning processes of school education. The relationship of formal education to other institutions in pre-literate, minimally literate and mostly literate societies is very briefly sketched. Attempts to introduce manual labour in the school curriculum in Canada, India and China are discussed. The reasons, internal to the educational system, for the failure of these attempts are listed. The article concludes by discussing the reasons external to the educational system which determine the fate of reforms if the reforms do not take account of political, cultural and international economic forces.

Zachariah, Mathew

1988-06-01

441

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

442

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.

443

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

444

Biological Sciences Curriculum Study Newsletter Number 53.  

ERIC Educational Resources Information Center

This newsletter presents some insight into the program, the Human Sciences, prepared for sixth-grade students with emphasis on the module, Behavior. This module focuses on aspects of the study of interaction between organisms and their environment. Other modules included in the program are: (1) Survival, (2) Sense or Nonsense, (3) The Learning…

Clark, George M., Ed.

445

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

446

"How Do We Teach Argumentation in the New Australian Curriculum?": Secondary Science Teachers' Experiences in an Argumentation-Based Professional Development Program  

ERIC Educational Resources Information Center

The implementation of the Australian Curriculum: Science across the compulsory years of schooling (F-10) in most Australian states this year, requires science teachers to address the teaching of scientific argumentation in their classrooms. To attend to this challenge, we conducted an argumentation professional development program with practicing…

McDonald, Christine V.; Heck, Deborah

2012-01-01

447

Science Sampler: The S 3 : Singing Science Students  

NSDL National Science Digital Library

How do music, joy, fun, and science fit into a middle school science curriculum? This article describes how the authors' Singing Science Students learn science topics and concepts through song and then perform concerts for the entire school, wearing scien

Shubin, Joanna

2010-12-01

448

A Quality Math Curriculum in Support of Effective Teaching For Elementary Schools  

Microsoft Academic Search

This paper presents a curriculum, textbook and test result analysis for the new (to California) elementary school “Key Standard”\\u000a mathematics curriculum, transplanted in 1998 from it's foreign roots in Asia and Europe, locations with far different cultural\\u000a and economic backgrounds. Based on topic analysis methods developed by Michigan State University, this curriculum is a “quality”\\u000a curriculum, since it is closely

William Hook; Wayne Bishop; John Hook

2007-01-01

449

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

450

School Science and the Language Arts  

ERIC Educational Resources Information Center

An integrated science curriculum assists pupils to retain learnings better than to separate academic disciplines. Too frequently, science teachers teach each academic discipline as separate entities. However, there is much correlating of science with language, for example which might well be implemented in teaching and learning situations. Thus,…

Ediger, Marlow

2014-01-01

451

Improving Middle School Students’ Science Literacy Through Reading Infusion  

Microsoft Academic Search

Despite recent calls for border crossing between reading and science, few studies have examined the impact of reading infusion in the science curriculum on students’ science literacy. In this quasi-experimental study, the authors investigated the effects of an inquiry-based science curriculum that integrated explicit reading strategy instruction and quality science trade books on the development of science literacy among middle

Zhihui Fang; Youhua Wei

2010-01-01

452

The Relationship between Student's Quantitative Skills, Application of Math, Science Courses, and Science Marks at Single-Sex Independent High Schools  

ERIC Educational Resources Information Center

For independent secondary schools who offer rigorous curriculum to attract students, integration of quantitative skills in the science courses has become an important definition of rigor. However, there is little research examining students' quantitative skills in relation to high school science performance within the single-sex independent…

Cambridge, David

2012-01-01

453

Home Culture, Science, School and Science Learning: Is Reconciliation Possible?  

ERIC Educational Resources Information Center

In response to Meyer and Crawford's article on how nature of science and authentic science inquiry strategies can be used to support the learning of science for underrepresented students, I explore the possibly of reconciliation between the cultures of school, science, school science as well as home. Such reconciliation is only possible when…

Tan, Aik-Ling

2011-01-01

454

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

455

Executive Committee University of Wisconsin-Madison Faculty Division of the Biological Sciences: Curriculum Planning  

E-print Network

: The biological sciences curriculum planning committee approved this course in the spring with a different title of the Biological Sciences: Curriculum Planning 2 differences in past and modern day species distributionsExecutive Committee University of Wisconsin-Madison Faculty Division of the Biological Sciences

Sheridan, Jennifer

456

Effective Integration of Computer Technology into a Secondary School: Writing across the Curriculum.  

ERIC Educational Resources Information Center

Educators at Whitney High School (Cerritos, CA) provide a detailed example of the extensive planning required to integrate microcomputers into all areas of the school curriculum. Implementation was achieved by establishing a unique writing laboratory, which is described. (JN)

Brent, Dennis; And Others

1985-01-01

457

Nebraska Vocational Agribusiness Curriculum for City Schools. Production Agriculture. Natural Resources. 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 production agriculture and natural resources. Among the units included are (1) Livestock Selection, (2) Animal Digestion, (3) Livestock Diseases, (4) Soil Conservation Practices, (5) Fertilizers, (6)…

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

458

Technology Enhanced Elementary and Middle School Science (TEEMSS). What Works Clearinghouse Intervention Report  

ERIC Educational Resources Information Center

"Technology Enhanced Elementary and Middle School Science" ("TEEMSS") is a physical science curriculum for grades 3-8 that utilizes computers, sensors, and interactive models to support investigations of real-world phenomena. Through 15 inquiry-based instructional units, students interact with computers, gather and analyze data, and formulate…

What Works Clearinghouse, 2012

2012-01-01

459

4-H Chickquest: Connecting Agri-Science with STEM Standards in Urban Schools  

ERIC Educational Resources Information Center

While young students are more capable of scientific inquiry than previously believed, elementary school teachers are often inexperienced in and lack confidence with teaching science. ChickQuest is a 4-H-created embryology curriculum for third-graders that meets Ohio state science standards, teaches STEM skills, and promotes ongoing interaction…

Horton, Robert L.; Krieger, Jackie; Halasa, Katrina

2013-01-01

460

Training the Mind: Continuity and Change in the Rhetoric of School Science.  

ERIC Educational Resources Information Center

The evolution of argument that the study of science develops skills, attitudes of mind, or ways of thinking and behaving that are transferable to other areas of experience is discussed by looking at ways in which it has been deployed by people who sought to expand or alter the role of science in the school curriculum in Great Britain. (RM)

Millar, Robin

1985-01-01

461

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

462

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.

463

ELEMENTARY AND MIDDLE SCHOOL AGRICULTURE CURRICULUM DEVELOPMENT: AN ACCOUNT OF TEACHER STRUGGLE AT COUNTRYSIDE CHARTER SCHOOL  

Microsoft Academic Search

The purpose of this qualitative case study was to document elementary and middle school teachers' progress in developing a food, agriculture, renewable resources, and environment (FARE) based curriculum and to describe how the use of a United States Department of Education grant provided resources that affected teachers' progress toward this end. A theoretical framework advocating peer interaction and expert guidance

Cary J. Trexler; Hiro Hikawa

2001-01-01

464

Occupational Preparation in the Natural Resources: A Suggested High School Curriculum Guide.  

ERIC Educational Resources Information Center

This curriculum guide was developed to provide a model plan to help public high schools and area vocational-technical schools to initiate, or evaluate and improve, natural resource occupational preparation programs. It offers a curriculum plan which can be modified to meet particular needs and objectives which are career education oriented. This…

Mortensen, James H.

465

Healing the Hate. A National Bias Crime Prevention Curriculum for Middle Schools.  

ERIC Educational Resources Information Center

This curriculum was designed for teachers in middle grades and for other professionals working with youth. It deals with the extent of hate crime in the United States and strategies that are proving effective in reducing hate crimes among youth. The curriculum was pilot tested in middle schools in Massachusetts and Florida and a Catholic school in…

McLaughlin, Karen A.; Brilliant, Kelly J.

466

Integrating Geriatrics into Medical School: Student Journaling as an Innovative Strategy for Evaluating Curriculum  

ERIC Educational Resources Information Center

Purpose of the study: The Alpert Medical School of Brown University began to integrate geriatrics content into all preclerkship courses and key clerkship cases as part of a major medical school curriculum redesign in 2006. This study evaluates students' responses to geriatrics integration within the curriculum using journals kept by volunteer…

Shield, Renee R.; Farrell, Timothy W.; Nanda, Aman; Campbell, Susan E.; Wetle, Terrie

2012-01-01

467

Auditory and Speech Training Curriculum Guide: Kendall Demonstration Elementary School. Second Edition.  

ERIC Educational Resources Information Center

The curriculum guide was developed to serve hearing impaired children at the Kendall Demonstration School elementary/middle school in Washington, D.C. An introductory section explains the purposes of the curriculum which provides a comprehensive format for the development of all areas of auditory and speech skills, i.e., audition, speechreading,…

Nussbaum, Debra Berlin; And Others

468

Implementing a Cognitive-Behavioral Curriculum for Adolescents with Depression in the School Setting.  

ERIC Educational Resources Information Center

This article describes and recommends a school-based cognitive-behavioral curriculum for the treatment of depressed adolescents. The curriculum is adapted for application in the school setting with teenagers from low-income and ethnic minority families. The authors discuss the theoretical approach and present details of the six-week sessions so…

Phillips, Jane Hanvey; Corcoran, Jacqueline; Grossman, Connie

2003-01-01

469

Comprehensive School in Finland. Goals and an Outline for a Curriculum.  

ERIC Educational Resources Information Center

This publication contains two chapters of the final report of the Curriculum Committee published in 1970 as an evaluation of goals and curriculum of the comprehensive school in Finland. The comprehensive school aims at providing the children with material and stimuli that favor a positive personality development. The major domains of an integrated…

Ojansuu, Raila, Ed.

470

The Place of Human Sexuality and LGBT Issues in the Feinberg School of Medicine Curriculum  

E-print Network

The Place of Human Sexuality and LGBT Issues in the Feinberg School of Medicine Curriculum Analysis Coordinator of the LGBT Curriculum Project Medical Humanities and Bioethics Program Feinberg School. We pay special attention to the healthcare needs of lesbian, gay, bisexual, and transgender (LGBT

Engman, David M.

471

Research and the Secondary School Curriculum = La Recherche et le Programme d'Enseignement Secondaire.  

ERIC Educational Resources Information Center

This paper outlines the diversity of support for educational research and the relatively little influence that educational research has had on recent United Kingdom policy for the secondary school curriculum. The document goes on to describe the major change facing U.K. secondary schools: the introduction of the national curriculum and a related…

Ruddock, Jean

472

Developing Algebraic Thinking in the Earlier Grades: A Case Study of the Chinese Elementary School Curriculum  

Microsoft Academic Search

This paper presents a case study of algebraic thinking in the Chinese elementary school mathematics curriculum. The overarching goal of learning algebra in the Chinese elementary curriculum is to help students better represent and understand quantitative relationships. The algebraic emphasis in Chinese elementary school mathematics is related to three of the four goals specified in the NCTM's Principles and Standards

Jinfa Cai

473

The Momentum behind the International Primary Curriculum in Schools in England  

ERIC Educational Resources Information Center

The year 2007 saw a discrete yet significant development in the sphere of "international education" in England: a doubling in number of state-funded schools offering the International Primary Curriculum. This curriculum had been developed in 2000 for the Shell Company Group of Schools. It first emerged in England in 2003; two years later it had…

Bunnell, Tristan

2010-01-01

474

Algebraic and Trigonometric Equations With Applications. A Study Guide of the Science and Engineering Technician Curriculum.  

ERIC Educational Resources Information Center

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

Melton, Roger H.

475

An exploration of the science teaching orientations of Indian science teachers in the context of curriculum reform  

NASA Astrophysics Data System (ADS)

This study explores the concepts and behaviors, otherwise referred to as orientations, of six Indian science teachers and the alignment of these orientations to the 2005 India National Curriculum Framework (NCF-2005). Differences in teachers' orientations across grade bands (elementary, middle, and secondary) and school types (public versus private) are also examined to determine how contextual factors may influence this alignment. First, a content analysis of the NCF-2005 was completed to identify the overarching principles of the NCF-2005 and goals specific to the teaching and learning of science. Interviews with school principals were also analyzed to understand how the goals of NCF-2005 were communicated to schools and teachers. Together, these data sources served to answer research question one. Next, profiles were created based on three interviews with each teacher and several observations of their teaching. These profiles provide a point of reference for answering the remaining three research questions. Findings include teacher's orientations falling along a continuum from traditionalist in nature to inquiry/constructivist in nature. Stark contrasts were found between traditionalist orientations and the goals of NCF-2005, with much of this contrast due to the limited pedagogical content knowledge these teachers have regarding students' scientific thinking, curriculum design, instructional strategies, and assessment. Inquiry/constructivist teachers' orientations, while more in line with reform, still have a few key areas of pedagogical content knowledge needing attention (e.g., knowledge of assessment and a variety of purposes for constructivist instructional strategies). In response to the final research question, several contextual factors contributed to teachers' orientations including environmental constraints, such as limited resources and large class sizes, cultural testing pressures, and limited accessibility to professional development. Suggestions for improving the implementation of NCF-2005 in India's classrooms are discussed according to various stakeholders (e.g., policy makers, curriculum designers, professional developers).

Nargund-Joshi, Vanashri

476

KRIEGER SCHOOL OF ARTS & SCIENCES  

E-print Network

KRIEGER SCHOOL OF ARTS & SCIENCES GRANT PROPOSAL GUIDE Presented by the Grant Proposal Guide Workgroup Fall, 2011 #12;GRANT PROPOSAL GUIDE TABLE OF CONTENTS INTRODUCTION departments to have a common source of information for the grant proposal process. This guide was developed

Weaver, Harold A. "Hal"

477

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

478

Waseda University Graduate Schools of Science and Engineering  

E-print Network

Waseda University Graduate Schools of Science and Engineering Graduate School of Fundamental Science and Engineering Graduate School of Creative Science and Engineering Graduate School of Advanced Science and Engineering Admission to Graduate Application Guidelines For Master's Program For Research

Kaji, Hajime

479

Waseda University Graduate Schools of Science and Engineering  

E-print Network

Waseda University Graduate Schools of Science and Engineering Graduate School of Fundamental Science and Engineering Graduate School of Creative Science and Engineering Graduate School of Advanced Science and Engineering Admission to Graduate Application Guidelines For Doctoral Program For Research

Kaji, Hajime

480

Appearance of bacteriology in the British medical school curriculum.  

PubMed

Published histories of bacteriology concentrate on the scientific concepts, exemplified by Louis Pasteur and Robert Koch. Arguably, the early British bacteriological studies are headed by Lord Lister, whereas other notables such as Ronald Ross, Robert Bruce and Patrick Manson are honoured for their discoveries of 'tropical' microbes, accomplished abroad. What then was happening in Great Britain? The introduction of bacteriology into the medical school curriculum is examined according to the published lectures in The Lancet between 1889 and 1901 and the dates are reviewed in light of other published sources. The names of the people delivering bacteriology at the medical schools in Great Britain and Ireland provide a guide to the relevance of crediting Lister as the leading light for microbiology in the UK. The diversity of names and backgrounds suggests that a critical reassessment of the perceived late and limited start of UK medical bacteriology is needed. PMID:16872004

Hardy, S P

2006-01-01

481

Accommodating Middle School Students with Dyslexia in Science  

NSDL National Science Digital Library

This educator's guide assists teachers of middle school students with dyslexia by providing descriptions of reading accommodations that are also mapped to the GEMS Space Science Sequence for Grades 6-8 (GEMS SSS) curriculum materials. Having access to the GEMS SSS is not required for an educator to be able to utilize the majority of the information contained in this guide. While this guide contains reading accommodations to help middle school students with dyslexia, many of the accommodations will help students with various reading difficulties.

482

School of Social Sciences Social Horizons  

E-print Network

School of Social Sciences Social Horizons Welcome to Social Horizons, the undergraduate news bulletin from the School of Social Sciences which features our most recent developments and stories. The School of Social Sciences provides a vibrant, supportive learning environment where you can explore

Evans, Paul

483

Summer 2010 School of Social Sciences Supplement  

E-print Network

Summer 2010 School of Social Sciences Supplement Nottingham Trent University Alumni Association Welcome to this special Network supplement for all former students of NTU's School of Social Sciences. Like the University itself, the School of Social Sciences has changed a great deal in recent years. We

Evans, Paul

484

SCHOOL OF FOREST RESOURCES AND ENVIRONMENTAL SCIENCE  

E-print Network

SCHOOL OF FOREST RESOURCES AND ENVIRONMENTAL SCIENCE CHARTER Michigan Technological University and Staff of the School ­ February, 2002 #12;CHARTER OF THE SCHOOL OF FOREST RESOURCES AND ENVIRONMENTAL;CHARTER OF THE SCHOOL OF FOREST RESOURCES AND ENVIRONMENTAL SCIENCE MICHIGAN TECHNOLOGICAL UNIVERSITY

485

A Theory of Curriculum Change in Schools: The Case of Integrating Computer Technology into Instruction in a Suburban Elementary School.  

ERIC Educational Resources Information Center

This paper reports a project being conducted in collaboration with teachers and administrators in an elementary school in an affluent suburban school district. The purpose of the project is to formulate a theory of curriculum change that will be useful to people in the school, the school district, and the community interested in intensifying the…

Gaynor, Alan K.; Vescuso, Nancy J.

486

English Language Learners interactions with various science curriculum features  

NASA Astrophysics Data System (ADS)

The purpose of this study was to examine the interactions of eighth grade English Language Learners in an inclusive science classroom. There is a paucity of research in this area. Central to this study was the students' perceptions and interactions with five different science curriculum features; teacher presentation and guided notes, worksheets, homework, labs, and practice and review activities. The student participants were English Language Learners from two language proficiency levels and the teacher was a provisionally licensed first year science teacher. The aggregate data included individual interviews with the students and teacher, classroom observations, and the collection of classroom artifacts. The findings revealed: (a) students' comprehension of the material was inconsistent throughout all of the curriculum features and differences were observed not only between but also within the two proficiency levels; (b) classroom organizational issues created challenges for both the teacher and the students; (c) off task behavior was most prevalent during the teacher's one-to-one instruction and interfered with learning; (d) differences between levels of language proficiency were observed among students who preferred to work independently and were comfortable asking the teacher for assistance and the students who preferred working with and receiving assistance from peers; and (e) language proficiency rather than cultural differences appeared to be the greatest barrier to classroom success. Overall, English language proficiency was a crucial determinant in the English Language Learners success in the inclusive classroom. Additionally, implications suggest that a limited teaching skill set could adversely affect the success of students in inclusive classrooms.

Norland, Jennifer Jane

2005-12-01

487

Building Astronomy Curriculum to Include the Sight Impaired: Week long summer camp activities for Middle School Students adherent to Washington State Curriculum Standards (EALR's)  

NASA Astrophysics Data System (ADS)

Currently astronomy learning is heavily geared towards visual aids; however, roughly 10 million people in North America are sight impaired. Every student should have access to meaningful astronomy curriculum; an understanding of astronomy is an expectation of national and state science learning requirements. Over the last ten years, Noreen Grice has developed Braille and large print astronomy text books aimed at sight impaired learners. We build upon Grice's written work and present here a five day lesson plan that integrates 2D reading with 3D activities. Through this curriculum, students develop an intuitive understanding of astronomical distance, size, composition and lifetimes. We present five distinct lesson modules that can be taught individually or in a sequential form: the planets, our sun, stars, stellar evolution and galaxies. We have tested these modules on sight impaired students and report the results here. Overall, we find the work presented here lends itself equally well to a week long science camp geared toward middle school sight impaired taught by astronomers or as supplemental material integrated into a regular classroom science curriculum. This work was made possible by a 2007 Simple Effective Education and Dissemination (SEED) Grant For Astronomy Researchers, Astronomical Society of the Pacific through funds provided by the Planck Mission, Jet Propulsion Laboratory, California Institute of Technology.

Ramien, Natalie; Loebman, S. R.; Player, V.; Larson, A.; Torcolini, N. B.; Traverse, A.

2011-01-01

488

School of Mathematical & Computer Sciences Department of Computer Science  

E-print Network

School of Mathematical & Computer Sciences Department of Computer Science Master of Science Creative Software Systems Computer Systems Management Information Technology (Business) Information Technology (Software Systems) Software Engineering Programme Handbook 2013/2014 #12;Page | 1 #12;Page | 2

Painter, Kevin

489

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

490

Emotional intelligence assessment in a graduate entry medical school curriculum  

PubMed Central

Background The management of emotions in the workplace is a skill related to the ability to demonstrate empathic behaviour towards patients; to manage emotional reactions in oneself and to lead others as part of a team. This ability has been defined as emotional intelligence (EI) and doctor’s EI may be related to communication skills and to patient satisfaction levels. This study reports on the use of two assessments of EI as part of a course on Personal and Professional Development (PPD) in a graduate medical school curriculum. Methods Fifty one graduate entry medical students completed an eight session course on PPD between December 2005 and January 2006. Students completed two measures of EI: self-report (EQ-i) and ability (MSCEIT V2.0) over a two year study period. The data gathered were used to explore the relationship between self-report and ability EI and between EI and student demographics, academic performance and change over time. Results Analysis of the EI data demonstrated that self-report EI did not change over time and was not related to ability EI. Females scored higher than males on a number of self-report and ability EI scores. Self-reported self-awareness was found to deteriorate in males and females over time. High self-reported EI was found to be associated with poor performance on clinical competency assessments but with good performance on a number of bio-medical knowledge based assessments. Conclusions This report concludes that assessments of EI can be incorporated into a medical school curriculum as part of a PPD programme and that the concept of EI may be associated with performance in medical school. PMID:23497237

2013-01-01

491

Incorporating a Bible Study Course into the High School Curriculum. Research Brief  

ERIC Educational Resources Information Center

Catholic, Protestant, and Jewish parochial schools have always had religious studies as part of their curriculum, but there has been the question about whether public schools can also. "In 1962 two U.S. Supreme Court cases (Abington School District vs. Schempp and Engle vs. Vitale) prohibited the practice of Bible reading in public schools. It was…

Muir, Mike

2005-01-01

492

Curriculum Integration. Center for School Success Promising Practices Series  

ERIC Educational Resources Information Center

This publication focuses on curriculum integration. Integrative curriculum focuses on a theme or themes upon which two or more disciplines is organized. Curriculum integration has been proposed as a way of organizing the life skills, or "common learnings," considered essential for citizens in a democracy. The curriculum is organized around…

Imbimbo, Josephine; Knopf, Naomi

2009-01-01