The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Los Angeles Unified School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

Heat, Energy, and Order, Part Two of an Integrated Science Sequence, Teacher's Guide, 1970 Edition.

ERIC Educational Resources Information Center

Portland Project Committee, OR.

This teacher's guide contains part two of the four-part first year Portland Project, a three-year secondary integrated science curriculum sequence. This part involves the student with unifying principles essential for deeper understanding of the concept of energy. Confidence in the atomic nature of matter is built by relating heat in terms of…

A unified approach to validation, reliability, and education study design for surgical technical skills training.

PubMed

Sweet, Robert M; Hananel, David; Lawrenz, Frances

2010-02-01

To present modern educational psychology theory and apply these concepts to validity and reliability of surgical skills training and assessment. In a series of cross-disciplinary meetings, we applied a unified approach of behavioral science principles and theory to medical technical skills education given the recent advances in the theories in the field of behavioral psychology and statistics. While validation of the individual simulation tools is important, it is only one piece of a multimodal curriculum that in and of itself deserves examination and study. We propose concurrent validation throughout the design of simulation-based curriculum rather than once it is complete. We embrace the concept that validity and curriculum development are interdependent, ongoing processes that are never truly complete. Individual predictive, construct, content, and face validity aspects should not be considered separately but as interdependent and complementary toward an end application. Such an approach could help guide our acceptance and appropriate application of these exciting new training and assessment tools for technical skills training in medicine.

Unified Science - System.

ERIC Educational Resources Information Center

Thomson, Barbara S.

The goals of this curriculum, developed as a summer course for the Young Scholars Program at The Ohio State University-Columbus, are as follows: (1) enable students to develop an understanding of the concept of a system; (2) help students gain an appreciation of the value of systems; (3) develop skills in working with systems; (4) expand skills in…

Introductory science and mathematics education for 21st-Century biologists.

PubMed

Bialek, William; Botstein, David

2004-02-06

Galileo wrote that "the book of nature is written in the language of mathematics"; his quantitative approach to understanding the natural world arguably marks the beginning of modern science. Nearly 400 years later, the fragmented teaching of science in our universities still leaves biology outside the quantitative and mathematical culture that has come to define the physical sciences and engineering. This strikes us as particularly inopportune at a time when opportunities for quantitative thinking about biological systems are exploding. We propose that a way out of this dilemma is a unified introductory science curriculum that fully incorporates mathematics and quantitative thinking.

Points of View: A Survey of Survey Courses--Are They Effective? Argument Favoring a Survey as the First Course for Majors

ERIC Educational Resources Information Center

Ledbetter, Mary Lee; Campbell, A. Malcolm

2005-01-01

Reasonable people disagree about how to introduce undergraduate students to the marvels and complexities of the biological sciences. With intrinsically varied subdisciplines within biology, exponentially growing bases of information, and new unifying theories rising regularly, introduction to the curriculum is a challenge. Some decide to focus…

Mi-STAR Unit Challenges serve as a model for integrating earth science and systems thinking in a Next Generation Science Standards (NGSS) aligned curriculum.

NASA Astrophysics Data System (ADS)

Gochis, E. E.; Tubman, S.; Matthys, T.; Bluth, G.; Oppliger, D.; Danhoff, B.; Huntoon, J. E.

2017-12-01

Michigan Science Teaching and Assessment Reform (Mi-STAR) is developing an NGSS-aligned middle school curriculum and associated teacher professional learning program in which science is taught and learned as an integrated body of knowledge that can be applied to address societal issues. With the generous support of the Herbert H. and Grace A. Dow Foundation, Mi-STAR has released several pilot-tested units through the Mi-STAR curriculum portal at mi-star.mtu.edu. Each of these units focuses on an ongoing `Unit Challenge' investigation that integrates STEM content across disciplinary boundaries, stimulates interest, and engages students in using scientific practices to address 21st century challenges. Each Mi-STAR unit is connected to a Unifying NGSS Crosscutting Concept (CCC) that allows students to recognize the concepts that are related to the phenomena or problems under investigation. In the 6th grade, students begin with an exploration of the CCC Systems and System Models. Through repeated applications across units, students refine their understanding of what a system is and how to model a complex Earth system. An example 6th grade unit entitled "Water on the Move: The Water Cycle," provides an example of how Mi-STAR approaches the use of Unifying CCCs and Unit Challenges to enhance middle school students' understanding of the interconnections of Earth system processes and human activities. Throughout the unit, students use a series of hands-on explorations and simulations to explore the hydrologic cycle and how human activity can alter Earth systems. Students develop new knowledge through repeated interactions with the Unit Challenge, which requires development of system models and construction of evidence-based arguments related to flooding problems in a local community. Students have the opportunity to make predictions about how proposed land-use management practices (e.g. development of a skate-park, rain garden, soccer field, etc.) can alter the earth-system processes. Students present their findings and recommendations in a public forum format. Student-learning outcomes are measured using a combination of formative and summative assessments that address students' proficiency with science and engineering content and practices in conjunction with the unit's Unifying CCC.

Initial English Language Teacher Education: Processes and Tensions towards a Unifying Curriculum in an Argentinian Province

ERIC Educational Resources Information Center

Banegas, Dario Luis

2014-01-01

In this reflective piece I discuss the process of developing a new unifying initial English language teacher education curriculum in the province of Chubut (Argentina). Trainers and trainees from different institutions were called to work on it with the aim of democratising curriculum development and enhancing involvement among agents. In the…

Leaving behind our preparadigmatic past: Professional psychology as a unified clinical science.

PubMed

Melchert, Timothy P

2016-09-01

The behavioral and neurosciences have made remarkable progress recently in advancing the scientific understanding of human psychology. Though research in many areas is still in its early stages, knowledge of many psychological processes is now firmly grounded in experimental tests of falsifiable theories and supports a unified, paradigmatic understanding of human psychology that is thoroughly consistent with the rest of the natural sciences. This new body of knowledge poses critical questions for professional psychology, which still often relies on the traditional theoretical orientations and other preparadigmatic practices for guiding important aspects of clinical education and practice. This article argues that professional psychology needs to systematically transition to theoretical frameworks and a curriculum that are based on an integrated scientific understanding of human psychology. Doing so would be of historic importance for the field and would result in major changes to professional psychology education and practice. It would also allow the field to emerge as a true clinical science. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Integrative Approach for a Transformative Freshman-Level STEM Curriculum

PubMed Central

Curran, Kathleen L.; Olsen, Paul E.; Nwogbaga, Agashi P.; Stotts, Stephanie

2016-01-01

In 2014 Wesley College adopted a unified undergraduate program of evidence-based high-impact teaching practices. Through foundation and federal and state grant support, the college completely revised its academic core curriculum and strengthened its academic support structures by including a comprehensive early alert system for at-risk students. In this core, science, technology, engineering, and mathematics (STEM) faculty developed fresh manifestations of integrated concept-based introductory courses and revised upper-division STEM courses around student-centered learning. STEM majors can participate in specifically designed paid undergraduate research experiences in directed research elective courses. Such a college-wide multi-tiered approach results in institutional cultural change. PMID:27064213

Integrating long-term science projects into K-12 curriculum: Fostering teacher-student engagement in urban environmental research through an NSF UCLA GK-12 program

NASA Astrophysics Data System (ADS)

Hogue, T. S.; Moldwin, M.; Nonacs, P.; Daniel, J.; Shope, R.

2009-12-01

A National Science Foundation Graduate Teaching Fellows in K- 12 Education program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA) has just completed its first year (of a five-year program) and has greatly expanded UCLA’s science and engineering partnerships with LA Unified and Culver City Unified School Districts. The SEE-LA program partners UCLA faculty, graduate students (fellows), middle and high school science teachers and their students into a program of science and engineering exploration that brings the environment of Los Angeles into the classroom. UCLA graduate fellows serve as scientists-in-residence at the four partner schools to integrate inquiry-based science and engineering 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 inquiry-based lessons in their partner classroom, including a lesson focused on their dissertation research, a lesson focused on the environmental/watershed theme of the project, and a lesson that involves longer-term data collection and synthesis with the grade 6-12 teachers and students. The developed long-term projects ideally involve continued observations and analysis through the five-year project and beyond. During the first year of the project, the ten SEE-LA fellows developed a range of long-term research projects, from seasonal invertebrate observations in an urban stream system, to home energy consumption surveys, to a school bioblitz (quantification of campus animals and insects). Examples of lesson development and integration in the classroom setting will be highlighted as well as tools required for sustainability of the projects. University and local pre-college school partnerships provide an excellent opportunity to support the development of graduate student communication skills while also contributing significantly to the integration of sustainable research projects into K-12 curriculum.

A Unifying Curriculum for Museum-Schools

ERIC Educational Resources Information Center

Povis, Kaleen E.

2011-01-01

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

Unified Program Design: Organizing Existing Programming Models, Delivery Options, and Curriculum

ERIC Educational Resources Information Center

Rubenstein, Lisa DaVia; Ridgley, Lisa M.

2017-01-01

A persistent problem in the field of gifted education has been the lack of categorization and delineation of gifted programming options. To address this issue, we propose Unified Program Design as a structural framework for gifted program models. This framework defines gifted programs as the combination of delivery methods and curriculum models.…

A Radio Astronomy Curriculum for the Middle School Classroom

NASA Astrophysics Data System (ADS)

Davis, J.; Finley, D. G.

2000-12-01

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.

An analysis of factors influencing the teaching of biological evolution in Louisiana public secondary schools

NASA Astrophysics Data System (ADS)

Aguillard, Donald Wayne

Louisiana public school biology teachers were surveyed to investigate their attitudes toward biological evolution. A mixed method investigation was employed using a questionnaire and open-ended interviews. Results obtained from 64 percent of the sample receiving the questionnaire indicate that although teachers endorse the study of evolution as important, instructional time allocated to evolution is disproportionate with its status as a unifying concept of science. Two variables, number of college courses specifically devoted to evolution and number of semester credit hours in biology, produced a significant correlation with emphasis placed on evolution. The data suggest that teachers' knowledge base emerged as the most significant factor in determining degree of classroom emphasis on evolution. The data suggest a need for substantive changes in the training of biology teachers. Thirty-five percent of teachers reported pursuing fewer than 20 semester credit hours in biology and 68 percent reported fewer than three college courses in which evolution was specifically discussed. Fifty percent reported a willingness to undergo additional training about evolution. In spite of the fact that evolution has been identified as a major conceptual theme across all of the sciences, there is strong evidence that Louisiana biology teachers de-emphasize evolutionary theory. Even when biology teachers allocate instructional time to evolutionary theory, many avoid discussion of human evolution. The research data show that only ten percent of teachers reported allocating more than sixty minutes of instructional time to human evolution. Louisiana biology teachers were found to hold extreme views on the subject of creationism as a component of the biology curriculum. Twenty-nine percent indicated that creationism should be taught in high school biology and 25--35 percent allocated instructional time to discussions of creationism. Contributing to the de-emphasis of evolutionary theory, as a unifying theme of biology, is the courtesy extended to classroom teachers to determine what topics are emphasized. The inclusion of evolution in curriculum documents is not sufficient to ensure that evolutionary theory is regarded as a unifying theme of biology. School administrators, science supervisors, and local school boards have a clear responsibility to articulate strong support for requiring classroom discussions of evolutionary theory.

European Project (Eu Train - No 226518-CP-1-2005-F-COMENIUS-C21) on Comenius 2.1. Program for a Better Teaching Practice of Students in Physics and Chemistry

NASA Astrophysics Data System (ADS)

Raykova, Zh.; Mitrikova, R.; Nikolov, St.; Dimova, Y.; Valtonen, S.; Lampiselka, J.; Kyyronen, L.; Krikmann, Ott; Susi, J.; Przegietka, K.; Turlo, J.

2007-04-01

Recent research shows that students' interest in science is decreasing dramatically. This places urgent demands to making science teaching better so as to stimulate interest in it. Future teachers who are to cope with the problem are the main figures in this process. Teaching practice as a fundamental part of then-university education is essential for their successful preparation as teachers. Searching for possibilities in this area led to the launch of this international project with partners from University of Helsinki, University of Jyvaskyla (Finland), the University of Plovdiv (Bulgaria), Copernicus University in Torun (Poland) and the University of Tartu (Estonia). The main objective of the project is to present guidelines for unified initial training of science teachers in partner countries and the possibility for mobility of trainees during their studies. The present study has made a comparison of the teaching practice in partners' countries. It has identified certain main principles for a future unified curriculum for initial training of science teachers. The comparison aims to create suitable conditions for mobility of students from partners' countries during their studies and to set up the grounds for a future collaboration in developing common principles, requirements and educational standards for the practical training of science teachers.

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

NASA Astrophysics Data System (ADS)

Pak, D.; Cavazos, L.

2006-12-01

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.

Space Exploration

NASA Technical Reports Server (NTRS)

Davis, Jeffrey R.

2006-01-01

This abstract covers a one hour presentation on Space Exploration. The audience is elementary students; therefore there are few words on the slides, mostly pictures of living and working in space. The presentation opens with a few slides describing a day in the life of a space explorer. It begins with a launch, discussions of day-night cycles, eating, exercising, housekeeping, EVA, relaxation, and sleeping. The next section of the presentation shows photos of astronauts performing experiments on the ISS. Yokomi Elementary School launched this fall with the most advanced educational technology tools available in schools today. The science and technology magnet school is equipped with interactive white boards, digital projectors, integrated sound systems and several computers for use by teachers and students. The only elementary school in Fresno Unified with a science focus also houses dedicated science classrooms equipped specifically for elementary students to experience hands-on science instruction in addition to the regular elementary curriculum.

Enabling Curriculum Change in Physical Education: The Interplay between Policy Constructors and Practitioners

ERIC Educational Resources Information Center

MacLean, Justine; Mulholland, Rosemary; Gray, Shirley; Horrell, Andrew

2015-01-01

Background: Curriculum for Excellence, a new national policy initiative in Scottish Schools, provides a unified curricular framework for children aged 3-18. Within this framework, Physical Education (PE) now forms part of a collective alongside physical activity and sport, subsumed by the newly created curriculum area of "Health and…

Students Perception towards the Implementation of Computer Graphics Technology in Class via Unified Theory of Acceptance and Use of Technology (UTAUT) Model

NASA Astrophysics Data System (ADS)

Binti Shamsuddin, Norsila

Technology advancement and development in a higher learning institution is a chance for students to be motivated to learn in depth in the information technology areas. Students should take hold of the opportunity to blend their skills towards these technologies as preparation for them when graduating. The curriculum itself can rise up the students' interest and persuade them to be directly involved in the evolvement of the technology. The aim of this study is to see how deep is the students' involvement as well as their acceptance towards the adoption of the technology used in Computer Graphics and Image Processing subjects. The study will be towards the Bachelor students in Faculty of Industrial Information Technology (FIIT), Universiti Industri Selangor (UNISEL); Bac. In Multimedia Industry, BSc. Computer Science and BSc. Computer Science (Software Engineering). This study utilizes the new Unified Theory of Acceptance and Use of Technology (UTAUT) to further validate the model and enhance our understanding of the adoption of Computer Graphics and Image Processing Technologies. Four (4) out of eight (8) independent factors in UTAUT will be studied towards the dependent factor.

The WAC Glossary Project: Facilitating Conversations between Composition and WID Faculty in a Unified Writing Curriculum

ERIC Educational Resources Information Center

Bohr, Dennis J.; Rhoades, Georgia

2014-01-01

The Writing Across the Curriculum Program at Appalachian State University, founded in 2008, supports faculty instruction in a vertical writing curriculum which requires two courses in Composition and two in the disciplines, ensuring that students take a dedicated writing course in each year of undergraduate education. To address the challenges of…

Integration of Computers into the Medical School Curriculum: An Example from a Microbiology Course.

ERIC Educational Resources Information Center

Platt, Mark W.; And Others

1994-01-01

While the use of computers has become widespread in recent years, a unified, integrated approach to their use in the medical school curriculum has not yet emerged. Describes a program at the University of New Mexico that will phase-in computerization of its curriculum beginning in the fall of 1993. (LZ)

Secondary School Mathematics Curriculum Improvement Study Information Bulletin 7.

ERIC Educational Resources Information Center

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

The background, objectives, and design of Secondary School Mathematics Curriculum Improvement Study (SSMCIS) are summarized. Details are given of the content of the text series, "Unified Modern Mathematics," in the areas of algebra, geometry, linear algebra, probability and statistics, analysis (calculus), logic, and computer…

Up the Down Spiral with English: Guidelines, Project Insight.

ERIC Educational Resources Information Center

Catholic Board of Education, Diocese of Cleveland, OH.

This curriculum guide presents the philosophy, objectives, and processes which unify a student-centered English program based on Jerome Bruner's concept of the spiral curriculum. To illustrate the spiraling of the learning process (i.e., engagement, perception, interpretation, evaluation, and personal integration), the theme of "hero" is traced…

Centripetal Thinking in Curriculum Studies

ERIC Educational Resources Information Center

Hlebowitsh, Peter

2010-01-01

After years of generating divergent approaches to scholarship, cast mostly as reactions against a historical orthodoxy, the curriculum studies community is now looking at a new dialectic--one marked by a physics that pull ideas inward toward some centripetal center. The tension between looking for unifying ideas as they articulate with a…

GEOMETRY, TENTATIVE GUIDES.

ERIC Educational Resources Information Center

KLIER, KATHERINE M.

PRESENTED IS A FUSED COURSE IN PLANE, SOLID, AND COORDINATE GEOMETRY. ELEMENTARY SET THEORY, LOGIC, AND THE PRINCIPLE OF SEPARATION PROVIDE UNIFYING THREADS THROUGHOUT THE TEXT. THE TWO CURRICULUM GUIDES HAVE BEEN PREPARED FOR USE WITH TWO DIFFERENT TEXTS. EITHER CURRICULUM GUIDE MAY BE USED DEPENDING UPON THE CHOICE OF THE TEACHER AND THE NEEDS…

Integrative Approach for a Transformative Freshman-Level STEM Curriculum

ERIC Educational Resources Information Center

D'Souza, Malcolm J.; Curran, Kathleen L.; Olsen, Paul E.; Nwogbaga, Agashi P.; Stotts, Stephanie

2016-01-01

In 2014 Wesley College adopted a unified undergraduate program of evidence-based high-impact teaching practices. Through foundation and federal and state grant support, the college completely revised its academic core curriculum and strengthened its academic support structures by including a comprehensive early alert system for at-risk students.…

SECONDARY SCHOOL MATHEMATICS CURRICULUM IMPROVEMENT STUDY. FINAL REPORT.

ERIC Educational Resources Information Center

FEHR, HOWARD F.

THIS SECONDARY SCHOOL MATHEMATICS CURRICULUM IMPROVEMENT STUDY GROUP (SSMCIS), COMPOSED OF BOTH AMERICAN AND EUROPEAN EDUCATORS, WAS GUIDED BY TWO MAIN OBJECTIVES--(1) TO CONSTRUCT AND EVALUATE A UNIFIED SECONDARY SCHOOL MATHEMATICS PROGRAM FOR GRADES 7-12 THAT WOULD TAKE THE CAPABLE STUDENT WELL INTO CURRENT COLLEGE MATHEMATICS, AND (2) DETERMINE…

[Modern Art, Educational Ideology, and Curriculum.

ERIC Educational Resources Information Center

Brooks, Cathy A., Ed.

1983-01-01

The "Bulletin of the Caucus on Social Theory and Art Education" is an annual publication, with each issue devoted to a unified theme. This issue (divided into four parts) offers thought-provoking articles on modern art, educational ideology and curriculum, elitism versus populism, socially oriented reviews of major art education textbooks, and…

Four Courses within a Discipline: UGA Unified Core

ERIC Educational Resources Information Center

Powell, Gwynn M.; Johnson, Corey W.; James, Joy; Dunlap, Rudy

2013-01-01

This article introduces the reader to the Unified Core Curriculum model developed and implemented at the University of Georgia (UGA). Four courses are taught as one course to the juniors coming into the Recreation and Leisure Studies major. An overview of the blended course and sample assignments are provided, as well as a discussion of challenges…

The Vector Space as a Unifying Concept in School Mathematics.

ERIC Educational Resources Information Center

Riggle, Timothy Andrew

The purpose of this study was to show how the concept of vector space can serve as a unifying thread for mathematics programs--elementary school to pre-calculus college level mathematics. Indicated are a number of opportunities to demonstrate how emphasis upon the vector space structure can enhance the organization of the mathematics curriculum.…

Unified Science Approach K-12, Proficiency Levels 7-12.

ERIC Educational Resources Information Center

Oickle, Eileen M., Ed.

Presented is the second part of the K-12 unified science materials used in the public schools of Anne Arundel County, Maryland. Detailed descriptions are made of the roles of students and teachers, purposes of the bibliography, major concepts in unified science, processes of inquiry, a scheme and model for scientific literacy, and program…

Unified Science Approach K-12, Proficiency Levels 1-6.

ERIC Educational Resources Information Center

Oickle, Eileen M., Ed.

Presented are first-revision materials of the K-12 unified science program implemented in the public schools of Anne Arundel County, Maryland. Detailed descriptions are given of the roles of students and teachers, purposes of bibliography, major concepts in unified science, processes of inquiry, scheme and model for scientific literacy, and…

Implementing Conservation of Life across the Curriculum

ERIC Educational Resources Information Center

Davis, Richard A.; Klein, James A.

2012-01-01

This paper presents our pedagogy for chemical process safety (CPS) education across the curriculum. Building on a unifying theme of "Conservation of Life" (COL), we have four goals: 1) Make students aware of CPS/COL principles, 2) Promote a culture of safety, 3) Assess student learning, 4) Require minimal resources. We discuss our experience and…

Productive Activity in the Curriculum: Changing the Literate Bias of Secondary Schools in Tanzania.

ERIC Educational Resources Information Center

Saunders, Murray

1982-01-01

Analyzes Tanzania's efforts to modify the secondary curriculum by unifying academics and productive work. Teachers have not adopted the new approach. The author suggests that teachers' reactions are affected by the relationship between schools and the division of labor, difficulties of specifying what unity means, and problems of school…

Application of the National Assessment of Educational Progress Philosophy in San Bernardino City Unified School District.

ERIC Educational Resources Information Center

Bonney, Lewis A.

the steps taken by a large urban school district to develop and implement an objectives-based curriculum with criterion-referenced assessment of student progress are described. These steps include: goal setting, development of curriculum objectives, construction of assessment exercises, matrix sampling in test administration, and reporting of…

The Secondary School Mathematics Curriculum Improvement Study Goals-The Subject Matter-Accomplishments

ERIC Educational Resources Information Center

Fehr, Howard F.

1970-01-01

Describes an experimental study attempting to construct a unified school mathematics curriculum for grades seven through twelve. Study was initiated in 1965 and is to be a six-year study. The total program includes, in the following order, syllabus writing, conferences, writing of experimental textbook, education of classroom teachers, pilot class…

Collaboration Among Educators: An Essential Step in Unifying STEM Teaching Resources.

NASA Astrophysics Data System (ADS)

McIver, H.; Ellins, K. K.; Bohls-Graham, C. E.; O'dell, D.; Sergent, C.; Jacobs, B. E.; Stocks, E.; Serpa, L. F.; Riggs, E. M.

2015-12-01

Increased requirement for Science, Engineering, Technology, and Math (STEM) literacy among US secondary school students has enhanced the need for high-quality teaching resources in the modern STEM classroom. Many relevant resources exist online that could be used to address this issue, but too often these resources are spread throughout the Internet, and have not necessarily been audited for content, alignment with state and national science standards, or current functionality. Because STEM subjects are increasingly difficult to teach, we set out to design a localized platform of year-long teaching 'blueprints' comprising units that cover a range of Earth science topics, researched and compiled by education professionals. The Diversity and Innovation for Geosciences (DIG) Texas Instructional Blueprint project has united teachers from diverse science backgrounds who act as Education Interns and work alongside geoscientists and curriculum experts at the University of Texas Jackson School of Geosciences, Texas A&M University and the University of Texas El Paso. Our DIG collective has employed a cross-disciplinary approach to vetting resources while compiling them in useful, logical sequences for classroom instruction. The DIG team has aligned each blueprint with the Texas Essential Skills and Knowledge (TEKS) standards for Earth and Space Science, the Earth Science Literacy Principles, and the Next Generation Science Standards. Emphasis for the summer 2015 project group was placed upon (1) alignment of the units with these three sets of science standards to allow for use within disparate classroom settings, (2) creating teacher aides including scaffolding notes for practical unit application, and potential real and virtual field trips for unit illustration, and (3) final vetting ensuring units follow a narrative that carries learners from basic principles to a full concept understanding. Here, we present our progress and the essential workflow that has contributed to significant advancement in our goal of providing a unified STEM teaching resource.

Western Civ., Multiculturalism and the Problem of a Unified World History.

ERIC Educational Resources Information Center

Dunn, Ross E.

This paper traces the development of the concept of a unified world history and applies that concept to the present curriculum. World history became more European-centered over time as other cultures were viewed as backward. The exclusion of so much of humanity from the "known world of progress" made less and less sense over time as global…

Unified Science Approach K-12, Proficiency Levels 13-21 and Semester Courses.

ERIC Educational Resources Information Center

Oickle, Eileen M., Ed.

Presented is the third part of the K-12 unified science materials used in the public schools of Anne Arundel County, Maryland. Detailed descriptions are presented for the roles of students and teachers, purposes of bibliography, major concepts in unified science, processes of inquiry, scheme and model for scientific literacy, and program…

Insights into Industry and Technology. Curriculum Guide.

ERIC Educational Resources Information Center

North Dakota State Board for Vocational Education, Bismarck.

One of a set of six guides for an industrial arts curriculum at the junior high school level, this guide provides the basic foundation to develop a one-semester course based on the following cluster concept: insights into industry and technology. An overview of industry and technology is provided to serve as an integrator or unifier of industry…

Comprehensive Instructional Management System (CIMS). A Cyclical Mathematics Curriculum. Workbook Part 2. Experimental. Level K.

ERIC Educational Resources Information Center

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

This document is part 2 of the workbook for kindergarten pupils in the Comprehensive Instructional Management System, a unified mathematics curriculum for kindergarten through grade 7. Each objective is developed by a variety of strategies, with mastery of objectives diagnosed through a testing component. The activities in the student workbook are…

Examining Physics Graduate Teaching Assistants' Pedagogical Content Knowledge for Teaching a New Physics Curriculum

ERIC Educational Resources Information Center

Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P.

2012-01-01

In this study, we investigated the pedagogical content knowledge (PCK) that physics graduate teaching assistants (TAs) developed in the context of teaching a new introductory physics curriculum, "Matter and Interactions" ("M&I"). "M&I" is an innovative introductory physics course that emphasizes a unified framework for understanding the world and…

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

Alwardt, Randi Kay

2011-01-01

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…

Education as Instrument or as Empowerment? Untangling White Privilege in the Politics of Ethnic Studies: The Case of the Tucson Unified School District

ERIC Educational Resources Information Center

Dotts, Brian W.

2015-01-01

Public school curriculum battles offer great examples for illustrating how politics saturates education policy, particularly in the State of Texas. However, Arizona has emerged as another peculiar contender in contemporary battles to control high school curricula. Curriculum battles have deep historical roots in Arizona and elsewhere that go…

Unifying interdisciplinary education: designing and implementing an intern simulation educational curriculum to increase confidence in critical care from PGY1 to PGY2.

PubMed

Bullard, Mark J; Leuck, Jo Anna; Howley, Lisa D

2017-11-06

A longitudinal, multidisciplinary critical care simulation curriculum was developed and implemented within a teaching hospital to address the need for consistent, safe, efficient, and unified critical care training within graduate medical education. Primary goals were to increase learner confidence in critical care topics and procedural skills across all specialties. Secondary goals included improving communication skills and obtaining a high level of learner satisfaction. All interns caring for adult patients within our hospital participated in three 4-h simulation-based sessions scheduled over the second half of their intern year. Pre- and postcurricular surveys evaluated self-confidence in critical care topics, procedures, and communication skills. The Debriefing Assessment for Simulation in Healthcare Student Version (DASH-SV) Short Form was used to evaluate facilitator debriefing. Data were compared with Wilcoxon rank sum and signed rank test. Pre- and postcurricular surveys were collected from 51 of 52 interns (98% response rate) in curricular year 1 and 59 of 59 interns (100% response rate) in curricular year 2 in six programs within the hospital. Resident confidence significantly improved in all areas (p < .05). DASH-SV demonstrated overall effective facilitator debriefing and > 75% of interns in both curricular years 1 and 2 expressed a desire for future educational sessions. The implemented curriculum increased learner confidence in select critical care topics, procedures, and communication skills and demonstrated a high level of learner satisfaction. The curriculum has expanded to learners from three other teaching hospitals within our system to unify critical care education for all interns caring for adult patients.

Causality

NASA Astrophysics Data System (ADS)

Pearl, Judea

2000-03-01

Written by one of the pre-eminent researchers in the field, this book provides a comprehensive exposition of modern analysis of causation. It shows how causality has grown from a nebulous concept into a mathematical theory with significant applications in the fields of statistics, artificial intelligence, philosophy, cognitive science, and the health and social sciences. Pearl presents a unified account of the probabilistic, manipulative, counterfactual and structural approaches to causation, and devises simple mathematical tools for analyzing the relationships between causal connections, statistical associations, actions and observations. The book will open the way for including causal analysis in the standard curriculum of statistics, artifical intelligence, business, epidemiology, social science and economics. Students in these areas will find natural models, simple identification procedures, and precise mathematical definitions of causal concepts that traditional texts have tended to evade or make unduly complicated. This book will be of interest to professionals and students in a wide variety of fields. Anyone who wishes to elucidate meaningful relationships from data, predict effects of actions and policies, assess explanations of reported events, or form theories of causal understanding and causal speech will find this book stimulating and invaluable.

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

NASA Astrophysics Data System (ADS)

Browne, Christi L.

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.

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

NASA Astrophysics Data System (ADS)

Marshall, Bethany Johnston

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.

Accuracy of Scale Conceptions in Science: Mental Maneuverings across Many Orders of Spatial Magnitude

ERIC Educational Resources Information Center

Tretter, Thomas R.; Jones, M. Gail; Minogue, James

2006-01-01

The use of unifying themes that span the various branches of science is recommended to enhance curricular coherence in science instruction. Conceptions of spatial scale are one such unifying theme. This research explored the accuracy of spatial scale conceptions of science phenomena across a spectrum of 215 participants: fifth grade, seventh…

An Innovative Course Featuring Action Research Integrated with Unifying Science Themes

ERIC Educational Resources Information Center

Otto, Charlotte A.; Luera, Gail R.; Everett, Susan A.

2009-01-01

In this article, we describe an innovative capstone course for preservice K-8 teachers integrating action research and a unifying theme in science (AAAS in Science for all Americans. Oxford University Press, New York, 1989; NRC in National science education standards. National Academy Press, Washington, DC, 1996). The goals of the capstone course…

Surviving the Implementation of a New Science Curriculum

NASA Astrophysics Data System (ADS)

Lowe, Beverly; Appleton, Ken

2015-12-01

Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new science curriculum through meetings, training, and exploring the new Australian curriculum documents. This article examines the support and preparation for implementation provided in two regional schools, with a closer look at six specific teachers and their science teaching practices as they attempted to implement the new science curriculum. The use of a survey, field observations, and interviews revealed the schools' preparation practices and the teachers' practices, including the support provided to implement the new science curriculum. A description and analysis of school support and preparation as well as teachers' views of their experiences implementing the new science curriculum reveal both achievements and shortcomings. Problematic issues for the two schools and teachers include time to read and comprehend the curriculum documents and content expectations as well as time to train and change the current processes effectively. The case teachers' experiences reveal implications for the successful and effective implementation of new curriculum and curriculum reform.

Clinical medical sciences for undergraduate dental students in the United Kingdom and Ireland - a curriculum.

PubMed

Mighell, A J; Atkin, P A; Webster, K; Thomas, S J; McCreary, C E; Healy, C M; Gibson, J; Crighton, A J; Dawson, L J; Smalley, J O; Allan, R B; Oliver, R J; Pattrick, M G; Pemberton, M N; Theaker, E D; Poate, T W; Buchanan, J A G; Greenwood, M; Bee, D; Yates, J M; Crean, St J; Napier, S S

2011-08-01

The technical aspects of dentistry need to be practised with insight into the spectrum of human diseases and illnesses and how these impact upon individuals and society. Application of this insight is critical to decision-making related to the planning and delivery of safe and appropriate patient-centred healthcare tailored to the needs of the individual. Provision for the necessary training is included in undergraduate programmes, but in the United Kingdom and Ireland there is considerable variation between centres without common outcomes. In 2009 representatives from 17 undergraduate dental schools in the United Kingdom and Ireland agreed to move towards a common, shared approach to meet their own immediate needs and that might also be of value to others in keeping with the Bologna Process. To provide a clear identity the term 'Clinical Medical Sciences in Dentistry' was agreed in preference to other names such as 'Human Disease' or 'Medicine and Surgery'. The group was challenged to define consensus outcomes. Contemporary dental education documents informed, but did not drive the process. The consensus curriculum for undergraduate Clinical Medical Sciences in Dentistry teaching agreed by the participating centres is reported. Many of the issues are generic and it includes elements that are likely to be applicable to others. This document will act as a focus for a more unified approach to the outcomes required by graduates of the participating centres and act as a catalyst for future developments that ultimately aim to enhance the quality of patient care. © 2011 John Wiley & Sons A/S.

The Extra Strand of the Maori Science Curriculum

ERIC Educational Resources Information Center

Stewart, Georgina

2011-01-01

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

Science Curriculum Resource Handbook: A Practical Guide for K-12 Science Curriculum.

ERIC Educational Resources Information Center

Cheek, Dennis W., Ed.; And Others

This handbook is one of a series of practical references for curriculum developers, education faculty, veteran teachers, and student teachers. The handbook is designed to provide basic information on the background of the science curriculum, and current information on publications, standards, and special materials for K-12 science. Part 1 contains…

Report of Workshop on Reconceptualization of Pre-service Teacher Education in the University of Kerala. Organized by the Department of Education, University of Kerala on 22 December 2009

ERIC Educational Resources Information Center

Praveen, C.

2010-01-01

As suggested by the Kerala Higher Education Council, the Department of Education of the University of Kerala organized a half-day workshop for reconceptualization of the teacher education curriculum of the University of Kerala as a preliminary step in the original plan of the Council for introducing an unified BEd curriculum in the state of…

Teachers and Science Curriculum Materials: Where We Are and Where We Need to Go

ERIC Educational Resources Information Center

Davis, Elizabeth A.; Janssen, Fred J. J. M.; Van Driel, Jan H.

2016-01-01

Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised…

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

ERIC Educational Resources Information Center

Forbes, Cory T.

2013-01-01

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

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

ERIC Educational Resources Information Center

Education Development Center, Inc, 2005

2005-01-01

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…

Foundations of the Unity of Science, Toward an International Encyclopedia of Unified Science, Volume 2, Numbers 1-9.

ERIC Educational Resources Information Center

Neurath, Otto; And Others

The monographs published from 1938 through 1970 under the general title of the International Encyclopedia of Unified Science are now published in two volumes (see also SE 012 543). The monographs included in this volume, and the philosophers who wrote them, are listed below. Foundations of the Social Sciences (Neurath); The Structure of Scientific…

Curriculum Process in Science Education

NASA Astrophysics Data System (ADS)

Adamčíková, Veronika; Tarábek, Paul

2010-07-01

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

On track for success: an innovative behavioral science curriculum model.

PubMed

Freedy, John R; Carek, Peter J; Dickerson, Lori M; Mallin, Robert M

2013-01-01

This article describes the behavioral science curriculum currently in place at the Trident/MUSC Family Medicine Residency Program. The Trident/MUSC Program is a 10-10-10 community-based, university-affiliated program in Charleston, South Carolina. Over the years, the Trident/MUSC residency program has graduated over 400 Family Medicine physicians. The current behavioral science curriculum consists of both required core elements (didactic lectures, clinical observation, Balint groups, and Resident Grand Rounds) as well as optional elements (longitudinal patient care experiences, elective rotations, behavioral science editorial experience, and scholars project with a behavioral science focus). All Trident/MUSC residents complete core behavioral science curriculum elements and are free to participate in none, some, or all of the optional behavioral science curriculum elements. This flexibility allows resident physicians to tailor the educational program in a manner to meet individual educational needs. The behavioral science curriculum is based upon faculty interpretation of existing "best practice" guidelines (Residency Review Committee-Family Medicine and AAFP). This article provides sufficient curriculum detail to allow the interested reader the opportunity to adapt elements of the behavioral science curriculum to other residency training programs. While this behavioral science track system is currently in an early stage of implementation, the article discusses track advantages as well as future plans to evaluate various aspects of this innovative educational approach.

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

ERIC Educational Resources Information Center

Alshammari, Ahmad

2013-01-01

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

Development and Evaluation of an Experimental Curriculum for the New Quincy (Mass.) Vocational-Technical School. The Science Curriculum.

ERIC Educational Resources Information Center

Champagne, Audrey; Albert, Anne

Activities concerning the development of the science curriculum of Project ABLE are summarized. The science curriculum attempts to relate science content to vocational areas where applicable, but emphasizes generalizations which the student will apply in his specific vocational field. Intended for 10th, 11th, and 12th grade students, the…

Neo-Liberal Individualism and a New Essentialism: A Comparison of Two Australian Curriculum Documents

ERIC Educational Resources Information Center

Smith, Dorothy V.

2011-01-01

This article explores a significant shift in the science curriculum in Victoria, Australia, in the mid-1990s by using the idea of essentialism to compare two science curriculum documents that span the shift. The accounts given in these documents of desirable approaches to teaching science, science itself and the proper scope of curriculum, are…

Use and Acceptance of Information and Communication Technology Among Laboratory Science Students

NASA Astrophysics Data System (ADS)

Barnes, Brenda C.

Online and blended learning platforms are being promoted within laboratory science education under the assumption that students have the necessary skills to navigate online and blended learning environments. Yet little research has examined the use of information and communication technology (ICT) among the laboratory science student population. The purpose of this correlational, survey research study was to explore factors that affect use and acceptance of ICT among laboratory science students through the theoretical lens of the unified theory of acceptance and use of technology (UTAUT) model. An electronically delivered survey drew upon current students and recent graduates (within 2 years) of accredited laboratory science training programs. During the 4 week data collection period, 168 responses were received. Results showed that the UTAUT model did not perform well within this study, explaining 25.2% of the variance in use behavior. A new model incorporating attitudes toward technology and computer anxiety as two of the top variables, a model significantly different from the original UTAUT model, was developed that explained 37.0% of the variance in use behavior. The significance of this study may affect curriculum design of laboratory science training programs wanting to incorporate more teaching techniques that use ICT-based educational delivery, and provide more options for potential students who may not currently have access to this type of training.

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

ERIC Educational Resources Information Center

Forbes, Cory T.

2011-01-01

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

Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

NASA Astrophysics Data System (ADS)

Bykov, Tikhon

2010-03-01

In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

At the Limit: Introducing Energy with Human Senses

NASA Astrophysics Data System (ADS)

Stinken, Lisa; Heusler, Stefan; Carmesin, Hans-Otto

2016-12-01

Energy belongs to the core ideas of the physics curriculum. But at the same time, energy is one of the most complex topics in science education since it occurs in multiple ways, such as motion, sound, light, and thermal energy. It can neither be destroyed nor created, but only converted. Due to the variety of relevant scales and abstractness of the term energy, the question arises how to introduce energy at the introductory physics level. The aim of this article is to demonstrate how the concept of energy can become meaningful in the context of the human senses. Three simple experiments to investigate the minimal amount of energy that is required to generate a sensory perception are presented. In this way students can learn that even different sensory perceptions can be compared by using energy as the unifying concept.

[Introduction and analysis on acupuncture education and qualification examination system in U.S.A].

PubMed

Lu, Cong; He, Wei; Zhao, Ying-Kai

2013-12-01

Based on research of the Accreditation Commission for Acupuncture and Oriental Medicine (ACAOM), the National Certification Commission for Acupuncture and Oriental Medicine (NCCAOM) and the related public websites of acupuncture educational institutions, the first hand information was studied, summarized and sorted on the status quo of the educational qualification or the relative authentication of education programs of ACAOM as well as the status of professional qualification and examination of NCCAOM. The education curriculum of the Master degree of Acupuncture, Master degree of Oriental Medicine Science as well as the Doctor degree of Acupuncture and Oriental Medicine were also introduced in this article including student enrollment and graduation in recent years. The developing tendency of the federal unified acupuncture education, management, professional qualification and examination system of U. S. A. were discussed and analyzed as well.

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

ERIC Educational Resources Information Center

Chabalengula, Vivien M.; Mumba, Frackson

2012-01-01

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…

The progress test as a diagnostic tool for a new PBL curriculum.

PubMed

Al Alwan, I; Al-Moamary, M; Al-Attas, N; Al Kushi, A; AlBanyan, E; Zamakhshary, M; Al Kadri, H M F; Tamim, H; Magzoub, M; Hajeer, A; Schmidt, H

2011-12-01

The College of Medicine at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) is running a PBL-based curriculum. A progress test was used to evaluate components of the basic medical and clinical sciences curriculum. To evaluate the performance of students at different levels of the college of medicine curriculum through USMLE-based test that focused on basic medical and clinical sciences topics. The USMLE-based basic medical and clinical sciences progress test has been conducted since 2007. It covers nine topics, including: anatomy; physiology; histology; epidemiology; biochemistry; behavioral sciences, pathology, pharmacology and immunology/microbiology. Here we analyzed results of three consecutive years of all students in years 1-4. There was a good correlation between progress test results and students' GPA. Progress test results in the clinical topics were better than basic medical sciences. In basic medical sciences, results of pharmacology, biochemistry, behavioral sciences and histology gave lower results than the other disciplines. Results of our progress test proved to be a useful indicator for both basic medical sciences and clinical sciences curriculum. Results are being utilized to help in modifying our curriculum.

Leading Change in the Primary Science Curriculum

ERIC Educational Resources Information Center

Waller, Nicky; Baker, Chris

2014-01-01

Nicky Waller and Chris Baker believe that change can be a good thing and explain how their training has helped others to adjust to the new science curriculum. In September 2013, teachers across England received the definitive version of the new primary curriculum "Leading Change in the Primary Science Curriculum." This course aimed to…

From Prescribed Curriculum to Classroom Practice: An Examination of the Implementation of the New York State Earth Science Standards

ERIC Educational Resources Information Center

Contino, Julie; Anderson, O. Roger

2013-01-01

In New York State (NYS), Earth science teachers use the "National Science Education Standards" (NSES), the NYS "Learning Standards for Mathematics, Science and Technology" (NYS Standards), and the "Physical Setting/Earth Science Core Curriculum" (Core Curriculum) to create local curricula and daily lessons. In this…

A Comparison of Biologic Content in Three Elementary-School Science Curriculum Projects: ESS, S-APA, SCIS

ERIC Educational Resources Information Center

Simpson, Ronald D.

1974-01-01

Three elementary school science curriculum projects, Elementary Science Study (ESS), Science - A Process Approach (S-APA), and Science Curriculum Improvement Study (SCIS), are compared concerning the biologic content each project contains. The reviewer found a lack of activities designed to represent functions at the cellular level. Two projects…

Fort Benton Science Curriculum Outline.

ERIC Educational Resources Information Center

Fort Benton Public Schools, MT.

The science curriculum for the Fort Benton school system was developed with funds under Title III of the Elementary and Secondary Education Act to give students the background of a modern and forward-looking program in science taught in an imaginative, investigative, and inquiry-oriented fashion. The science curriculum guide outlines a planned…

Uncovering Portuguese Teachers' Difficulties in Implementing Sciences Curriculum

ERIC Educational Resources Information Center

Vasconcelos, Clara; Torres, Joana; Moutinho, Sara; Martins, Idalina; Costa, Nilza

2015-01-01

Many countries recognize the positive and effective results of improving science education through the introduction of reforms in the sciences curriculum. However, some important issues are generally neglected like, for example, the involvement of the teachers in the reform process. Taking the sciences curriculum reform under analysis and…

Water Pollution, Environmental Science Curriculum Guide Supplement.

ERIC Educational Resources Information Center

McKenna, Harold J.

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…

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

ERIC Educational Resources Information Center

Staszenski, Donna; Smits, Hans

2008-01-01

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…

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

NASA Astrophysics Data System (ADS)

Beckford-Smart, Meredith

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.

Curriculum coherence: A comparative analysis of elementary science content standards in People's Republic of China and the USA

NASA Astrophysics Data System (ADS)

Huang, Fang

This study examines elementary science content standards curriculum coherence between the People's Republic of China and the United States of America. Three aspects of curriculum coherence are examined in this study: topic inclusion, topic duration, and curriculum structure. Specifically this study centers on the following research questions: (1) What science knowledge is intended for elementary students in each country? (2) How long each topic stays in the curriculum? (3) How these topics sequence and connect with each other? (4) And finally, what is the implication for elementary science curriculum development? Four intended science curriculum frameworks were selected respectively for each country. A technique of General Topic Trace Mapping (GTTM) was applied to generate the composite science content standards out of the selected curriculum for each country. In comparison, the composite USA and Chinese elementary science content standards form a stark contrast: a bunch of broad topics vs. a focus on a set of key topics at each grade; an average of 3.4 year topic duration vs. an average of 1.68 year topic duration; a stress on connections among related ideas vs. a discrete disposition of related ideas; laundry list topic organization vs. hierarchical organization of science topics. In analyzing the interrelationships among these characteristics, this study reached implications for developing coherent science content standards: First, for the overall curriculum, the topic inclusion should reflect the logical and sequential nature of knowledge in science. Second, for each grade level, less, rather than more science topics should be focused. Third, however, it should be clarified that a balance should be made between curriculum breadth and depth by considering student needs, subject matter, and child development. Fourth, the topic duration should not be too long. The lengthy topic duration tends to undermine links among ideas as well as lead to superficial treatment of topics.

Experiencing the Implementation of New Inquiry Science Curricula

NASA Astrophysics Data System (ADS)

Ower, Peter S.

Using a phenomenological methodology, a cohort of four experienced science teachers was interviewed about their experience transitioning from traditional, teacher and fact-centered science curricula to inquiry-based curricula. Each teacher participated in two interviews that focused on their teaching backgrounds, their experience teaching the prior traditional curriculum, and their experience teaching the new inquiry-based curriculum. The findings are presented as a narrative of each teachers' experience with the new curriculum implementation. Analyzing the data revealed four key themes. 1) The teachers felt trapped by the old curriculum as it did not align with their positive views of teaching science through inquiry. 2) The teachers found a way to fit their beliefs and values into the old and new curriculum. This required changes to the curriculum. 3) The teachers attempted to make the science curriculum as meaningful as possible for their students. 4) The teachers experienced a balancing act between their beliefs and values and the various aspects of the curriculum. The revealed essence of the curriculum transition is one of freedom and reconciliation of their beliefs. The teachers experienced the implementation of the new curriculum as a way to ensure their values and beliefs of science education were embedded therein. They treated the new curriculum as a malleable structure to impart their grander ideas of science education (e.g. providing important skills for future careers, creating a sense of wonder, future problem solving) to the students. Their changes were aligned with the philosophy of the curriculum kits they were implementing. Thus, the fidelity of the curriculum's philosophy was not at risk even though the curriculum kits were not taught as written. This study showed that phenomenological methods are able to reveal the relationship between a teacher's prior experiences, values and beliefs and their current instructional philosophy in science education. An analytical diagram was developed based on this relationship and the teachers' experiences moving from a traditional to a new inquiry curricula. The diagram suggests a transition from feeling trapped in an existing curriculum that is inconsistent with teacher values to finding a fit and balance in a new curriculum that provides a better though not perfect fit. This diagram can serve as a guide for how to design future, ongoing professional development to ensure the success of an inquiry curriculum designed to replace a more traditional one and may be applicable to other teachers.

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

NASA Astrophysics Data System (ADS)

Hart, Paul

2002-11-01

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.

Project CLIMB.

ERIC Educational Resources Information Center

DeLucca, Adolph

1982-01-01

As a state and national model for a basic skills curriculum for Kindergarten through grade 12 students, Coordination Learning Integration--Middlesex Basics (Project CLIMB) is described. The unified system was developed by teachers with administrative support to accomodate all students' reading and mathematics needs. Project CLIMB's development and…

Course and Curriculum Improvement Materials: Mathematics, Science, Social Sciences - Elementary, Intermediate, Secondary.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

This is a list of curriculum improvement materials produced by major course and curriculum projects supported by the National Science Foundation's Division of Pre-College Education in Science. The materials are grouped by educational level (elementary, intermediate, and secondary) and within each level by broad discipline groupings (mathematics,…

Some Trends in the Evolution of Science Curriculum Centres in Asia. Occasional Papers No. 12.

ERIC Educational Resources Information Center

Maddock, M. N.

Recent trends in science education associated with the evolution of science curriculum development centers in the Asian region are reviewed. These trends, and factors influencing them, are discussed under the following headings: science education and curriculum development centers; adaptation phase; shifts toward indigenous programs; science…

Primary Science Curriculum Guide, A. Beginning Science.

ERIC Educational Resources Information Center

Victoria Education Dept. (Australia).

Suggestions for providing science experiences for children in kindergarten and grades one and two are given in this first part of the Victorian Education Department (Australia) guide to the elementary school science curriculum. (See SE 012 720 and SE 012 721 for additional guides to this curriculum.) The suggestions are illustrated by brief case…

Impact of the Knowledge and Beliefs of Egyptian Science Teachers in Integrating a STS based Curriculum: A Sociocultural Perspective

NASA Astrophysics Data System (ADS)

Mansour, Nasser

2010-08-01

The failure of much curriculum innovation has been attributed to the neglect by innovators of teachers’ perceptions. The purpose of this study was to investigate inservice science teachers views of integrating Science, Technology and Society (STS) issues into the science curriculum and identify the factors that influence their decisions concerning integrating STS issues (or not). The study used mixed methods (questionnaire and interviews) with Egyptian science teachers who teach science courses for 12- to 14-year-old students. The findings indicate that unless curriculum developers take account of teachers’ beliefs and knowledge and the sociocultural factors that shape or influence those beliefs in designing and planning new STS curriculum materials, these materials are unlikely to be implemented according to their intended plan.

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

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

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.…

Testing the effect of a science-enhanced curriculum on the science achievement and agricultural competency of secondary agricultural education students

NASA Astrophysics Data System (ADS)

Haynes, James Christopher

Scope and Method of Study. The purpose of this study was to determine if a science-enhanced curriculum produced by the Center for Agricultural and Environmental Research and Training (CAERT) taught in a secondary level animal science or horticulture course would improve students' understanding of selected scientific principles significantly, when compared to students who were instructed using a traditional curriculum. A secondary purpose was to determine the effect that the science-enhanced CAERT curriculum would have on students' agricultural knowledge when compared to students who were instructed using a traditional curriculum. The design of the study was ex post facto, causal comparative because no random assignment of the treatment group occurred. Findings and Conclusions. No statistically significant difference was found between the treatment and comparison groups regarding science achievement. However, the mean score of the treatment group was slightly larger than the comparison group indicating a slightly higher achievement level; a "Small" effect size (d = .16) for this difference was calculated. It was determined that a statistically significant difference (p < .05) existed in agriculture competency scores in animal science (p = .001) and horticulture (p = .000) as a result of the treatment. Moreover, this was considered to be a "very large" effect (d = 1.18) in animal science and a "large" effect (d = .92) in horticulture. When considering student achievement in science, this study found that the use of the science-enhanced CAERT curriculum did not result in a statistically significant increase (p < .05) in student performance as determined by the TerraNova3 science proficiency examination. However, students who were instructed using the CAERT curriculum scored better overall than those who were instructed using a "traditional" curriculum.

All About Project I-C-E

ERIC Educational Resources Information Center

Keller, Robert W.; Warpinski, Robert J.

1974-01-01

Project ICE is a regional, multidisciplinary, k-12 environmental education program that stresses student involvement. Four major project objectives and twelve unifying concepts for the curriculum are listed. The role of the teacher, project services, and available resources are discussed. Several specific examples illustrate student involvement…

Teaching Chemistry in a Spiral Progression Approach: Lessons from Science Teachers in the Philippines

ERIC Educational Resources Information Center

Orbe, Joymie R.; Espinosa, Allen A.; Datukan, Janir T.

2018-01-01

As the Philippines moves towards implementing the K-12 curriculum, there has been a mismatch in teacher preparation in science. The present teacher education curriculum prepares science teachers to specialise in a specific field (e.g. integrated science, biology, chemistry, and physics). However, in the K-12 curriculum, they are required to teach…

The Digestive System and Alcohol Use. Science of Alcohol Curriculum for American Indians. Training Unit [and] Participant Booklet.

ERIC Educational Resources Information Center

Jacobs, Cecelia; And Others

The Science of Alcohol Curriculum for American Indians uses the Medicine Circle and the "new science paradigm" to study the science of alcohol through a culturally relevant holistic approach. Intended for teachers and other educational personnel involved with American Indians, this curriculum presents a framework for alcohol education…

Science as the Center of a Coherent, Integrated Early Childhood Curriculum

ERIC Educational Resources Information Center

French, Lucia

2004-01-01

This article describes the ScienceStart! Curriculum, an early childhood curriculum that takes coherently organized science content as the hub of an integrated approach. ScienceStart! maps onto the typical preschool day and may be adapted for use in full-day or half-day preschool programs. It is designed to support the important developmental…

A colorful approach to teaching optics

NASA Astrophysics Data System (ADS)

Magnani, Nancy J.; Donnelly, Judith

2014-09-01

In a traditional Connecticut elementary school setting, the classroom teacher will teach language arts, social studies and science curriculum. For 5th grade, the science curriculum includes learning about the senses and moon phases, in addition to the fundamentals of light. For art, music and physical education, students are sent to teachers who have certifications in teaching these subjects. In support of the science curriculum, we have traditionally provided workshops to enhance and supplement existing science curriculum. This method of instruction has become a routine. What if we invigorate the curriculum by using visual art to teach science? Will the students achieve a greater understanding of the principals of light? In this paper, we will explore the use of art to enhance the understanding of color and light phenomena.

Curriculum Reviews.

ERIC Educational Resources Information Center

Science and Children, 1981

1981-01-01

Reviews four science curriculum materials. "Human Issues in Science" presents social consequences of science and technological developments. "Experiences in Science" contains duplicating masters to supplement basic science programs. "Outdoor Areas as Learning Laboratories" includes activities for local environments. "The Science Cookbook" uses…

Relevance, textual unity, and politeness in writing about science

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kreml, N.M.P.

1992-01-01

The question of whether there are social implications of linguistic choices in unifying a text is investigated empirically by this study which accounts for the interpretation of implicatures in conversation and written texts. It considers Relevance Theory (Sperber and Wilson 1988, Blakemore 1987, Blass 1990) to be the explanation of the unity of the text, as opposed to semantic theories of cohesion (Halliday and Hasan 1976) or pragmatic theories of coherence (van Dijk 1977). This study presents a model of three types of textual unifiers: overt (referring specifically to the text), embedded (referring to intra- and extra-textual information), and inferencemore » (not referring to the text at all). It hypothesizes that different genres are characterized by the predominance of different types of textual unifiers, and that readers will prefer those texts that rely on inferential unifiers which emphasize the reader's ability to participate in creating the meaning of the text. Eighteen texts of 275 words each are selected from three genres: scientific magazines, introductory science textbooks, and essays on science. The texts are found to vary significantly by genre in the type of textual unifier used. An Overtness Index expresses the ratio of the marked forms: science textbooks have more Overt unifiers (such as connective phrases) and thus a high Overtness Index; essays rely more on Inference unifiers (not represented by words) and thus have a low Overtness Index. The texts are submitted to 188 readers, and a significantly high number of all types of readers prefer the texts with the lower Overtness Indices-the essays. Thus a low Overtness Index is one feature of texts preferred by readers, supporting the hypotheses that genres of texts vary in the type of unifier used and that readers prefer texts that allow them to participate in constructing the meaning of the text.« less

An Undergraduate Computer Science Curriculum for the Hearing Impaired.

ERIC Educational Resources Information Center

Perkins, A. Louise

1995-01-01

Presents an example section from a computer-science-integrated curriculum that was originally based on the Association of Computing Machinery (ACM) 1978 curriculum. The curriculum was designed to allow both instructors and students to move away from teaching and learning facts. (DDR)

The Innovative Immersion of Mobile Learning into a Science Curriculum in Singapore: an Exploratory Study

NASA Astrophysics Data System (ADS)

Sun, Daner; Looi, Chee-Kit; Wu, Longkai; Xie, Wenting

2016-08-01

With advancements made in mobile technology, increasing emphasis has been paid to how to leverage the affordances of mobile technology to improve science learning and instruction. This paper reports on a science curriculum supported by an inquiry-based framework and mobile technologies. It was developed by teachers and researchers in a multiyear program of school-based research. The foci of this paper is on the design principles of the curriculum and its enactment, and the establishment of a teacher learning community. Through elucidating the design features of the innovative curriculum and evaluating teacher and student involvement in science instruction and learning, we introduce the science curriculum, called Mobilized 5E Science Curriculum (M5ESC), and present a representative case study of how one experienced teacher and her class adopted the curriculum. The findings indicate the intervention promoted this teacher's questioning competency, enabled her to interact with students frequently and flexibly in class, and supported her technology use for promoting different levels of cognition. Student learning was also improved in terms of test achievement and activity performance in and out of the classroom. We propose that the study can be used to guide the learning design of mobile technology-supported curricula, as well as teacher professional development for curriculum enactment.

Impact of the Knowledge and Beliefs of Egyptian Science Teachers in Integrating a STS Based Curriculum: A Sociocultural Perspective

ERIC Educational Resources Information Center

Mansour, Nasser

2010-01-01

The failure of much curriculum innovation has been attributed to the neglect by innovators of teachers' perceptions. The purpose of this study was to investigate inservice science teachers views of integrating Science, Technology and Society (STS) issues into the science curriculum and identify the factors that influence their decisions concerning…

Fostering Student Sense Making in Elementary Science Learning Environments: Elementary Teachers' Use of Science Curriculum Materials to Promote Explanation Construction

ERIC Educational Resources Information Center

Zangori, Laura; Forbes, Cory T.; Biggers, Mandy

2013-01-01

While research has shown that elementary (K-5) students are capable of engaging in the scientific practice of explanation construction, commonly-used elementary science curriculum materials may not always afford them opportunities to do so. As a result, elementary teachers must often adapt their science curriculum materials to better support…

Toward a Lived Science Curriculum in Intersecting Figured Worlds: An Exploration of Individual Meanings in Science Education

ERIC Educational Resources Information Center

Price, Jeremy F.; McNeill, Katherine L.

2013-01-01

As knowledge of and familiarity with science becomes an increasingly important aspect of contemporary life and citizenship, efforts have been made to make the science curriculum a “lived” curriculum (Hurd, 2000), one that reaches out to the lives, communities, and experiences of students. In this research around a high school urban ecology…

The Central Nervous System and Alcohol Use. Science of Alcohol Curriculum for American Indians. Training Unit [and] Participant Booklet.

ERIC Educational Resources Information Center

Jacobs, Cecelia; And Others

The Science of Alcohol Curriculum for American Indians uses the Medicine Circle and the "new science paradigm" to study the science of alcohol through a culturally relevant holistic approach. Intended for teachers and other educational personnel involved with American Indians, this curriculum aims to present a framework for alcohol…

Infusing Quantitative Approaches throughout the Biological Sciences Curriculum

ERIC Educational Resources Information Center

Thompson, Katerina V.; Cooke, Todd J.; Fagan, William F.; Gulick, Denny; Levy, Doron; Nelson, Kären C.; Redish, Edward F.; Smith, Robert F.; Presson, Joelle

2013-01-01

A major curriculum redesign effort at the University of Maryland is infusing all levels of our undergraduate biological sciences curriculum with increased emphasis on interdisciplinary connections and quantitative approaches. The curriculum development efforts have largely been guided by recommendations in the National Research Council's "Bio…

Curriculum and Course Materials for a Forensic DNA Biology Course

ERIC Educational Resources Information Center

Elkins, Kelly M.

2014-01-01

The Forensic Science Education Programs Accreditation Commission (FEPAC) requires accredited programs offer a "coherent curriculum" to ensure each student gains a "thorough grounding of the natural…sciences." Part of this curriculum includes completion of a minimum of 15 semester-hours forensic science coursework, nine of which…

Life Science Curriculum Guide. Bulletin 1614.

ERIC Educational Resources Information Center

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

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…

Teacher Self-Efficacy during the Implementation of a Problem-Based Science Curriculum

ERIC Educational Resources Information Center

Hodges, Charles B.; Gale, Jessica; Meng, Alicia

2016-01-01

This study was conducted to investigate eighth-grade science teachers' self-efficacy during the implementation of a new, problem-based science curriculum. The curriculum included applications of LEGO® robotics, a new technology for these teachers. Teachers' responded to structured journaling activities designed to collect information about their…

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

NASA Astrophysics Data System (ADS)

Bonner, Portia Selene

2001-07-01

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

Earth and Life Science: Eighth Grade. Curriculum Guide.

ERIC Educational Resources Information Center

Harlandale Independent School District, San Antonio, TX. Career Education Center.

The guide is arranged in vertical columns relating curriculum concepts in earth science to curriculum performance objectives, career concepts and career performance objectives, suggested teaching methods, and resource materials. The course for eighth graders attempts to place the curriculum concepts in order of increasing difficulty. Occupational…

A behavioral science/behavioral medicine core curriculum proposal for Japanese undergraduate medical education.

PubMed

Tsutsumi, Akizumi

2015-01-01

Behavioral science and behavioral medicine have not been systematically taught to Japanese undergraduate medical students. A working group under the auspices of Japanese Society of Behavioral Medicine developed an outcome-oriented curriculum of behavioral science/behavioral medicine through three processes: identifying the curriculum contents, holding a joint symposium with related societies, and defining outcomes and proposing a learning module. The behavioral science/behavioral medicine core curriculum consists of 11 units of lectures and four units of practical study. The working group plans to improve the current core curriculum by devising formative assessment methods so that students can learn and acquire attitude as well as the skills and knowledge necessary for student-centered clinical practice.

Science Curriculum Guide, Level 3.

ERIC Educational Resources Information Center

Newark School District, DE.

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)…

A Perspective on the Intended Science Curriculum in Iceland and its `Transformation' over a Period of 50 Years

NASA Astrophysics Data System (ADS)

Thorolfsson, Meyvant; Finnbogason, Gunnar E.; Macdonald, Allyson

2012-11-01

In recent decades, a consensus has emerged among educators and scientists that all compulsory school students need good science education. The debate about its purpose and nature as a school subject in an emerging information society has not been as conclusive. To further understand this, it helps to examine how the science curriculum has transformed and what forces have shaped it as a core curricular area over time. This article sheds light on the transformation of the science curriculum for compulsory schools in Iceland in force from 1960 to 2010. Using criteria based on curriculum ideologies regarding the function of learners, instructors and subject matter in the learning process and the orientation of content and product versus process and development, it offers findings from content analysis of the intended science curriculum. The official curriculum was studied and conceptualised as it has evolved over time. The curriculum developers appear to have been striving for a compromise between conflicting views, resulting in what the authors of this article conceive as a 'kaleidoscopic quilt' of ideas over the period studied.

Advantages of a Unified Earth and Space Science Approach for Geoscience Education: Perspectives from the National Center for Atmospheric Research

NASA Astrophysics Data System (ADS)

Johnson, R. M.; Barnes, T.; Bergman, J.; Carbone, L.; Eastburn, T.; Foster, S.; Gardiner, L.; Genyuk, J.; Henderson, S.; Lagrave, M.; Munoz, R.; Russell, R.; Araujo-Pradere, E.; Metcalfe, T.; Mastie, D.; Pennington, P.

2005-05-01

The intellectual divisions common among scientists involved in research in specific disciplines are frequently not shared by the broader community of learners. For example, in K-12 education, the Earth sciences and the space sciences have generally been taught in an integrated approach, until opportunities for more advanced courses become available at the higher grade levels in some fortunate school districts. When scientists involved in EPO activities retain a perspective limited to their particular science mission, rather than stepping back to a broader perspective that places the research in a larger context, they risk limiting the usefulness of these activities to a broad cross-section of learners that seek to learn in a contextual framework. The re-integration of Earth and space sciences within NASA's Science Mission Directorate provides an opportunity to more systematically take advantage of the fact that Earth is one of many examples of possible planetary evolution scenarios presented in our solar system and beyond. This development should encourage integration of research across the SMD into a broader context that encourages the development of higher learning skills and a systems thinking approach. At the National Center for Atmospheric Research, the interdisciplinary nature of the research problems we address requires an approach that integrates Earth and space science, and we parallel this in our education and outreach activities, ranging from our exhibits on climate change to our professional development workshops and online courses to our websites and curriculum development efforts. The Windows to the Universe project (http://www.windows.ucar.edu), initiated at the University of Michigan with support from NASA in 1995 and now developed and maintained at the University Corporation for Atmospheric Research, has maintained this integrated approach from its inception with great success - leading to over 6 million users of our English and Spanish language content, curriculum activities, and interactives from around the world in 2004. An exciting new web-based development interface utilizing templates and an image database allows scientists from around the world to collaborate with the Windows to the Universe team, becoming remote developers on the website. This approach has proven to work effectively for scientists eager to efficiently get their science research results out to the public, taking advantage of their specialized expertise and yet not requiring them to become specialists in informal or formal K-12 education.

An Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional Development

ERIC Educational Resources Information Center

Taylor, Joseph A.; Getty, Stephen R.; Kowalski, Susan M.; Wilson, Christopher D.; Carlson, Janet; Van Scotter, Pamela

2015-01-01

This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was…

An overview of conceptual understanding in science education curriculum in Indonesia

NASA Astrophysics Data System (ADS)

Widiyatmoko, A.; Shimizu, K.

2018-03-01

The purpose of this article is to discuss the term of “conceptual understanding” in science education curriculum in Indonesia. The implementation of 2013 Curriculum focuses on the acquisition of contextual knowledge in respective areas and environments. The curriculum seeks to develop students' evaluation skills in three areas: attitude, technical skills, and scientific knowledge. It is based on two layers of competencies: core and basic competencies. The core competencies in the curriculum 2013 represent the ability level to achieve the gradute competency standards of a students at each grade level. There are four mandatory core competencies for all educational levels and all subjects including science, which are spiritual, social, knowledge and skills competencies. In terms of knowledge competencies, conceptual understanding is an inseparable part of science concept since conceptual understanding is one of the basic competencies in science learning. This competency is a part of science graduation standard indicated in MoEC article number 20 in 2016. Therefore, conceptual understanding is needed by students for learning science successfully.

History of Science in the Physics Curriculum: A Directed Content Analysis of Historical Sources

NASA Astrophysics Data System (ADS)

Seker, Hayati; Guney, Burcu G.

2012-05-01

Although history of science is a potential resource for instructional materials, teachers do not have a tendency to use historical materials in their lessons. Studies showed that instructional materials should be adaptable and consistent with curriculum. This study purports to examine the alignment between history of science and the curriculum in the light of the facilitator model on the use of history of science in science teaching, and to expose possible difficulties in preparing historical materials. For this purpose, qualitative content analysis method was employed. Codes and themes were defined beforehand, with respect to levels and their sublevels of the model. The analysis revealed several problems with the alignment of historical sources for the physics curriculum: limited information about scientists' personal lives, the difficulty of linking with content knowledge, the lack of emphasis on scientific process in the physics curriculum, differences between chronology and sequence of topics, the lack of information about scientists' reasoning. Based on the findings of the analysis, it would be difficult to use original historical sources; educators were needed to simplify historical knowledge within a pedagogical perspective. There is a need for historical sources, like Harvard Case Histories in Experimental Science, since appropriate historical information to the curriculum objectives can only be obtained by simplifying complex information at the origin. The curriculum should leave opportunities for educators interested in history of science, even historical sources provides legitimate amount of information for every concepts in the curriculum.

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

ERIC Educational Resources Information Center

Ballinger, Jack T.; Wolf, Lawrence J.

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…

Interest-Based Curriculum for House Care Services: Science.

ERIC Educational Resources Information Center

Natchitoches Parish School Board, LA.

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)…

Science 25. Curriculum Guide. Revised.

ERIC Educational Resources Information Center

Northwest Territories Dept. of Education, Yellowknife.

This science curriculum is an activity-oriented program in which an attempt has been made to provide sufficient information for non-science specialists to enable them to offer an effective course at the grades 10 and 11 levels. This curriculum offers a solution to the unique needs of life in the Canadian Northwest Territories. The role of…

Improving Student Attitudes about Learning Science and Student Scientific Reasoning Skills

ERIC Educational Resources Information Center

Duncan, Douglas K.; Arthurs, Leilani

2012-01-01

Student attitudes about learning science and student ideas about the nature of science were compared at the end of two astronomy courses taught in Fall 2007, a course with a traditional astronomy curriculum and a transformed course, whose traditional astronomy curriculum was supplemented by an embedded curriculum that explicitly addressed the…

Did We Have Science before 1988?

ERIC Educational Resources Information Center

Peacock, Alan; Dunne, Mick

2014-01-01

In this "Primary Science" interview, science educators Alan Peacock and Mick Dunne reflect on their own experiences of what science was like in England before a National Curriculum was introduced. Among the topics covered are: earliest memories of science in school, teaching science before 1988 (pre-science curriculum for primary…

Developmental Reading at Livingston College, 1974-1976. A Final Report.

ERIC Educational Resources Information Center

Kussat, Reinhart; Farrow, Earl V.

A developmental reading program with a unified approach to the teaching of developmental reading to nontraditional freshmen was designed and initiated at Livingston College, Rutgers University. The two-level program, consisting of curriculum modules based on behavioral objectives and performance criteria, was required for all freshmen who ranked…

Curricular Trends and Practices in the High School: A Second Look.

ERIC Educational Resources Information Center

Tubbs, Mary P.; Beane, James A.

1981-01-01

In this 1979 replication of a 1974 survey, 234 high school principals provided information on perceived influences on curriculum, groups involved in curricular decision making, and use of 20 curricular arrangements and offerings, such as departmentalization, independent study, competencies, moral education, and unified studies. Five-year trends…

Planting the Field of Portuguese Preschool Education: Old Roots and New Policies.

ERIC Educational Resources Information Center

Vasconcelos, Teresa

1997-01-01

Describes recent policies and curriculum guidelines for early childhood education in Portugal, including a new role for the state in encouraging and harmonizing public and private initiatives, intervening directly in deprived areas, and providing unified pedagogical supervision. Presents a new, collaborative way of envisioning administrative…

Discrete Mathematics across the Curriculum, K-12. 1991 Yearbook.

ERIC Educational Resources Information Center

Kenney, Margaret J., Ed.; Hirsch, Christian R., Ed.

This yearbook provides the mathematics education community with specific perceptions about discrete mathematics concerning its importance, its composition at various grade levels, and ideas about how to teach it. Many practical suggestions with respect to the implementation of a discrete mathematics school program are included. A unifying thread…

Language Arts Resource Guide K-12.

ERIC Educational Resources Information Center

Pitman, John C.

One of a series designed to help districts refine and upgrade their current curricular offerings, this resource guide deals with the development of a unified K-12 language arts curriculum that combines the four major language arts components of listening, speaking, reading, and writing. Following a brief foreword and list of acknowledgments, the…

The Changing Educational Scene in China.

ERIC Educational Resources Information Center

Hindes, Sally

1978-01-01

Education in the People's Republic of China has always been an integral part of the political system, emphasizing political commitment, physical health and labor, academic studies, self-reliance, concern and respect for all Chinese people, and group achievement. Recent educational changes call for a unified curriculum and schools for the talented.…

Applying Laban's Movement Framework in Elementary Physical Education

ERIC Educational Resources Information Center

Langton, Terence W.

2007-01-01

This article recommends raising the bar in elementary physical education by using Laban's movement framework to develop curriculum content in the areas of games, gymnastics, and dance (with physical fitness concepts blended in) in order to help students achieve the NASPE content standards. The movement framework can permeate and unify an…

A Longitudinal Assessment of Gifted Students' Learning Using the Integrated Curriculum Model (Icm): Impacts and Perceptions of the William and Mary Language Arts and Science Curriculum

ERIC Educational Resources Information Center

Feng, Annie Xuemei; Van Tassel-Baska, Joyce; Quek, Chwee; Bai, Wenyu; O'Neill, Barbara

2005-01-01

This study examines the effects over time of implementing the William and Mary language arts and science curriculum for gifted learners designed around the Integrated Curriculum Model (ICM) in one suburban school district. It also analyzes stakeholders' perceptions of the effectiveness of the curriculum. Findings suggest that gifted student…

The impact of a professional development model for a mobilized science curriculum: a case study of teacher changes

NASA Astrophysics Data System (ADS)

Looi, Chee-Kit; Sun, Daner; Kim, Mi Song; Wen, Yun

2018-01-01

Background and purpose: To date, there has been little research on the Teacher Professional Development (TPD) for delivering a mobile technology-supported science curriculum. To address this, a TPD model for a science curriculum supported by mobile technology was developed and evaluated in this paper. The study reported focuses on the establishment of the TPD model and exploration of its impact on teacher behaviors in the curriculum implementation.

The Study of the Atmosphere in the Science Curriculum.

ERIC Educational Resources Information Center

Fisher, Brian

1998-01-01

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)

Georgia science curriculum alignment and accountability: A blueprint for student success

NASA Astrophysics Data System (ADS)

Reining-Gray, Kimberly M.

Current trends and legislation in education indicate an increased dependency on standardized test results as a measure for learner success. This study analyzed test data in an effort to assess the impact of curriculum alignment on learner success as well as teacher perceptions of the changes in classroom instruction due to curriculum alignment. Qualitative and quantitative design methods were used to determine the impact of science curriculum alignment in grades 9-12. To determine the impact of science curriculum alignment from the Quality Core Curriculum (QCC) to the Georgia Performance Standards (GPS) test data and teacher opinion surveys from one Georgia School system were examined. Standardized test scores before and after curriculum alignment were analyzed as well as teacher perception survey data regarding the impact of curriculum change. A quantitative teacher perception survey was administered to science teachers in the school system to identify significant changes in teacher perceptions or teaching strategies following curriculum realignment. Responses to the survey were assigned Likert scale values for analysis purposes. Selected teachers were also interviewed using panel-approved questions to further determine teacher opinions of curriculum realignment and the impact on student success and teaching strategies. Results of this study indicate significant changes related to curriculum alignment. Teachers reported a positive change in teaching strategies and instructional delivery as a result of curriculum alignment and implementation. Student scores also showed improvement, but more research is recommended in this area.

The Growing Classroom: A Garden-Based Science and Nutrition Curriculum for 2nd through 6th Grades. Book 2: Science.

ERIC Educational Resources Information Center

Appel, Gary; And Others

This guide for teaching science is Book Two in Project Life Lab's (Santa Cruz, California) three-part curriculum for a garden-based science and nutrition program for grades 2-6. The curriculum is designed for use as an integrated program, but the books can be used independently. It is suggested that the use of student journals can greatly enhance…

Materials and Fabrication Methods I. A Study Guide of the Science and Engineering Technician Curriculum.

ERIC Educational Resources Information Center

Lindberg, Andrew; And Others

This study guide is part of a curriculum entitled Science and Engineering Technician (SET) Curriculum, a program of studies which integrates elements from the disciplines of chemistry, physics, mathematics, mechanical technology, and electronic technology. The purpose of this national curriculum development project was to provide a framework for…

What Are Critical Features of Science Curriculum Materials That Impact Student and Teacher Outcomes?

ERIC Educational Resources Information Center

Roblin, Natalie Pareja; Schunn, Christian; McKenney, Susan

2018-01-01

Large investments are made in curriculum materials with the goal of supporting science education reform. However, relatively little evidence is available about what features of curriculum materials really matter to impact student and teacher learning. To address this need, the current study examined curriculum features associated with student and…

Using Symbolic Interactionism to Analyze a Specialized STEM High School Teacher's Experience in Curriculum Reform

ERIC Educational Resources Information Center

Teo, Tang Wee; Osborne, Margery

2012-01-01

In this paper, we present a microanalysis of a specialized STEM (science, technology, engineering, and mathematics) high school teacher's experience of self-initiated science inquiry curriculum reform. We examine the meanings of these two constructs: "inquiry curriculum" and "curriculum change" through the process lens of interactions, actions,…

The Role of Foundation Programmes in Science Education: The UNIFY Programme at the University of Limpopo, South Africa

ERIC Educational Resources Information Center

Mabila, T. E.; Malatje, S. E.; Addo-Bediako, A.; Kazeni, M. M. M.; Mathabatha, S. S.

2006-01-01

Since its inception in 1992, the University of the North's, Science Foundation Year (UNIFY) Programme has provided access to higher education to over 1500 previously disadvantaged students. However, there has always been doubt about whether the concept of a foundation programme is a worthwhile endeavour. To date, government has not yet fully…

The Unified English Braille Code: Examination by Science, Mathematics, and Computer Science Technical Expert Braille Readers

ERIC Educational Resources Information Center

Holbrook, M. Cay; MacCuspie, P. Ann

2010-01-01

Braille-reading mathematicians, scientists, and computer scientists were asked to examine the usability of the Unified English Braille Code (UEB) for technical materials. They had little knowledge of the code prior to the study. The research included two reading tasks, a short tutorial about UEB, and a focus group. The results indicated that the…

What Does CALL Have to Offer Computer Science and What Does Computer Science Have to Offer CALL?

ERIC Educational Resources Information Center

Cushion, Steve

2006-01-01

We will argue that CALL can usefully be viewed as a subset of computer software engineering and can profit from adopting some of the recent progress in software development theory. The unified modelling language has become the industry standard modelling technique and the accompanying unified process is rapidly gaining acceptance. The manner in…

The Study of Literacy Reinforcement of Science Teachers in Implementing 2013 Curriculum

NASA Astrophysics Data System (ADS)

Dewi, W. S.; Festiyed, F.; Hamdi, H.; Sari, S. Y.

2018-04-01

This research aims to study and collect data comprehensively, new and actual about science literacy to improve the ability of educators in implementing the 2013 Curriculum at Junior High School Padang Pariaman District. The specific benefit of this research is to give description and to know the problem of science literacy problem in interaction among teacher, curriculum, facilities and infrastructure, evaluation, learning technology and students. This study uses explorative in deep study approach, studying and collecting data comprehensively from the interaction of education process components (curriculum, educator, learner, facilities and infrastructure, learning media technology, and evaluation) that influence the science literacy. This research was conducted in the districts of Padang Pariaman consisting of 17 subdistricts and 84 junior high schools managed by the government and private. The sample of this research is science teachers of Padang Pariaman District with sampling technique is stratified random sampling. The instrument used in this study is a questionnaire to the respondents. Research questionnaire data are processed by percentage techniques (quantitative). The results of this study explain that the understanding of science teachers in Padang Pariaman District towards the implementation of 2013 Curriculum is still lacking. The science teachers of Padang Pariaman District have not understood the scientific approach and the effectiveness of 2013 Curriculum in shaping the character of the students. To improve the understanding of the implementation of Curriculum 2013, it is necessary to strengthen the literacy toward science teachers at the Junior High School level in Padang Pariaman District.

Integrating Technology, Curriculum, and Online Resources: A Multilevel Model Study of Impacts on Science Teachers and Students

ERIC Educational Resources Information Center

Ye, Lei

2013-01-01

This scale-up study investigated the impact of a teacher technology tool (Curriculum Customization Service, CCS), curriculum, and online resources on earth science teachers' attitudes, beliefs, and practices and on students' achievement and engagement with science learning. Participants included 73 teachers and over 2,000 ninth-grade students…

The Basic Science Curriculum in the 21st Century: What Needs to Be Changed?

ERIC Educational Resources Information Center

Garant, Philias R.

1986-01-01

The basic science curriculum in dental education could be improved by adopting a curriculum containing only two integrated required science courses about (1) the structure and function of the human body and (2) disease and reaction to disease in the human body. Elective graduate-level predoctoral courses would allow specialization. (MSE)

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

ERIC Educational Resources Information Center

Craig, Jerry; Stapleton, Jerry

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

Impact of the Science and Technology for Children Curriculum in the Oshkosh Area School District.

ERIC Educational Resources Information Center

Lattery, Mark Joseph; Lemberger, John; Herzog, Barbara

2002-01-01

Examines the instructional impact of National Science Resources Center's Science and Technology for Children curriculum in the Oshkosh Area School District. Results suggest that the adoption of this curriculum among experienced teachers in the district will provide little or no immediate gains on student achievement and potentially a slight…

Computer Science (CS) in the Compulsory Education Curriculum: Implications for Future Research

ERIC Educational Resources Information Center

Passey, Don

2017-01-01

The subject of computer science (CS) and computer science education (CSE) has relatively recently arisen as a subject for inclusion within the compulsory school curriculum. Up to this present time, a major focus of technologies in the school curriculum has in many countries been on applications of existing technologies into subject practice (both…

History of Science in the Physics Curriculum: A Directed Content Analysis of Historical Sources

ERIC Educational Resources Information Center

Seker, Hayati; Guney, Burcu G.

2012-01-01

Although history of science is a potential resource for instructional materials, teachers do not have a tendency to use historical materials in their lessons. Studies showed that instructional materials should be adaptable and consistent with curriculum. This study purports to examine the alignment between history of science and the curriculum in…

Revising and Updating the Animal Science Components of the Connecticut Vocational Agriculture Curriculum.

ERIC Educational Resources Information Center

Mannebach, Alfred J.; And Others

This guide is intended for use in teaching Connecticut's revised animal science curriculum at regional vocational agriculture centers. Like its predecessor, this curriculum includes exploratory (intended for grades 9 and 10) and specialized (intended for grades 11 and 12) animal science units and is based on the following major areas of…

Investigating Purposeful Science Curriculum Adaptation as a Strategy to Improve Teaching and Learning

ERIC Educational Resources Information Center

Debarger, Angela Haydel; Penuel, William R.; Moorthy, Savitha; Beauvineau, Yves; Kennedy, Cathleen A.; Boscardin, Christy Kim

2017-01-01

In this paper, we investigate the potential and conditions for using curriculum adaptation to support reform of science teaching and learning. With each wave of reform in science education, curriculum has played a central role and the contemporary wave focused on implementation of the principles and vision of the "Framework for K-12 Science…

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

ERIC Educational Resources Information Center

Baker-Doyle, Kira J.

2013-01-01

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

Keeping the Inquiry in Curriculum Designed To Help Students' Conceptual Understanding of Cellular Respiration.

ERIC Educational Resources Information Center

Gibson, Helen L.; Rea-Ramirez, Mary Anne

Most middle school science curriculum has been created to provide superficial treatment of the different subject areas (earth, life, and physical science), and in-depth coverage of very little. The Third International Mathematics and Science Study (TIMSS) criticism of the typical American school curriculum is that it is a "mile wide and an…

Curriculum-Based Measurement in Science Learning: Vocabulary-Matching as an Indicator of Performance and Progress

ERIC Educational Resources Information Center

Espin, Christine A.; Busch, Todd W.; Lembke, Erica S.; Hampton, David D.; Seo, Kyounghee; Zukowski, Beth A.

2013-01-01

The technical adequacy of curriculum-based measures in the form of short and simple vocabulary-matching probes to predict students' performance and progress in science at the secondary level was investigated. Participants were 198 seventh-grade students from 10 science classrooms. Curriculum-based measurements (CBM) were 5-min vocabulary-matching…

The Pursuit of Humanity: Curriculum Change in English School Science

ERIC Educational Resources Information Center

Donnelly, Jim; Ryder, Jim

2011-01-01

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

Linking Science and Statistics: Curriculum Expectations in Three Countries

ERIC Educational Resources Information Center

Watson, Jane M.

2017-01-01

This paper focuses on the curriculum links between statistics and science that teachers need to understand and apply in order to be effective teachers of the two fields of study. Meaningful statistics does not exist without context and science is the context for this paper. Although curriculum documents differ from country to country, this paper…

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

ERIC Educational Resources Information Center

Ballin, Amy; And Others

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

The Implementation of the New Lower Secondary Science Curriculum in Three Schools in Rwanda

ERIC Educational Resources Information Center

Nsengimana, Théophile; Ozawa, Hiroaki; Chikamori, Kensuke

2014-01-01

In 2006, Rwanda began implementing an Outcomes Based Education (OBE) lower secondary science curriculum that emphasises a student-centred approach. The new curriculum was designed to transform Rwandan society from an agricultural to a knowledge-based economy, with special attention to science and technology education. Up until this point in time…

Electromagnetic Spectrum. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

ERIC Educational Resources Information Center

Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for…

A comprehensive strategy for designing a Web-based medical curriculum.

PubMed Central

Zucker, J.; Chase, H.; Molholt, P.; Bean, C.; Kahn, R. M.

1996-01-01

In preparing for a full featured online curriculum, it is necessary to develop scaleable strategies for software design that will support the pedagogical goals of the curriculum and which will address the issues of acquisition and updating of materials, of robust content-based linking, and of integration of the online materials into other methods of learning. A complete online curriculum, as distinct from an individual computerized module, must provide dynamic updating of both content and structure and an easy pathway from the professor's notes to the finished online product. At the College of Physicians and Surgeons, we are developing such strategies including a scripted text conversion process that uses the Hypertext Markup Language (HTML) as structural markup rather than as display markup, automated linking by the use of relational databases and the Unified Medical Language System (UMLS), integration of text, images, and multimedia along with interface designs which promote multiple contexts and collaborative study. PMID:8947624

Carroll County hands-on elementary science

DOE Office of Scientific and Technical Information (OSTI.GOV)

Herlocker, H.G.; Dunkleberger, G.L.

1994-12-31

Carroll County Hands-on Elementary Science is a nationally recognized Elementary Science Curriculum which has been disseminated in forty states, Puerto Rico, The Virgin Islands, Saipan, and Samoa. The curriculum is a non-textbook, process-based, constructivist approach to teaching science. Unique features of this curriculum include its teacher-written daily lesson plan format, its complete kit of science supplies, and its complete set of Spanish materials. In order to be included by the National Diffusion Network, Hands-on Elementary Science collected data to support the following claims: the program enhances teacher and student attitudes toward science; the program changes both the amount and themore » type of science instruction; the program is adaptable and transportable; the teacher training component is effective. The poster display will feature sample activities, data which demonstrates the effectiveness of the staff development plan, and samples which show the degree to which the program supports selected state curriculum frameworks.« less

46 CFR 310.59 - Courses of instruction.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Academy. Three major curriculums are offered: Nautical Science, for the preparation of deck officers... science courses prescribed by the Department of the Navy. All curriculums include general education... incorporating material from the major segments of the Academy curriculums. ...

Integrated Medical Curriculum: Advantages and Disadvantages

PubMed Central

Quintero, Gustavo A.; Vergel, John; Arredondo, Martha; Ariza, María-Cristina; Gómez, Paula; Pinzon-Barrios, Ana-Maria

2016-01-01

Most curricula for medical education have been integrated horizontally and vertically–-vertically between basic and clinical sciences. The Flexnerian curriculum has disappeared to permit integration between basic sciences and clinical sciences, which are taught throughout the curriculum. We have proposed a different form of integration where the horizontal axis represents the defined learning outcomes and the vertical axis represents the teaching of the sciences throughout the courses. We believe that a mere integration of basic and clinical sciences is not enough because it is necessary to emphasize the importance of humanism as well as health population sciences in medicine. It is necessary to integrate basic and clinical sciences, humanism, and health population in the vertical axis, not only in the early years but also throughout the curriculum, presupposing the use of active teaching methods based on problems or cases in small groups. PMID:29349303

Into the Curriculum. Interdisciplinary: Celebrating Our Animal Friends: An Across-the-Curriculum Unit for Middle Level Students [and] Music: Program Notes [and] Reading-Language Arts: Letters: Written, Licked, and Stamped [and] Science: Plants in Families [and] Science: Physics and Holiday Toys (Gravity) [and] Social Studies: Learning about Geography through Children's Literature.

ERIC Educational Resources Information Center

Gillen, Rose; And Others

1995-01-01

Presents six curriculum guides for elementary and secondary education. Subjects include interdisciplinary instruction, music, reading/language arts, science, and social studies. Each guide provides library media skills objectives, curriculum objectives, grade levels, resources, instructional roles, activity and procedures for completion, a…

The CHROME Honors Program

NASA Technical Reports Server (NTRS)

Wilson, Eleanor

2002-01-01

The CHROME Honors Program was designed as a two-week residential program for 9th and 1Oth grade students participating in CHROME clubs. The curriculum focused on the health sciences with instruction from: (1) the science and health curriculum of the Dozoretz National Program for Minorities in Applied Sciences (DNIMAS) Program of Norfolk State University (NSU); (2) the humanities curriculum of the NSU Honors Program; (3) NASA-related curriculum in human physiology. An Advisory Committee was formed to work with the Project Coordinator in the design of the summer program.

Changing Curriculum: A Critical Inquiry into the Revision of the British Columbia Science Curriculum For Grades K-9

NASA Astrophysics Data System (ADS)

Searchfield, Mary A.

In 2010 British Columbia's Ministry of Education started the process of redesigning the provincial school curriculum, Kindergarten to Grade 12. Mandatory implementation of the new curriculum was set for the 2016/17 school year for Grades K-9, and 2017/18 for Grades 10-12. With a concerted emphasis on personalized learning and through the frame of a Know-Do-Understand curriculum model, the new curriculum aims to meet the needs of today's learners, described as living in a technology-rich, fast-paced and ever-changing world, through a concept-based and competency-driven emphasis. This thesis is a critical analysis of the BC K-9 Science curriculum as written and published, looking specifically at how science is treated as a form of knowledge, its claimed presentation as a story, and on whether the intentions claimed by the designers are matched in the curriculum's final form.

Effects of a novel science curriculum versus traditional science curriculum on problem solving skills and attitudes for 10th grade students

NASA Astrophysics Data System (ADS)

Gauchat, Carrie

This study utilized both quantitative and qualitative methods in investigating how a novel science curriculum, geared towards the 21 st century student, affected skills and attitudes towards science for tenth grade students. The quantitative portion of the study was a quasi-experimental design since random groups were not possible. This portion of the study used a pretest/posttest design to measure any improvement in science skills, and a Likert scale survey to measure any improvements in students' attitudes. Statistical tests revealed no significant differences between students who received the novel curriculum versus those students who received a traditional curriculum. Both groups showed significant improvements in all skill areas. Qualitatively, the researcher used informal teacher interviews and student surveys to identify the most relevant and effective curriculum components for the 21st century student. The findings suggest that the task of creating a meaningful and relevant curriculum based on the necessary skills of this century is not an easy task. There is much more work to be done in this area, but according to the qualitative findings integrated design and student technology are promising.

Revising and Updating the Plant Science Components of the Connecticut Vocational Agriculture Curriculum.

ERIC Educational Resources Information Center

Connecticut Univ., Storrs. Dept. of Educational Leadership.

This curriculum guide provides the plant science components of the vocational agriculture curriculum for Regional Vocational Agriculture Centers. The curriculum is divided into exploratory units for students in the 9th and 10th grades and specialized units for students in grades 11 and 12. The five exploratory units are: agricultural pest control;…

Physics of Mechanical, Gaseous, and Fluid Systems. A Study Guide of the Science and Engineering Technician Curriculum.

ERIC Educational Resources Information Center

Dixon, Peggy; And Others

This study guide is part of a program of studies entitled Science and Engineering Technician (SET) Curriculum. The SET Curriculum integrates elements from the disciplines of chemistry, physics, mathematics, mechanical technology, and electronic technology. The objective of this curriculum development project is to train technicians in the use of…

Pairing New Science Curriculum with Professional Learning Increases Student Achievement. Lessons from Research

ERIC Educational Resources Information Center

Killion, Joellen

2016-01-01

A randomized trial study, conducted over two school years in 18 high schools in Washington, finds that "An Inquiry Approach," a three-year, educative curriculum for high school science, has a positive impact on student achievement, teacher practice, and fidelity of implementation of the curriculum when the curriculum is paired with…

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

ERIC Educational Resources Information Center

Forbes, Cory T.; Davis, Elizabeth A.

2010-01-01

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…

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

ERIC Educational Resources Information Center

Green, Lisa Anne

2012-01-01

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 Impact of a Professional Development Model for a Mobilized Science Curriculum: A Case Study of Teacher Changes

ERIC Educational Resources Information Center

Looi, Chee-Kit; Sun, Daner; Kim, Mi Song; Wen, Yun

2018-01-01

Background and purpose: To date, there has been little research on the Teacher Professional Development (TPD) for delivering a mobile technology-supported science curriculum. To address this, a TPD model for a science curriculum supported by mobile technology was developed and evaluated in this paper. The study reported focuses on the…

Electrical Energy. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

ERIC Educational Resources Information Center

Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

This curriculum guide, the fifth in a set of six, contains teacher and student materials for a unit on electrical energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades…

Boundary Interaction: Towards Developing a Mobile Technology-Enabled Science Curriculum to Integrate Learning in the Informal Spaces

ERIC Educational Resources Information Center

Sun, Daner; Looi, Chee-Kit

2018-01-01

This paper explores the crossover between formal learning and learning in informal spaces supported by mobile technology, and proposes design principles for educators to carry out a science curriculum, namely Boundary Activity-based Science Curriculum (BAbSC). The conceptualization of the boundary object, and the principles of boundary activity as…

Elementary School Teachers as "Targets and Agents of Change": Teachers' Learning in Interaction with Reform Science Curriculum

ERIC Educational Resources Information Center

Metz, Kathleen E.

2009-01-01

This article examines teachers' perspectives on the challenges of using a science reform curriculum, as well as their learning in interaction with the curriculum and parallel professional development program. As case studies, I selected 4 veteran teachers of 2nd or 3rd grade, with varying science backgrounds (including 2 with essentially none).…

Into the Curriculum. Art: Whistler's Mother; Reading/Language Arts: Finding My Voice; Science: Where on My Tongue? Taste; Social Studies/Science: Volcanoes; Social Studies: Pompeii.

ERIC Educational Resources Information Center

Reed-Mundell, Charlie

2001-01-01

Provides five fully developed library media activities that are designed for use with specific curriculum units in art, reading, language arts, science, and social studies. Describes library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up for each activity. (LRW)

Which Values Regarding Nature and Other Species Are We Promoting in the Australian Science Curriculum?

ERIC Educational Resources Information Center

Castano Rodriguez, Carolina

2016-01-01

Through a critical textual analysis of the content and structure of the new Australian science curriculum, in this paper I identify the values it encourages and those that are absent. I investigate whether the Australian science curriculum is likely to promote the attitudes needed to educate generations of children who act more responsibly with…

Science in the 21st Century: More than Just the Facts

ERIC Educational Resources Information Center

Price, Jeremy F.; Pimentel, Diane Silva; McNeill, Katherine L.; Barnett, Michael; Strauss, Eric

2011-01-01

The authors have worked to meet the demands of the 21st century by using the Urban EcoLab, an urban ecology curriculum based on the National Science Education Standards. This curriculum emphasizes the local and community-based nature of science and is freely available for teachers to view, download, and use. As part of the curriculum the authors…

An Analysis of Teaching Competence in Science Teachers Involved in the Design of Context-Based Curriculum Materials

ERIC Educational Resources Information Center

De Putter-Smits, Lesley G. A.; Taconis, Ruurd; Jochems, Wim; Van Driel, Jan

2012-01-01

The committees for the current Dutch context-based innovation in secondary science education employed teachers to design context-based curriculum materials. A study on the learning of science teachers in design teams for context-based curriculum materials is presented in this paper. In a correlation study, teachers with (n = 5 and 840 students)…

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

ERIC Educational Resources Information Center

Utica City School District, NY.

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,…

Implementing an Imaginative Unit: Wonders of the Water Cycle

ERIC Educational Resources Information Center

Hrennikoff, Margo

2006-01-01

The grade three curriculum set out by the British Columbia Ministry of Education has four categories for science: Processes of Science, Life Science, Physical Science, and Earth and Space Science. Within each of these categories there are numerous topics to teach. For example, the physical science curriculum requires students to learn about…

Evolution, Chaos, or Perpetual Motion? A Retrospective Trend Analysis of Secondary Science Curriculum Advocacy, 1955-94.

ERIC Educational Resources Information Center

Ponder, Gerald; Kelly, Janet

1997-01-01

Analyzed 1,595 articles pertaining to secondary science-education curriculum and instruction published in "The Science Teacher" and "Science Education" between 1955 and 1994. For over four decades, science education has been in continual crisis. Instruction methods have changed little. Calls for reforming secondary science education, improving…

Meaningful Watershed Experiences for Middle and High School Students

NASA Astrophysics Data System (ADS)

Landry, Melinda; Smith, Cynthia; Greene, Joy

2014-05-01

Prince William County Public Schools and George Mason University in Virginia, USA, partnered to provide Meaningful Watershed Educational Experiences (MWEEs) for over 25,000 middle and high school students (11-18 year olds) across 34 schools. This school district, situated in a rapidly growing region 55 km southwest of Washington DC, has over 82,000 K-12 students. As native forest cover has been replaced with farming and urbanization, water quality has significantly degraded in the 166,534 km2 Chesapeake Bay watershed. This project was designed to increase student awareness of their impact on the land and waters of the largest estuary in the United States. MWEE is a long-term comprehensive project that incorporates a classroom preparation phase, a hands-on outdoor field investigation, and a reflection and data-sharing component. Training and technical assistance enhances the capacity of teachers of 6th grade, high school Earth Science and Environmental Science to deliver MWEEs which includes schoolyard stewardship, inquiry driven field study, use of hand-held technology and computer based mapping and analysis, project sharing and outreach. George Mason University researchers worked closely with K-12 science educators to create a comprehensive watershed-focused curriculum. Graduate and undergraduate students with strong interests in environmental science and education were trained to deliver the field investigation component of the MWEE. Representative teachers from each school were provided 3 days of professional development and were responsible for the training of their school's science education team. A comprehensive curriculum provided teachers with activities and tools designed to enhance students' mastery of state science objectives. Watershed concepts were used as the unifying theme to support student understanding of curriculum and STEM objectives including: scientific investigation, data collection and communication, chemistry, energy, erosion, human interaction with the environment, land use, and decision making based on cost-benefit analysis. Through this program, students make the connection that the health of their local schoolyard will affect the health of the Chesapeake Bay watershed. Groups ranging from 65 - 150 students per day travel to either Occoquan Bay U.S. Fish and Wildlife Refuge or Manassas National Battlefield Park for their field investigation. During the investigation, learners rotate through up to four different 45-minute stations led by GMU students and/or retired science schoolteachers. Depending on the field site visited, stations include water chemistry testing, benthic macroinvertebrate collection and identification, wetland functions, watershed topography and water conservation. Thus this experience raises students' understanding of their place within the Chesapeake Bay watershed and their impact on local and regional ecosystems. Additionally, this field investigation directly increases university students' ability to successfully immerse the public in discussions of complex science topics as well as engage them in hands-on learning experiences. This university-K12 partnership was made possible through grants and partnerships with National Oceanic and Atmospheric Administration, Alice Ferguson Foundation, the National Park Service, U. S. Fish and Wildlife Refuge System, SPARK, PWCS Education Foundation, and Dominion Power.

An implementation study: An analysis of elementary students' and teachers' attitudes toward science in process-approach vs. traditional science classes

NASA Astrophysics Data System (ADS)

Kyle, William C., Jr.; Bonnstetter, Ronald J.; Gadsden, Thomas, Jr.

In 1983, the Richardson Independent School District conducted an internal audit to assess the status of science education. The audit was in anticipation of Texas Administrative Code Chapter 75 which requires an inquiry-oriented, process-approach to the teaching of science. In response to the data, and to national reports advocating a broadening of the science education curriculum to address the needs of all students, the district established a committee to implement and evaluate their new K-6 SCIENCE THROUGH DISCOVERY curriculum. The Science Curriculum Improvement Study (SCIIS) was adopted as the focal component of the overall curriculum with subsequent, planned innovations to occur in accordance with the Concerns-Based Adoption Model.The purpose of this study was to assess the attitudes toward science of students who had completed one year of SCIIS compared to students in non-SCIIS classes. In addition, the attitudes of teachers who received inservice education and who had instructed SCIIS were compared to non-SCIIS teachers. While SCIIS and non-SCIIS teachers possess similar perceptions of science, drastic attitudinal differences were observed between SCIIS and non-SCIIS students. The results indicate that the nature of the curriculum, in conjunction with the necessary implementation support including inservice education, greatly enhances students perceptions of science.

Comparing Political Experiences (CPE).

ERIC Educational Resources Information Center

Gillespie, Judith A.; Patrick, John J.

The rationale, goals, curriculum components, instructional strategies, and curriculum development process of a two-semester, secondary-level political science course, "Comparing Political Experiences," are described in this paper. Developed as part of the High School Political Science Curriculum Project at Indiana University, the major…

Massachusetts Science and Technology Engineering Curriculum Framework

ERIC Educational Resources Information Center

Massachusetts Department of Education, 2006

2006-01-01

This 2006 "Massachusetts Science and Technology/Engineering Curriculum Framework" provides a guide for teachers and curriculum coordinators regarding specific content to be taught from PreK through high school. Following this "Organization" chapter, the "Framework" contains the following sections: (1) Philosophy and…

The effects of an integrated Algebra 1/physical science curriculum on student achievement in Algebra 1, proportional reasoning and graphing abilities

NASA Astrophysics Data System (ADS)

Lawrence, Lettie Carol

1997-08-01

The purpose of this investigation was to determine if an integrated curriculum in algebra 1/physical science facilitates acquisition of proportional reasoning and graphing abilities better than a non-integrated, traditional, algebra 1 curriculum. Also, this study was to ascertain if the integrated algebra 1/physical science curriculum resulted in greater student achievement in algebra 1. The curriculum used in the experimental class was SAM 9 (Science and Mathematics 9), an investigation-based curriculum that was written to integrate physical science and basic algebra content. The experiment was conducted over one school year. The subjects in the study were 61 ninth grade students. The experimental group consisted of one class taught concurrently by a mathematics teacher and a physical science teacher. The control group consisted of three classes of algebra 1 students taught by one mathematics teacher and taking physical science with other teachers in the school who were not participating in the SAM 9 program. This study utilized a quasi-experimental non-randomized control group pretest-posttest design. The investigator obtained end-of-algebra 1 scores from student records. The written open-ended graphing instruments and the proportional reasoning instrument were administered to both groups as pretests and posttests. The graphing instruments were also administered as a midtest. A two sample t-test for independent means was used to determine significant differences in achievement on the end-of-course algebra 1 test. Quantitative data from the proportional reasoning and graphing instruments were analyzed using a repeated measures analysis of variance to determine differences in scores over time for the experimental and control groups. The findings indicate no significant difference between the experimental and control groups on the end-of-course algebra 1 test. Results also indicate no significant differences in proportional reasoning and graphing abilities between the two groups over time. However, all subjects (experimental and control groups) made significant improvement in graphing abilities over one school year. In this study, students participating in an investigation-based curriculum integrating algebra 1 and physical science performed as well on the instruments as the students in the traditional curriculum. Therefore, an argument can be made that instruction using an integrated curriculum (algebra l/physical science) is a viable alternative to instruction using a more traditional algebra 1 curriculum. Finally, the integrated curriculum adheres to the constructivist theoretical perspective (Krupnik-Gotlieb, 1995) and is more consistent with recommendations in the NCTM Standards (1992) than the traditional curriculum.

Persuasive Writing, A Curriculum Design: K-12.

ERIC Educational Resources Information Center

Bennett, Susan G., Ed.

In the spirit of the Texas Hill Country Writing Project and in response to the requirements of the Texas Assessment of Basic Skills, this guide presents writing assignments reflecting a commitment to a unified writing program for kindergarten through grade twelve. The framework for the assignments is adopted from the discourse theory of James…

Curriculum Integration in Ontario High Schools

ERIC Educational Resources Information Center

Grice, James

2011-01-01

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.…

Who Benefits from Special Education? Remediating (Fixing) Other People's Children. Studies in Curriculum Theory Series

ERIC Educational Resources Information Center

Brantlinger, Ellen, Ed.

2006-01-01

This book addresses the negative consequences of labeling and separating education for students with "disabilities," the cultural biases inherent in the way that we view children's learning difficulties, the social construction of disability, the commercialization of special education, and related issues. The theme that unifies the chapters is…

"Blurred Lines": The Duty of Physical Education to Establish a Unified Rationale

ERIC Educational Resources Information Center

Sprake, Andrew; Walker, Sue

2015-01-01

The recent review of the national curriculum, which places Physical Education as a compulsory subject at key stages 1-4, indicates a government commitment to the subject. However, given the contested history of Physical Education's priorities and practices, such commitment should, perhaps, be handled with care. The main strength of Physical…

Educational Excellence for Iowa. Final Report of the Joint Committee on Instructional Development and Academic Articulation in Iowa.

ERIC Educational Resources Information Center

Iowa State Board of Regents, Des Moines.

This report recommends measures to improve elementary, secondary, and postsecondary education in Iowa while providing universal access to education. The proposal stresses unified goals throughout the state's educational system, while retaining local discretion over curriculum. Although the report emphasizes high school-to-college articulation, it…

District-Wide Involvement: The Key to Successful School Improvement.

ERIC Educational Resources Information Center

Mundell, Scott; Babich, George

1989-01-01

Describes the self-study process used by the Marana Unified School District to meet accreditation requirements with minimal expense, to emphasize curriculum development, and to improve the school. Considers the key feature of the cyclical review model to be the personal involvement of nearly every faculty member in the 10-school district. (DMM)

Examples of Integrated Academic and Vocational Curriculum from High School Academies in the Oakland Unified School District.

ERIC Educational Resources Information Center

de Leeuw, David; And Others

This report provides examples of curricular integration produced by teachers in three career academies in Oakland, California. It describes ways in which academic and vocational teachers have created explicit connections between their separate subjects. Following a preface, "Oakland Academies Magnet Programs--An Overview" (Allie…

Science Curriculum Components Favored by Taiwanese Biology Teachers

NASA Astrophysics Data System (ADS)

Lin, Chen-Yung; Hu, Reping; Changlai, Miao-Li

2005-09-01

The new 1-9 curriculum framework in Taiwan provides a remarkable change from previous frameworks in terms of the coverage of content and the powers of teachers. This study employs a modified repertory grid technique to investigate biology teachers' preferences with regard to six curriculum components. One hundred and eighty-five in-service and pre-service biology teachers were asked to determine which science curriculum components they liked and disliked most of all to include in their biology classes. The data show that the rank order of these science curriculum components, from top to bottom, was as follows: application of science, manipulation skills, scientific concepts, social/ethical issues, problem-solving skills, and the history of science. They also showed that pre-service biology teachers, as compared with in-service biology teachers, favored problem-solving skills significantly more than manipulative skills, while in-service biology teachers, as compared with pre-service biology teachers, favored manipulative skills significantly more than problem-solving skills. Some recommendations for ensuring the successful implementation of the Taiwanese 1-9 curriculum framework are also proposed.

Specifying a curriculum for biopolitical critical literacy in science teacher education: exploring roles for science fiction

NASA Astrophysics Data System (ADS)

Gough, Noel

2017-12-01

In this essay I suggest some ways in which science teacher educators in Western neoliberal economies might facilitate learners' development of a critical literacy concerning the social and cultural changes signified by the concept of biopolitics. I consider how such a biopolitically inflected critical literacy might find expression in a science teacher education curriculum and suggest a number of ways of materializing such a curriculum in specific literatures, media, procedures, and assessment tasks, with particular reference to the contributions of science fiction in popular media.

Bridging the Gap: Embedding Communication Courses in the Science Undergraduate Curriculum

ERIC Educational Resources Information Center

Jandciu, Eric; Stewart, Jaclyn J.; Stoodley, Robin; Birol, Gülnur; Han, Andrea; Fox, Joanne A.

2015-01-01

The authors describe a model for embedding science communication into the science curriculum without displacing science content. They describe the rationale, development, design, and implementation of two courses taught by science faculty addressing these criteria. They also outline the evaluation plan for these courses, which emphasize broad…

Science CAP: Curriculum Assistance Program. [Multimedia.

ERIC Educational Resources Information Center

DEMCO, Inc., Madison, WI.

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

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

ERIC Educational Resources Information Center

Yildiz-Duban, Nil

2013-01-01

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…

Science Curriculum Design: Views from a Psychological Framework.

ERIC Educational Resources Information Center

Linn, Marcia C.

It is now almost universally acknowledged that science education must be rejuvenated to serve the needs of American society. An emerging science of science education based on recent advances in psychological research could make this rejuvenation dramatic. Four aspects of psychological research relevant to science curriculum design are discussed:…

The Changing Science Curriculum

ERIC Educational Resources Information Center

Ediger, Marlow

2014-01-01

Science, as a curriculum area, has gone through many changes recently with the oncoming of the Common Core State Standards (CCSS), Science, Technology, Engineering, and Mathematics (STEM), as well as the Next Generation Science Standards (NGSS). Science is a part of everyday life which individuals experience. Even the drying up of a puddle of…

Improving Middle School Students' Science Literacy through Reading Infusion

ERIC Educational Resources Information Center

Fang, Zhihui; Wei, Youhua

2010-01-01

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…

Horizontal integration of the basic sciences in the chiropractic curriculum.

PubMed

Ward, Kevin P

2010-01-01

Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration.

Horizontal Integration of the Basic Sciences in the Chiropractic Curriculum

PubMed Central

Ward, Kevin P.

2010-01-01

Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration. PMID:21048882

Reinventing the Science Curriculum

ERIC Educational Resources Information Center

Bybee, Rodger W.; Van Scotter, Pamela

2007-01-01

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…

Education for Survival; A Social Studies and Science Curriculum Guide for Grades 1, 2, 3.

ERIC Educational Resources Information Center

Grubman, Ruth W.; And Others

This book is one of a series on Education For Survival and integrates a conservation curriculum into a social studies and science program for grades 1, 2, and 3. It was developed to help lead young people to an awareness of environmental problems which confront our society. The first chapter presents a resume of all social science curriculum units…

Multiple Aims in the Development of a Major Reform of the National Curriculum for Science in England

ERIC Educational Resources Information Center

Ryder, Jim; Banner, Indira

2011-01-01

In the context of a major reform of the school science curriculum for 14-16-year-olds in England, we examine the aims ascribed to the reform, the stakeholders involved, and the roles of differing values and authority in its development. This reform includes an emphasis on socioscientific issues and the nature of science; curriculum trends of…

Science Textbooks in the Context of Political Reform in South Africa: Implications for Access to Science

ERIC Educational Resources Information Center

Green, Whitfield; Naidoo, Devika

2008-01-01

The post-apartheid National Physical Science Curriculum was implemented for the first time in South Africa in grade 10 during 2006. A variety of new textbooks for grade 10 have been published. This study was a comparative analysis of three popular textbooks, one prepared to support the previous curriculum, and two prepared for the new curriculum.…

Solar Energy. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.

ERIC Educational Resources Information Center

Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.

This curriculum guide, the third in a set of six, contains teacher and student materials for a unit on solar energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10…

Into the Curriculum. Dramatics/Reading/Language Arts: Jellyfish Jiggle and More; Reading/Language Arts: Birthstone Folklore; Science: Jellyfish FAQ; Science: Minerals in Caves; Social Studies: Mapping the Oceans.

ERIC Educational Resources Information Center

School Library Media Activities Monthly, 2003

2003-01-01

Provides five fully developed library media activities that are designed for use with specific curriculum units in dramatics, reading, language arts, science, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, activities and procedures, evaluation, and follow-up are describes for each…

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

PubMed Central

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

2013-01-01

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

Special series on "The meaning of behavioral medicine in the psychosomatic field" establishment of a core curriculum for behavioral science in Japan: The importance of such a curriculum from the perspective of psychology.

PubMed

Shimazu, Akihito; Nakao, Mutsuhiro

2016-01-01

This article discusses the core curriculum for behavioral science, from the perspective of psychology, recommended by the Japanese Society of Behavioral Medicine and seeks to explain how the curriculum can be effectively implemented in medical and health-related departments. First, the content of the core curriculum is reviewed from the perspective of psychology. We show that the curriculum features both basic and applied components and that the basic components are closely related to various aspects of psychology. Next, we emphasize two points to aid the effective delivery of the curriculum: 1) It is necessary to explain the purpose and significance of basic components of behavioral science to improve student motivation; and 2) it is important to encourage student self-efficacy to facilitate application of the acquired knowledge and skills in clinical practice.

An Analysis of the Learning Activities Covered in the 5th Grade Science Textbooks Based on 2005 and 2013 Turkish Science Curricula

ERIC Educational Resources Information Center

Aydogdu, Cemil; Idin, Sahin

2015-01-01

The aim of this study is to analyze the learning activities covered in 5th grade elementary science textbooks which depend on 2005 and 2013 elementary science curricula. Two elementary science textbooks depends on 2005 science curriculum and two elementary science textbooks depend on 2013 science curriculum were researched. The study is a…

An Analysis of the Learning Activities Covered in the 5th Grade Science Textbooks Based on 2005 and 2013 Turkish Science Curricula

ERIC Educational Resources Information Center

Aydogdu, Cemil; Idin, Sahin

2015-01-01

The aim of this study is to analyze the learning activities covered in 5th grade elementary science textbooks which depend on 2005 and 2013 elementary science curricula. Two elementary science textbooks [which] depend on 2005 science curriculum and two elementary science textbooks [which] depend on 2013 science curriculum were researched. The…

Integration of the primary health care approach into a community nursing science curriculum.

PubMed

Vilakazi, S S; Chabeli, M M; Roos, S D

2000-12-01

The purpose of this article is to explore and describe guidelines for integration of the primary health care approach into a Community Nursing Science Curriculum in a Nursing College in Gauteng. A qualitative, exploratory, descriptive and contextual research design was utilized. The focus group interviews were conducted with community nurses and nurse educators as respondents. Data were analysed by a qualitative descriptive method of analysis as described in Creswell (1994: 155). Respondents in both groups held similar perceptions regarding integration of primary health care approach into a Community Nursing Science Curriculum. Five categories, which are in line with the curriculum cycle, were identified as follows: situation analysis, selection and organisation of objectives/goals, content, teaching methods and evaluation. Guidelines and recommendations for the integration of the primary health care approach into a Community Nursing Science Curriculum were described.

Comparing Two Inquiry Professional Development Interventions in Science on Primary Students' Questioning and Other Inquiry Behaviours

NASA Astrophysics Data System (ADS)

Nichols, Kim; Burgh, Gilbert; Kennedy, Callie

2017-02-01

Developing students' skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science units and in collaborative strategic reading. The experimental group, the community of inquiry (COI) condition, received training in facilitating a COI in addition to training in the same four inquiry-based science units. This study involved 227 students and 18 teachers in 9 primary schools across Brisbane, Australia. The teachers were randomly allocated by school to one of the two conditions. The study followed the students across years 6 and 7 and students' discourse during small group activities was recorded, transcribed and coded for verbal inquiry behaviours. In the second year of the study, students in the COI condition demonstrated a significantly higher frequency of procedural and substantive higher-order thinking questions and other inquiry behaviours than those in the comparison condition. Implementing a COI within an inquiry science curriculum develops students' questioning and science inquiry behaviours and allows teachers to foster inquiry skills predicated by the Australian Science Curriculum. Provision of inquiry science curriculum resources alone is not sufficient to promote the questioning and other verbal inquiry behaviours predicated by the Australian Science Curriculum.

Science Guide for Secondary Schools.

ERIC Educational Resources Information Center

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

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…

Multiple Aims in the Development of a Major Reform of the National Curriculum for Science in England

NASA Astrophysics Data System (ADS)

Ryder, Jim; Banner, Indira

2011-03-01

In the context of a major reform of the school science curriculum for 14-16-year-olds in England, we examine the aims ascribed to the reform, the stakeholders involved, and the roles of differing values and authority in its development. This reform includes an emphasis on socioscientific issues and the nature of science; curriculum trends of international relevance. Our analysis identifies largely 'instrumental' aims, with little emphasis on 'intrinsic' aims and associated values. We identify five broad categories of stakeholders focusing on different aims with, for example, a social, individual, political, or economic emphasis. We suggest that curriculum development projects reflecting largely social and individual aims were appropriated by other stakeholders to serve political and economic aims. We argue that a curriculum reform body representing all stakeholder interests is needed to ensure that multiple aims are considered throughout the curriculum reform process. Within such a body, the differentiated character of the science teaching community would need to be represented.

Why Astronomy Should BE Part of the School Curriculum

NASA Astrophysics Data System (ADS)

Percy, John

Why is astronomy useful? Why should it be supported by taxpayers? Why should it be part of the school curriculum? In this paper I will list 20 reasons. They include: cultural historical and philosophical reasons; practical technological and scientific reasons; environmental aesthetic and emotional reasons; and pedagogical reasons. Astronomy can attract young people to science and technology. It can promote public awareness understanding and appreciation of science. It can be done as an inexpensive hobby; ""the stars belong to everyone"". Finally: I will connect the 20 reasons to the expectations of the modern school curriculum: knowledge skills applications and attitudes. In the context of the science curriculum this includes science technology society and environment.

NUCLEAR SCIENCE CURRICULUM PROJECT, PROJECT I, INSTRUCTIONAL SPECIFICATIONS.

ERIC Educational Resources Information Center

CAMAREN, JAMES

ON THE PREMISE THAT A KNOWLEDGE OF NUCLEAR SCIENCE IS ESSENTIAL FOR INTELLIGENT DECISION-MAKING REGARDING ITS USES, THE NUCLEAR SCIENCE CURRICULUM PROJECT WAS DEVELOPED. ITS OBJECTIVE IS TO PROVIDE A PROGRAM THAT CAN BE EFFECTIVELY USED IN SCIENCE CLASSES TO PROVIDE AN UNDERSTANDING OF NUCLEAR SCIENCE AND ITS IMPACT ON SOCIETY. THOUGH TEACHER…

Life Science Standards and Curriculum Development for 9-12.

ERIC Educational Resources Information Center

Speece, Susan P.; Andersen, Hans O.

1996-01-01

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,…

Measuring Science Curriculum Improvement Study Teachers' Attitudinal Changes Toward Science.

ERIC Educational Resources Information Center

Hovey, Larry Michael

Investigated were three questions related to the relationship between a science teacher's attitude regarding the use of a newer science program, in this instance the Science Curriculum Improvement Study (SCIS): (1) Could the Projective Tests of Attitudes, originally designed for fifth-grade students, be modified for use with adults? (2) Is there a…

The Science behind Curriculum Development and Evaluation: Taking a Design Science Approach in the Production of a Tier 2 Mathematics Curriculum

ERIC Educational Resources Information Center

Doabler, Christian T.; Clarke, Ben; Fien, Hank; Baker, Scott K.; Kosty, Derek B.; Cary, Mari Strand

2015-01-01

The production of an effective mathematics curriculum begins with a scientific development, evaluation, and revision framework. The purpose of this study was to conduct an initial investigation of a recently developed Tier 2 mathematics curriculum designed to improve the outcomes of first grade students at risk for mathematics difficulties (MD).…

From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science

NASA Astrophysics Data System (ADS)

Kaya, Ebru; Erduran, Sibel

2016-12-01

The inclusion of Nature of Science (NOS) in the science curriculum has been advocated around the world for several decades. One way of defining NOS is related to the family resemblance approach (FRA). The family resemblance idea was originally described by Wittgenstein. Subsequently, philosophers and educators have applied Wittgenstein's idea to problems of their own disciplines. For example, Irzik and Nola adapted Wittgenstein's generic definition of the family resemblance idea to NOS, while Erduran and Dagher reconceptualized Irzik and Nola's FRA-to-NOS by synthesizing educational applications by drawing on perspectives from science education research. In this article, we use the terminology of "Reconceptualized FRA-to-NOS (RFN)" to refer to Erduran and Dagher's FRA version which offers an educational account inclusive of knowledge about pedagogical, instructional, curricular and assessment issues in science education. Our motivation for making this distinction is rooted in the need to clarify the various accounts of the family resemblance idea.The key components of the RFN include the aims and values of science, methods and methodological rules, scientific practices, scientific knowledge as well as the social-institutional dimensions of science including the social ethos, certification, and power relations. We investigate the potential of RFN in facilitating curriculum analysis and in determining the gaps related to NOS in the curriculum. We analyze two Turkish science curricula published 7 years apart and illustrate how RFN can contribute not only to the analysis of science curriculum itself but also to trends in science curriculum development. Furthermore, we present an analysis of documents from USA and Ireland and contrast them to the Turkish curricula thereby illustrating some trends in the coverage of RFN categories. The results indicate that while both Turkish curricula contain statements that identify science as a cognitive-epistemic system, they underemphasize science as a social-institutional system. The comparison analysis shows results such as the "scientific ethos" category being mentioned by the Irish curriculum while "social organizations and interactions" category being mentioned by the Turkish curriculum. In all documents, there was no overall coherence to NOS as a holistic narrative that would be inclusive of the various RFN categories simultaneously. The article contributes to the framing of NOS from a family resemblance perspective and highlights how RFN categories can be used as analytical tools.

A Modular Approach to Year 11 Science Courses

ERIC Educational Resources Information Center

Woolley, Terry G.

1976-01-01

Described is a secondary school science program which includes modularized courses in the earth science unified science, biology, chemistry, and physics. Students may continue in one science course or switch between courses upon completing modules. (SL)

Guidelines for Science Curriculum in Washington Schools.

ERIC Educational Resources Information Center

Duxbury, Alyn, Ed.

This document contains guidelines for science curriculum in Washington State schools. Statements of philosophy and program goals are presented and explained. Four major program goals (which address societal demands) operationally describe science education toward the learning of: (1) factual and theoretical knowledge; (2) applied science skills;…

Learning about Teaching the Extracurricular Topic of Nanotechnology as a Vehicle for Achieving a Sustainable Change in Science Education

ERIC Educational Resources Information Center

Blonder, Ron; Mamlok-Naaman, Rachel

2016-01-01

This study focused on teachers' transfer of a variety of teaching methods from a teaching module on nanotechnology, which is an example of a topic outside the science curriculum, to teaching topics that are part of the chemistry curriculum. Nanotechnology is outside the science curriculum, but it was used in this study as a means to carry out a…

Integrating the history of science into a middle school science curriculum

NASA Astrophysics Data System (ADS)

Huybrechts, Jeanne Marie

This study examined the effect of incorporating the history of science into a middle school physical science curriculum on student attitudes toward science and the work of scientists. While there is wide support for including some science history in middle school science lessons within both the science and science-education communities, there is little curriculum designed to meet that objective. A series of five lessons was written specifically for the study. Each lesson included a brief biography of a scientist whose work was of historical significance, and a set of directions for duplicating one or more of the experiments done by that scientist. A thirty-question, Likert scale survey of the attitudes of middle school students toward science and the work of scientists was also written for this study. The survey was administered to two groups of students in a single middle school: One group---the experimental group---subsequently used the science history curriculum; the second (control) group did not. The same attitude survey was readministered to both groups of students after study of the science-history curriculum was completed. The results of the study indicate that there was no statistically significant difference between the pretest and posttest scores of either the experimental or control group students. Further analysis was done to determine whether there were differences between the pretest and posttest scores of boys and girls, or between "regular" or "honors" students. In both cases no statistically significant difference was found.

Speaking of Science: Invite Speakers from Your Community to Bring the Science Curriculum to Life

ERIC Educational Resources Information Center

Stephens, Karol

2012-01-01

Establishing relevant applications for the science curriculum can be a challenge. However, the key that opens science for students is within a teacher's grasp: It is as simple as bringing science connections into his or her classroom through community resources and taking the students to the science that is available. The author encourages…

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

ERIC Educational Resources Information Center

Murphy, Cliona; Smith, Greg

2012-01-01

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

Visual-spatial thinking: An aspect of science overlooked by educators

NASA Astrophysics Data System (ADS)

Mathewson, James H.

1999-01-01

Thinking with images plays a central role in scientific creativity and communication but is neglected in science classrooms. This article reviews the fundamental role of imagery in science and technology and our current knowledge of visual-spatial cognition. A novel analogic and thematic organization of images and visualization within science and technology is proposed that can help in the generation and evaluation of classroom activities and materials, and serve as a focus for professional development programs in visual-spatial thinking for science teachers. Visual-spatial thinking includes vision - using the eyes to identify, locate, and think about objects and ourselves in the world, and imagery - the formation, inspection, transformation, and maintenance of images in the mind's eye in the absence of a visual stimulus. A spatial image preserves relationships among a complex set of ideas as a single chunk in working memory, increasing the amount of information that can be maintained in consciousness at a given moment. Vision and imagery are fundamental cognitive processes using specialized pathways in the brain and rely on our memory of prior experience. Visual-spatial thinking develops from birth, together with language and other specialized abilities, through interactions between inherited capabilities and experience. Scientific creativity can be considered as an amalgam of three closely allied mental formats: images; metaphors; and unifying ideas (themes). Combinations of images, analogies, and themes pervade science in the form of master images and visualization techniques. A critique of current practice in education contrasts the subservient role of visual-spatial learning with the dominance of the alphanumeric encoding skills in classroom and textbooks. The lack of coherence in curriculum, pedagogy, and learning theory requires reform that addresses thinking skills, including imagery. Successful integration of information, skills and attitudes into cohesive mental schemata employed by self-aware human beings is a basic goal of education. The current attempt to impose integration using themes is criticized on the grounds that the required underpinning in cognitive skills and content knowledge by teachers and students may be absent. Teaching strategies that employ visual-spatial thinking are reviewed. Master images are recommended as a novel point of departure for a systematic development of programs on visual-spatial thinking in research, teacher education, curriculum, and classroom practice.

Neurological exclusiveness or unified science inclusiveness: Comment on Schwartz et al. (2016).

PubMed

Staats, Arthur W

2016-12-01

Schwartz, Lilienfeld, Meca, and Sauvigné (2016) argue effectively and productively that neuroscience is monistic (excludes other fields) in a way that affects negatively psychology department makeup, psychology grant support, and the way students are trained. They conclude, rather, that it is important to effect an inclusion of different fields of psychology. This paper broadens and strengthens their position. However, it also points out that a call for inclusiveness raises a central question. How is inclusiveness to be accomplished? Without stipulation to the contrary the call is for an eclecticism. As Schwartz et al. indicate, unified theory is now rejected because grand theory in the past has been monistic. However, science moves on; there are unified theories today that are inclusive. Thus, development of an area in psychology is needed that studies, evaluates, and advances works that unify inclusively, the present article being an example. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A comparison of Massachusetts and Texas high school biology teachers' attitudes towards the teaching of evolution

NASA Astrophysics Data System (ADS)

Howarth, Richard T.

Darwin's theory of evolution by natural selection is considered to be the unifying theory for all life sciences (American Association for the Advancement of Science, AAAS, 1990; National Academy of Sciences, 1998; National Research Council, NRC, 1996; National Science Teachers Association, NSTA, 2010a) and as such, the biology topic has been established as a central learning standard by the National Science Education Science Standards (NSES, 2005). The purpose of this study was to compare how Massachusetts and Texas high school biology teachers' attitudes toward the teaching of evolution differ as compared to other biology topics. Texas and Massachusetts are two states that exemplify standards based education yet differ dramatically in their histories surrounding the topic of evolution. A survey was conducted among 217 Massachusetts and 139 Texas in-service high school biology teachers to help provide a sense of the phenomena surrounding biology teachers in respect to how their attitudes towards the teaching of evolution are shaped. Additionally, an open-ended question was asked to help contextualize the results of the survey between teachers of these two states. The findings in this study suggest that community appears to be a powerful persuasive message and socialization experience that shapes the development of attitudes towards evolution for some educators, especially when it is highly intertwined with religion. For biology teachers in the state of Texas, the synergistic result of this relationship has resulted in statistically significant differences in regards to attitudes towards evolution as compared to teachers in Massachusetts. These findings yield implications regarding scientific literacy, student learning, assessment, the quality of science instruction, curriculum, undergraduate biology programs, and the needs of biology teachers in terms of professional development.

Integrating Engineering into Delaware's K-5 Classrooms: A Study of Pedagogical and Curricular Resources

NASA Astrophysics Data System (ADS)

Grusenmeyer, Linda Huey

This study examines the personal and curricular resources available to Delaware's elementary teachers during a time of innovative curriculum change, i.e., their knowledge, goals and beliefs regarding elementary engineering curriculum and the pedagogical support to teach two Science and Engineering Practices provided by science teaching materials. Delaware was at the forefront of K-12 STEM movement, first to adopt statewide elementary curriculum materials to complement existing science units, and one of the first to adopt the new science standards--Next Generation Science Standards. What supports were available to teachers as they adapted and adopted this new curriculum? To investigate this question, I examined (1) teachers' beliefs about engineering and the engineering curriculum, and (2) the pedagogical supports available to teachers in selected science and engineering curriculum. Teachers' knowledge, goals, and beliefs regarding Delaware's adoption of new elementary engineering curriculum were surveyed using an adapted version of the Design, Engineering, and Technology Survey (Hong, Purser, & Gardella, 2011; Yaser, Baker, Carpius, Krauss, & Roberts, 2006). Also, three open ended questions sought to reveal deeper understanding of teacher knowledge and understanding of engineering; their concerns about personal and systemic resources related to the new curriculum, its logistics, and feasibility; and their beliefs about the potential positive impact presented by the engineering education initiative. Teacher concerns were analyzed using the Concerns-Based Adoption Model (Hall & Hord, 2010). Lay understandings of engineering were analyzed by contrasting naive representations of engineering with three key characteristics of engineering adapted from an earlier study (Capobianco Diefes-Dux, Mena, & Weller, 2011). Survey findings for teachers who had attended training and those who have not yet attended professional development in the new curriculum were compared with few notable differences. Almost all elementary teacher respondents were familiar with engineering and able to define it using one or more key characteristics. They valued the inclusion of engineering in the elementary curriculum; however trained and untrained teachers reported they were not confident about teaching it and were unaware of the new standards related to engineering. Teachers saw potential advantages or benefits of the new curriculum as helping improve science and math understanding, an opportunity to increase vocational awareness, and engaging students and motivating them to learn. Most teachers saw similar barriers to implementation- lack of teacher knowledge, lack of time to learn about engineering and how to teach engineering, and lack of administrative support. Almost all were open to additional in-service training to learn more about this new curriculum. Three fifth grade science units were examined for evidence of teacher pedagogical support in teaching two Science and Engineering Practices (SEP) advocated by the Next Generation Science Standards. An analytic framework was developed based upon two NGSS SEPs: Asking questions, defining problems and Engaging in argument from evidence. Findings revealed that the kits varied greatly in their pedagogical approaches to the two SEPs and differences might be explained by each kit's underlying orientations to the teaching-learning process. Findings from these investigations have implications for the design of professional development and for engineering curricula. They highlight the importance of considering teacher beliefs about curriculum implementation and subject matter, as well as the importance of creating curriculum materials that focus teacher attention toward student thinking and the language rich science and engineering practices. Recommendations also include ongoing professional development to allow teachers time to try out and revise pedagogical routines that support the SEPs studied here.

Science Curriculum. Kindergarten through Grade Twelve.

ERIC Educational Resources Information Center

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

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

Foundational Approaches in Science Teaching (FAST)--A Structured "Inquiry" Oriented Junior Science Curriculum

ERIC Educational Resources Information Center

Dekkers, John; Rouse, Fae

1977-01-01

Provides a detailed description of the three-year Foundational Approaches in Science Education curriculum developed at the University of Hawaii. The program utilizes a spiral approach with topics in ecology, physical science and relational study. Sample units and implementation suggestions are provided. (CP)

Preparation Model of Student Teacher Candidate in Developing Integrative Science Learning

ERIC Educational Resources Information Center

Wiyanto; Widiyatmoko, Arif

2016-01-01

According to 2013 Curriculum in Indonesia, science learning process in Junior High School is integrally held between physics, chemistry, biology, and earth science. To successfully implementing the 2013 Curriculum in school, the education institution which generates science teacher should prepare the student, so that they can develop integrative…

Children's Literature and the Science Curriculum

ERIC Educational Resources Information Center

Ediger, Marlow

2010-01-01

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…

Science for Handicapped Children.

ERIC Educational Resources Information Center

Jones, Alan V.

This book consists of science activities for 11- to 16-year-old children who have physical disabilities. Part 1 presents information for teachers, parents, curriculum planners, and others who are interested in incorporating some science into the curriculum of the handicapped child. It outlines reasons for doing science, gives a suggested concept…

Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum

ERIC Educational Resources Information Center

Blank, Lisa M.; Almquist, Heather; Estrada, Jen; Crews, Jeff

2016-01-01

This study investigated to what extent the implementation of a Google Earth (GE)-based earth science curriculum increased students' understanding of volcanoes, earthquakes, plate tectonics, scientific reasoning abilities, and science identity. Nine science classrooms participated in the study. In eight of the classrooms, pre- and post-assessments…

Health Is Life in Balance: Students and Communities Explore Healthy Lifestyles in a Culturally Based Curriculum1

PubMed Central

Aho, Lynn; Ackerman, Joni; Bointy, Shelley; Cuch, Marilyn; Hindelang, Mary; Pinnow, Stephanie; Turnbull, Suzanne

2012-01-01

From exploring knowledge from wise members of the community to investigating the science of homeostasis, students learn healthy ways of living through a new hands-on curriculum, Diabetes Education in Tribal Schools: Health Is Life in Balance. The curriculum integrates science and Native American traditions to educate students about science, diabetes and its risk factors, and the importance of nutrition and physical activity in maintaining health and balance in life. Applying an inquiry-based approach to learning, the curriculum builds skills in observation, measurement, prediction, experimentation, and communication, and provides healthy lifestyle messages and innovative science activities for all students. The curriculum is now available to teachers and health educators at no cost through a federal grant. Health Is life in Balance incorporates interdisciplinary standards as well as storytelling to help children understand important messages. Implementation evaluation of the curriculum indicated improved knowledge and attitudes about science and health, positive teacher and student comments, and culturally relevant content. The lessons highlighted in this article give a glimpse into this hands-on curriculum which integrates science and Native American traditions, looking to our past and listening to the wisdom of our Elders, to gain powerful information for healthy, holistic living. The circle of balance is a theme in many indigenous belief systems and is woven into the lessons, providing enduring understandings of health behaviours that can prevent type 2 diabetes in the context of Native American cultural themes. PMID:22279450

Teaching an Integrated Science Curriculum: Linking Teacher Knowledge and Teaching Assignments

ERIC Educational Resources Information Center

Harrell, Pamela Esprivalo

2010-01-01

A number of factors affect successful implementation of an integrated science curriculum, including various outputs and inputs related to teacher quality such as professional development experiences, adequate planning periods, and adequate content preparation of teachers with regard to content knowledge associated with the curriculum taught. This…

A System-Science Approach towards Model Construction for Curriculum Development.

ERIC Educational Resources Information Center

Chang, Ren-Jung; Yang, Hui-Chin

A new morphological model based on modern system science and engineering is constructed and proposed for curriculum research and development. A curriculum system is recognized as an engineering system that constitutes three components: clients, resources, and knowledge. Unlike the objective models that are purely rational and neatly sequential in…

Champions or Helpers: Leadership in Curriculum Reform in Science

ERIC Educational Resources Information Center

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

2012-01-01

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

Improving the Science Curriculum with Bioethics.

ERIC Educational Resources Information Center

Lundmark, Cathy

2002-01-01

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)

Social Studies: 1970; Instructional Objectives for Grades 1-8.

ERIC Educational Resources Information Center

Catholic School Board, Chicago, IL.

The objectives of this curriculum guide for teachers are: 1) to provide a unified list of yearly instructional objectives for each social studies classroom; 2) to provide basic standards for measuring pupil progress; and 3) to provide a guide for the continuous development in the social studies. The recommendations for each grade level cover:…

Art. Elementary Curriculum Guide 1985.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

The elementary art program level 1 (grades 1 and 2), level 2 (grades 3 and 4), and level 3 (grades 5 and 6) is a unified, sequential course which focuses on 4 major concepts of visual learning. The concepts are: reflection--the response to visual forms in nature, designed objects and artworks; depiction--the development of imagery based on…

Lane Community College Library Policy Manual. First Edition.

ERIC Educational Resources Information Center

Macnaughtan, Don, Ed.

In support of the stated goals and objectives of Lane Community College (LCC) in Oregon, the college library is developing a unified program of library and media resources and services. The purpose of the program is to enhance instruction and learning in a manner consistent with the philosophy and curriculum of the college. The goals of the…

Culturally Conscious Curriculum: The Fight Between State and Federal Policies in Tucson

ERIC Educational Resources Information Center

Blankenship, Ann E.; Locke, Leslie Ann

2015-01-01

This case study outlines the struggle for desegregation and the adoption of culturally responsive curricula in the Tucson Unified School District (TUSD) as it attempted to balance state politics and federal court oversight. The case offers a detailed illustration of the political and legal events that led up to the adoption, elimination, and…

Integrating Social Justice across the Curriculum: The Catholic Mission and Counselor Education

ERIC Educational Resources Information Center

Calley, Nancy G.; Pickover, Sheri; Bennett-Garraway, Jocelyn M.; Hendry, Simon J.; Garraway, Garbette M.

2011-01-01

Counselor education and the Catholic faith share an important core value: social justice. As a counselor education program within a Jesuit and Sisters of Mercy institution, the construct of social justice is a unifying value that is rooted in academic preparation and practice. To promote a lifestyle of social justice, the counselor education…

PROGRAM FOR CHILDREN WITH HIGH ACHIEVEMENT POTENTIAL.

ERIC Educational Resources Information Center

Duarte Unified School District, CA.

THE DUARTE UNIFIED SCHOOL DISTRICT OFFERS SPECIAL OPPORTUNITIES TO DEVELOP GREATER SELF-DIRECTION, CONFIDENCE, PERSONAL RESPONSIBILITY, AND A DEGREE OF SKILL IN ALL AREAS OF THE CURRICULUM RELATIVE TO THE STUDENTS' ABILITIES. THE SELECTION OF STUDENTS SHOULD BE BASED ON AN INDIVIDUAL TEST, A SCORE AT OR ABOVE THE 98TH PERCENTILE ON A GROUP TEST OF…

Contrasting Urban Lifestyles in Brazil. A Precollegiate Curriculum Unit: Grades Six-Twelve.

ERIC Educational Resources Information Center

Stanford Univ., CA. Stanford Program on International and Cross Cultural Education.

This unit, designed for use with students in grades 6-12, concerns the diverse and unifying forces that characterize life in Brazil's urban centers. Comprised of seven lessons and used with a set of slides, lesson 1, "Geography," distinguishes Brazil from other South American countries through an examination of the country's geographic…

Arithmetic and Algebra in the Schools: Recommendations for a Return to Reality.

ERIC Educational Resources Information Center

Ailles, Douglas S.; And Others

The aim of this report is to suggest aspects of mathematics education that should be incorporated into curricula rather than to outline specific courses of study. General recommendations are made regarding curriculum, instructional methods, and textbooks. The suggestion that graphs and relations to be used as a unifying theme is followed by…

Research Connections: The San Diego Striving Readers' Project: Building Academic Success for Adolescent Readers

ERIC Educational Resources Information Center

McDonald, Trevor; Thornley, Christina; Staley, Rosemary; Moore, David W.

2009-01-01

This Research Connections column describes the background to and the research base for the San Diego Unified School Districts' federally funded Striving Readers Project. The curriculum for the project was developed out of a longitudinal study into the literacy experiences of secondary students in New Zealand and from exploratory work in San Diego…

Functions in the Secondary School Mathematics Curriculum

ERIC Educational Resources Information Center

Denbel, Dejene Girma

2015-01-01

Functions are used in every branch of mathematics, as algebraic operations on numbers, transformations on points in the plane or in space, intersection and union of pairs of sets, and so forth. Function is a unifying concept in all mathematics. Relationships among phenomena in everyday life, such as the relationship between the speed of a car and…

Analyzing Science Activities in Force and Motion Concepts: A Design of an Immersion Unit

ERIC Educational Resources Information Center

Ayar, Mehmet C.; Aydeniz, Mehmet; Yalvac, Bugrahan

2015-01-01

In this paper, we analyze the science activities offered at 7th grade in the Turkish science and technology curriculum along with addressing the curriculum's original intent. We refer to several science education researchers' ideas, including Chinn & Malhotra's (Science Education, 86:175--218, 2002) theoretical framework and Edelson's (1998)…

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

ERIC Educational Resources Information Center

Edelson, Daniel C.

2007-01-01

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…

Factors Impacting on Teachers' Job Satisfaction Related to Science Teaching: A Mixed Methods Study

ERIC Educational Resources Information Center

Song, S.; Mustafa, M.

2015-01-01

Science teachers' job satisfaction is identified as a major factor that affects the quality of a science program. This research investigated to what extent a science program supports science teachers in terms of curriculum materials or extracurricular activities. It also examined the relationships among schools' curriculum support, the number of…

Family and Consumer Sciences Technology-Life-Careers Core Curriculum. A Curriculum Guide. A Family and Consumer Sciences Education Course of Study for Grades 6-7.

ERIC Educational Resources Information Center

Utah State Office of Education, Salt Lake City.

This curriculum, part of a coordinated exploratory vocational core program, is an activity-oriented instructional course that enables students in grades 6-7 to explore careers and skills related to consumer and occupational roles. The curriculum consists of five units: (1) independent living skills; (2) families; (3) child care; (4) textiles…

Curriculum Framework (CF) Implementation Conference. Report of the Regional Educational Laboratory Network Program and the National Network of Eisenhower Mathematics and Science Regional Consortia (Hilton Head Island, South Carolina, January 26-27, 1995).

ERIC Educational Resources Information Center

Palmer, Jackie; Powell, Mary Jo

The Laboratory Network Program and the National Network of Eisenhower Mathematics and Science Regional Consortia, operating as the Curriculum Frameworks Task Force, jointly convened a group of educators involved in implementing state-level mathematics or science curriculum frameworks (CF). The Hilton Head (South Carolina) conference had a dual…

Into the Curriculum. Music/Art/Reading/Language Arts: Can You Guess the Animal? [and] Science: The Ocean [and] Science: Biome and Animal Unit [and] Social Studies: How Many Forms of Transportation Can You Find?

ERIC Educational Resources Information Center

Ritz-Salminen, Dianne; Ely, Patricia; Asire, Marty

2000-01-01

Presents four fully developed library media activities that are designed for use with specific curriculum units in music and art, reading and language arts, science, and social studies. Each activity identifies library media skills objectives, curriculum objectives, grade levels, resources, librarian and teacher instructional roles, procedures,…

News

NASA Astrophysics Data System (ADS)

2002-09-01

11-14 Curriculum: Supporting Physics Teaching (11-14) Europe: Sci-tech couldn't be without it! Art-Science: Makrolab in Mountain Year Digital Curriculum: Should the BBC learn from the past? Scotland: Teachers get Rocket Science Malaysia: Controversy over the language medium for science teaching UK Science: Next stage of Science Year announced Special Educational Needs: Science for special needs students Folk Physics: Good vibrations Environment: IoM3 - a move towards sustainability? UK Primary Science: The threat of afternoon science

Changes in Elementary Student Perceptions of Science, Scientists and Science Careers after Participating in a Curricular Module on Health and Veterinary Science

PubMed Central

Shin, Soo Yeon; Parker, Loran Carleton; Adedokun, Omolola; Mennonno, Ann; Wackerly, Amy; SanMiguel, Sandra

2015-01-01

This study examined to what extent a curriculum module that uses animal and human health scientists and science concepts to portray science and scientists in a relevant and authentic manner could enhance elementary students’ aspiration for science careers, attitudes to science, positive perceptions of scientists, and perceived relevance of science. The curriculum was developed by a research-based university program and has been put into practice in two early elementary classrooms in an urban school in the Midwest. An attitudinal rating survey and the Draw-A-Scientist Test (DAST) were used to assess pre to post changes in student attitudes toward science, perceptions of scientists, perceived relevance of science, and aspiration for science careers. Findings indicated that the implementation of this curriculum contributed positively to student attitudes toward science, decreased students’ stereotypical images of scientists, and increased student aspirations to become a scientist. PMID:26726271

Biology Education in the People's Republic of China.

ERIC Educational Resources Information Center

Hurd, Paul DeHart

1981-01-01

Describes aspects of biology education in China, discussing school organization, science curriculum at primary and secondary levels, biology curriculum, environmental education, biology instruction, Chinese students, school factories, informal science education, popularization of science, college entrance requirements, and preservice and inservice…

Air traffic control specialists in the Airway Science Curriculum Demonstration Project 1984-1990 : third summative report.

DOT National Transportation Integrated Search

1991-12-01

The objective of this summative evaluation of the Airway Science Curriculum Demonstration Project (ASCDP) was to compare the performance, job attitudes, retention rates, and perceived supervisory potential of graduates from recognized Airway Science ...

Mi-STAR: Designing Integrated Science Curriculum to Address the Next Generation Science Standards and Their Foundations

NASA Astrophysics Data System (ADS)

Gochis, E. E.; Huntoon, J. E.

2015-12-01

Mi-STAR (Michigan Science Teaching and Assessment Reform, http://mi-star.mtu.edu/) was funded by the Herbert H. and Grace A. Dow Foundation to reform K-12 science education to present science as an integrated body of knowledge that is applied to address societal issues. To achieve this goal, Mi-STAR is developing an integrated science curriculum for the middle grades that will be aligned with the Next Generation Science Standards (NGSS). Similar to the geosciences, the curriculum requires the integration of science, engineering and math content to explore 21st-century issues and demonstrates how these concepts can be used in service of society. The curriculum is based on the Mi-STAR Unit Specification Chart which pairs interdisciplinary themes with bundled NGSS Performance Expectations. Each unit is developed by a collaborative team of K-12 teachers, university STEM content experts and science education experts. Prior to developing a unit, each member on the team attends the on-line Mi-STAR Academy, completing 18+ hours of professional development (PD). This on-line PD program familiarizes teachers and experts with necessary pedagogical and content background knowledge, including NGSS and three-dimensional learning. With this background, teams use a staged, backwards design process to craft a multi-week unit based on a series of performance based tasks, or 'challenges' that engage students in actively doing science and engineering. Each unit includes Disciplinary Core Ideas from multiple disciplines, which focus on local and familiar examples that demonstrate the relevance of science in student's lives. Performance-based assessments are interwoven throughout the unit. Mi-STAR units will go through extensive pilot testing in several school districts across the state of Michigan. Additionally, the Mi-STAR program will develop teacher professional development programs to support implementation of the curriculum and design a pre-service teacher program in integrated science. We will share preliminary results on the collaborative Mi-STAR process of designing integrated science curriculum to address NGSS.

Designing virtual science labs for the Islamic Academy of Delaware

NASA Astrophysics Data System (ADS)

AlZahrani, Nada Saeed

Science education is a basic part of the curriculum in modern day classrooms. Instructional approaches to science education can take many forms but hands-on application of theory via science laboratory activities for the learner is common. Not all schools have the resources to provide the laboratory environment necessary for hands-on application of science theory. Some settings rely on technology to provide a virtual laboratory experience instead. The Islamic Academy of Delaware (IAD), a typical community-based organization, was formed to support and meet the essential needs of the Muslim community of Delaware. IAD provides science education as part of the overall curriculum, but cannot provide laboratory activities as part of the science program. Virtual science labs may be a successful model for students at IAD. This study was conducted to investigate the potential of implementing virtual science labs at IAD and to develop an implementation plan for integrating the virtual labs. The literature has shown us that the lab experience is a valuable part of the science curriculum (NBPTS, 2013, Wolf, 2010, National Research Council, 1997 & 2012). The National Research Council (2012) stressed the inclusion of laboratory investigations in the science curriculum. The literature also supports the use of virtual labs as an effective substitute for classroom labs (Babateen, 2011; National Science Teachers Association, 2008). Pyatt and Simms (2011) found evidence that virtual labs were as good, if not better than physical lab experiences in some respects. Although not identical in experience to a live lab, the virtual lab has been shown to provide the student with an effective laboratory experience in situations where the live lab is not possible. The results of the IAD teacher interviews indicate that the teachers are well-prepared for, and supportive of, the implementation of virtual labs to improve the science education curriculum. The investigator believes that with the support of the literature and the readiness of the IAD administration and teachers, a recommendation to implement virtual labs into the curriculum can be made.

Charles Darwin and Evolution: Illustrating Human Aspects of Science

ERIC Educational Resources Information Center

Kampourakis, Kostas; McComas, William F.

2010-01-01

Recently, the nature of science (NOS) has become recognized as an important element within the K-12 science curriculum. Despite differences in the ultimate lists of recommended aspects, a consensus is emerging on what specific NOS elements should be the focus of science instruction and inform textbook writers and curriculum developers. In this…

Science Curriculum Guide, Level 4.

ERIC Educational Resources Information Center

Newark School District, DE.

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

The National Curriculum: A Study to Compare Levels of Attainment with Data from APU Science Surveys (1980-4).

ERIC Educational Resources Information Center

Taylor, R. M.

1990-01-01

Compared are the levels of attainment for the Science in the National Curriculum assessment in Great Britain in 1989 and the performance of students on the application of science concepts part of the Assessment of Performance Unit-Science carried out in 1980-84. (KR)

The Comparison of the Inquiry Behavior of ISCS and Non-ISCS Science Students as Measured by the Tab Science Test

ERIC Educational Resources Information Center

Stallings, Everett S.; Snyder, William R.

1977-01-01

Studies of a group of seventh-grade students who were tested for inquiry skills using the TAB Science Test showed no significant differences between those students who had studied the Intermediate Science Curriculum Study (ISCS) and those who studied another curriculum. (MLH)

Examining Differences in Middle School Student Achievement on a Criterion-Referenced Competency Test (CRCT) in Science

ERIC Educational Resources Information Center

Rich, Jamie; Duncan, Dennis W.; Navarro, Maria; Ricketts, John C.

2009-01-01

Many authors have posited that agricultural education curriculum in middle schools may enhance student performance in science. To determine the effect that agricultural education curriculum has upon Georgia middle schools' student performance in science, this descriptive study compared science knowledge among middle school students in Georgia who…

Refocusing Assessment in Science

ERIC Educational Resources Information Center

Bull, Ally

2010-01-01

In New Zealand, as in many other countries, recent curriculum revisions have seen a change in focus in science education. There is an increased emphasis on students knowing about how the discipline of science works, with the aim of equipping them to become more critical users of science. In the New Zealand Curriculum document (Ministry of…

Symposium: The Role of Biological Sciences in the Optometric Curriculum.

ERIC Educational Resources Information Center

And Others; Rapp, Jerry

1980-01-01

Papers from a symposium probing some of the curricular elements of the program in biological sciences at a school or college of optometry are provided. The overall program sequence in the biological sciences, microbiology, pharmacology, and the curriculum in the biological sciences from a clinical perspective are discussed. (Author/MLW)

How Does a Community of Principals Develop Leadership for Technology-Enhanced Science?

ERIC Educational Resources Information Center

Gerard, Libby F.; Bowyer, Jane B.; Linn, Marcia C.

2010-01-01

Active principal leadership can help sustain and scale science curriculum reform. This study illustrates how principal leadership developed in a professional learning community to support a technology-enhanced science curriculum reform funded by the National Science Foundation. Seven middle school and high school principals in one urban-fringe…

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

ERIC Educational Resources Information Center

Kulo, Violet; Bodzin, Alec

2013-01-01

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…

Using Mathematics in Science: Working with Your Mathematics Department

ERIC Educational Resources Information Center

Lyon, Steve

2014-01-01

Changes to the mathematics and science curriculums are designed to increase rigour in mathematics, and place greater emphasis on mathematical content in science subjects at key stages 3, 4 and 5 (ages 11-18). One way to meet the growing challenge of providing increased emphasis on mathematics in the science curriculum is greater collaboration…

Supporting Kindergartners' Science Talk in the Context of an Integrated Science and Disciplinary Literacy Curriculum

ERIC Educational Resources Information Center

Wright, Tanya S.; Gotwals, Amelia Wenk

2017-01-01

Given the growing evidence of limited attention to science, disciplinary literacy, and oral language in elementary classrooms serving low-income children, this study focused on designing and testing an integrated science and disciplinary language and literacy curriculum aligned with NGSS and CCSS ELA standards for kindergarten. We used…

Pre-College Science Curriculum Activities of the National Science Foundation. Report of Science Curriculum Review Team, Volume II-Appendix.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

Presented is a detailed study of National Science Foundation (NSF) programs in pre-college science education. The development of policies and operational procedures are traced over the past quarter century and their impact on management practice analyzed. The report is presented in two parts: Volume 1, the findings and recommendations, and Volume…

Science Teacher Decision-Making in a Climate of Heightened Accountability: A Rhizomatic Case Study Analysis of Two Science Departments in New York City

ERIC Educational Resources Information Center

Purohit, Kiran Dilip

2017-01-01

Secondary science teachers make many daily decisions in the enactment of curriculum. Although curriculum materials are widely available to address science content, practices, and skills, the consideration that goes into deciding how and whether to use such materials is complicated by teachers' beliefs about science, their understandings of…

Developing the Learning Physical Science Curriculum: Adapting a Small Enrollment, Laboratory and Discussion Based Physical Science Course for Large Enrollments

ERIC Educational Resources Information Center

Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

2012-01-01

We report on the adaptation of the small enrollment, lab and discussion based physical science course, "Physical Science and Everyday Thinking" (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new "Learning Physical Science" (LEPS) curriculum was designed around specific principles based on research on learning to meet the…

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

Utica City School District, NY.

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…

Undergraduate Course and Curriculum Development Program and Calculus and the Bridge to Calculus Program: 1993 Awards.

ERIC Educational Resources Information Center

National Science Foundation, Arlington, VA. Div. of Undergraduate Education.

The Undergraduate Course and Curriculum Development Program of the National Science Foundation supports the development of courses in all disciplines to improve the quality of undergraduate courses and curricula in science, mathematics, engineering, and technology. The purpose of the program in Curriculum Development in Mathematics: Calculus and…

Materials and Fabrication Methods II. A Study Guide of the Science and Engineering Technician Curriculum.

ERIC Educational Resources Information Center

Lindberg, Andrew; Bay, Robert

This study guide is part of a program of studies entitled Science and Engineering Technician (SET) Curriculum. The SET 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 instruments and their…

Secretarial Science. Curriculum Guides for Two-Year Postsecondary Programs. Volume II.

ERIC Educational Resources Information Center

North Carolina State Dept. of Community Colleges, Raleigh.

The second of three volumes in a postsecondary secretarial science curriculum, this manual contains course syllabi and abstracts of twenty-three courses included in the curriculum. Business and related courses abstracted include Introduction to Business, Business Mathematics, Business Law 1, Economics 1, and Survey of Data Processing Systems.…

Taiwanese Science and Life Technology Curriculum Standards and Earth Systems Education

ERIC Educational Resources Information Center

Chang, Chun-Yen

2005-01-01

In the past several years, curriculum reform has received increasing attention from educators in many countries around the world. Recently, Taiwan has developed new Science and Life Technology Curriculum Standards (SaLTS) for grades 1-9. SaLTS features a systematic way for developing students' understanding and appreciation of…

In the Curriculum. Health: Mental Agility and Memory; Reading/Language Arts: The Writer/Reader Connection; Science: Stars.

ERIC Educational Resources Information Center

Robinson, Alice A.

2003-01-01

Provides six library media activities that are designed for use with specific curriculum units in health, science, language arts, and social studies. Each activity identifies library media skills and curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation guidelines, and follow-up activities. (AEF)

Curriculum Assessment in Social Sciences at Universiti Pendidikan Sultan Idris

ERIC Educational Resources Information Center

Saleh, Hanifah Mahat Yazid; Hashim, Mohmadisa; Yaacob, Norazlan Hadi; Kasim, Adnan Jusoh Ahmad Yunus

2015-01-01

The purpose of this paper is to discuss the effectiveness of the curriculum implementation for undergraduate programme in the Faculty of Human Sciences, UPSI producing quality and competitive educators. Curriculum implementation has to go through an assessment process that aims to determine the problem, select relevant information and collect and…

Surviving the Implementation of a New Science Curriculum

ERIC Educational Resources Information Center

Lowe, Beverly; Appleton, Ken

2015-01-01

Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new…

An Exploration of the Potential Impact of the Integrated Experiential Learning Curriculum in Beijing, China

ERIC Educational Resources Information Center

Zhang, Danhui; Campbell, Todd

2012-01-01

This study examines the effectiveness of the Integrated Experiential Learning Curriculum (IELC) in China. This curriculum was developed to engage Chinese elementary students in science to cultivate a scientifically literate society by focusing science instruction on practical applications of scientific knowledge. Cornerstones of the approach…

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

ERIC Educational Resources Information Center

Costley, Kevin C.; Killins, Pam

2010-01-01

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…

Analog and Digital Electronics. A Study Guide of the Science and Engineering Technician Curriculum.

ERIC Educational Resources Information Center

Cavanaugh, Vince; Greer, Marlin

This study guide is part of an interdisciplinary curriculum entitled the Science and Engineering Technician (SET) Curriculum devised to provide basic information to train technicians in the use of electronic instruments and their application. The program of study integrates elements from the disciplines of chemistry, physics, mathematics,…

Implementing Curriculum Evaluation: Case Study of a Generic Undergraduate Degree in Health Sciences

ERIC Educational Resources Information Center

Harris, Lynne; Driscoll, Peter; Lewis, Melinda; Matthews, Lynda; Russell, Cherry; Cumming, Steven

2010-01-01

This case study presents a longitudinal, evidence-based approach to health science curriculum reform and evaluation. Curriculum in higher education must meet the needs of diverse stakeholders and must respond to dynamic local, national and international contexts, and this creates challenges for evaluation. The long lead time prior to the…

Mentoring BUGS: An Integrated Science and Technology Curriculum

ERIC Educational Resources Information Center

Harrell, Pamela Esprivalo; Walker, Michelle; Hildreth, Bertina; Tyler-Wood, Tandra

2004-01-01

The current study describes an authentic learning experience designed to develop technology and science process skills through a carefully scaffolded curriculum using mealworms as a content focus. An individual mentor assigned to each 4th and 5th grade girl participating in the program delivered the curriculum. Results indicate mastery of science…

Engaging Young Children in Collective Curriculum Design

ERIC Educational Resources Information Center

Goulart, Maria Ines Mafra; Roth, Wolff-Michael

2010-01-01

In this study we investigate how 5-year-old children in Brazil and their teachers collectively design science curriculum. More specifically, we develop an agency|structure dialectic as a framework to describe this collective praxis in which science curriculum may emerge as the result of children-teacher transactions rather than as a result of…

Trends in Basic Sciences Education in Dental Schools, 1999-2016.

PubMed

Lantz, Marilyn S; Shuler, Charles F

2017-08-01

The purpose of this study was to examine data published over the past two decades to identify trends in the basic sciences curriculum in dental education, provide an analysis of those trends, and compare them with trends in the basic sciences curriculum in medical education. Data published from the American Dental Association (ADA) Surveys of Dental Education, American Dental Education Association (ADEA) Surveys of Dental School Seniors, and two additional surveys were examined. In large part, survey data collected focused on the structure, content, and instructional strategies used in dental education: what was taught and how. Great variability was noted in the total clock hours of instruction and the clock hours of basic sciences instruction reported by dental schools. Moreover, the participation of medical schools in the basic sciences education of dental students appears to have decreased dramatically over the past decade. Although modest progress has been made in implementing some of the curriculum changes recommended in the 1995 Institute of Medicine report such as integrated basic and clinical sciences curricula, adoption of active learning methods, and closer engagement with medical and other health professions education programs, educational effectiveness studies needed to generate data to support evidence-based approaches to curriculum reform are lacking. Overall, trends in the basic sciences curriculum in medical education were similar to those for dental education. Potential drivers of curriculum change were identified, as was recent work in other fields that should encourage reconsideration of dentistry's approach to basic sciences education. This article was written as part of the project "Advancing Dental Education in the 21st Century."

Theme: The Role of Science in the Agricultural Education Curriculum.

ERIC Educational Resources Information Center

Agricultural Education Magazine, 2002

2002-01-01

Thirteen theme articles discuss integration of science and agriculture, the role of science in agricultural education, biotechnology, agriscience in Tennessee and West Virginia, agriscience and program survival, modernization of agricultural education curriculum, agriscience and service learning, and biotechnology websites. (SK)

"Children's Science"

ERIC Educational Resources Information Center

Milne, Ian

2007-01-01

The revamped New Zealand curriculum emphasises "scientific literacy for all students" and provides teachers with an opportunity to promote science as an integral element of the primary school curriculum. Exploring and explaining the natural world in primary science can provide authentic contexts for the development of knowledge, skills,…

Curriculum optimization of College of Optical Science and Engineering

NASA Astrophysics Data System (ADS)

Wang, Xiaoping; Zheng, Zhenrong; Wang, Kaiwei; Zheng, Xiaodong; Ye, Song; Zhu, Yuhui

2017-08-01

The optimized curriculum of College of Optical Science and Engineering is accomplished at Zhejiang University, based on new trends from both research and industry. The curriculum includes general courses, foundation courses such as mathematics and physics, major core courses, laboratory courses and several module courses. Module courses include optical system designing, optical telecommunication, imaging and vision, electronics and computer science, optoelectronic sensing and metrology, optical mechanics and materials, basics and extension. These curricula reflect the direction of latest researches and relates closely with optoelectronics. Therefore, students may combine flexibly compulsory courses with elective courses, and establish the personalized curriculum of "optoelectronics + X", according to their individual strengths and preferences.

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

NASA Astrophysics Data System (ADS)

Park Rogers, Meredith A.

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.

Integration of Basic and Clinical Science in the Psychiatry Clerkship.

PubMed

Wilkins, Kirsten M; Moore, David; Rohrbaugh, Robert M; Briscoe, Gregory W

2017-06-01

Integration of basic and clinical science is a key component of medical education reform, yet best practices have not been identified. The authors compared two methods of basic and clinical science integration in the psychiatry clerkship. Two interventions aimed at integrating basic and clinical science were implemented and compared in a dementia conference: flipped curriculum and coteaching by clinician and physician-scientist. The authors surveyed students following each intervention. Likert-scale responses were compared. Participants in both groups responded favorably to the integration format and would recommend integration be implemented elsewhere in the curriculum. Survey response rates differed significantly between the groups and student engagement with the flipped curriculum video was limited. Flipped curriculum and co-teaching by clinician and physician-scientist are two methods of integrating basic and clinical science in the psychiatry clerkship. Student learning preferences may influence engagement with a particular teaching format.

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

NASA Astrophysics Data System (ADS)

Kulo, Violet; Bodzin, Alec

2013-02-01

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 students classified in three ability level tracks. Data were gathered through pre/posttest content knowledge assessments, daily classroom observations, and daily reflective meetings with the teacher. Findings indicated a significant increase in the energy content knowledge for all the students. Effect sizes were large for all three ability level tracks, with the middle and low track classes having larger effect sizes than the upper track class. Learners in all three tracks were highly engaged with the curriculum. Curriculum effectiveness and practical issues involved with using geospatial technologies to support science learning are discussed.

Teacher talk about science: An examination of the constructed understanding of science held by four elementary school teachers

NASA Astrophysics Data System (ADS)

Price, Robert John

The elementary school teacher's personal understanding of science has not been a primary focus of consideration in educational reform discussions. This study examines how four elementary school teachers have constructed their personal understanding of science. The purpose of this study is to explore core understandings about science held by these teachers, and to examine the origins of these ideas. This study assumes that a teacher's understanding of science is unique and constructed on personal experiences affected by influences. This study further explores the relationship of the teachers understanding to the school's stated curriculum. The theoretical framework of this research recognizes three guiding assumptions: science exists as a set of ideas that have developed over time through competing discourses; the teacher plays an important role in the implementation of the science curriculum; and the guiding influences of a teacher's understanding of science are associated with power that emerges from discourse. The methodology in this qualitative study is closely associated with narrative inquiry. Data collection methods include a questionnaire, focus group sessions, and individual interviews. Teachers' stories were collected through collaborative interview opportunities between the researcher and the participants. The findings are presented through the narratives of the four teachers, and are organized through the guiding influences, and talk related to the stated science curriculum. The teachers' talk can be categorized by three broad guiding influences: family, education, and an image of science. The talk related to the stated curriculum illustrates both conflicts, and a relationship between the teachers' understanding of science and the curriculum. The finding of this study provides evidence that each teacher's understanding of science is unique and developed over time. Additionally, this understanding plays a role in how the stated curriculum is discussed and understood. This investigation recommends that teachers' personal understanding of science, as revealed through narrative inquiry, becomes a focus in developing new educational opportunities for elementary school teachers. This study further recommends challenging a hegemony related to positivism that exists in science curricula, and the addition of the valued voice of elementary teachers to the discourse of science education.

Science Education Attuned to Social Issues: Challenge for the '80s.

ERIC Educational Resources Information Center

Yager, Robert E.; And Others

1981-01-01

Provides rationale for interdisciplinary science curricula which emphasize decision-making skills. Includes examples of interdisciplinary curricula using an issue-centered approach: Unified Science and Mathematics for Elementary School (USMES), Health Activities Program (HAP), Human Sciences Program (HSP), Individualized Science Instructional…

Integrating Mathematics into the Introductory Biology Laboratory Course

ERIC Educational Resources Information Center

White, James D.; Carpenter, Jenna P.

2008-01-01

Louisiana Tech University has an integrated science curriculum for its mathematics, chemistry, physics, computer science, biology-research track and secondary mathematics and science education majors. The curriculum focuses on the calculus sequence and introductory labs in biology, physics, and chemistry. In the introductory biology laboratory…

Exploring Agribusiness and Natural Resources. Competency Based Education Curriculum. Student Material.

ERIC Educational Resources Information Center

Lawrence, Layle D.

This competency-based prevocational exploration curriculum in agribusiness and natural resources is divided into the following eight areas: agricultural business (sales); animal science (health and grooming); horticulture (grafting and budding); agricultural products (grading eggs); plant science (germination); soil science (soil acidity and…

Science education and worldview

NASA Astrophysics Data System (ADS)

Keane, Moyra

2008-09-01

Is there a place for Indigenous Knowledge in the science curriculum for a Zulu community in rural Kwa-Zulu Natal, South Africa? This article argues "yes," based on a participative research and development project that discovered relevant science learning in a Zulu community. Among community concerns for relevant factual and performative knowledge, we found that culture and worldview are critical to community identity, to visioning educational outcomes, and to learning in school science. Cultural practices may contribute to pedagogy and curriculum; curriculum, in turn, may affirm cultural practices. Further, worldview needs to be understood as an aspect of knowledge creation. By understanding key aspects of an African worldview, science educators can contribute to both meaningful science education and community well-being. By fostering culture and worldview, a rural community can make a unique contribution to science education.

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

Petersen, Jacinta E.; Treagust, David F.

2014-01-01

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…

The Delphi Technique in Identifying Learning Objectives for the Development of Science, Technology and Society Modules for Palestinian Ninth Grade Science Curriculum

ERIC Educational Resources Information Center

Abualrob, Marwan M. A.; Daniel, Esther Gnanamalar Sarojini

2013-01-01

This article outlines how learning objectives based upon science, technology and society (STS) elements for Palestinian ninth grade science textbooks were identified, which was part of a bigger study to establish an STS foundation in the ninth grade science curriculum in Palestine. First, an initial list of STS elements was determined. Second,…

Exploring Ivorian Perspectives on the Effectiveness of the Current Ivorian Science Curriculum in Addressing Issues Related to HIV/AIDS

ERIC Educational Resources Information Center

Ado, Gustave Firmin

2014-01-01

School-based HIV/AIDS science education has the potential to impact students when integrated into the science curriculum. However, this mixed method study shows that school-based HIV/AIDS science education is often not infused into career subjects such as science education but integrated into civics education and taught by teachers who lack the…

Contextualized science? An Indian experience

NASA Astrophysics Data System (ADS)

Koul, Ravinder

1997-11-01

This study asserts that science is contextualized and should therefore be taught as contextualized. Works of major philosophers in 20th century history, philosophy and sociology of science and recent developments in cognition are discussed in developing a foundation and outlining three themes for contextualized science: (a) science curriculum should emphasize scientific methodology through the generation and testing of knowledge in a specific context, (b) it should validate and evaluate everyday contextual experiences, and (c) develop a context for action by engaging in science, technology and society issues. School science is a major instrument for diffusion and utilization of scientific knowledge. In India, textbooks are often the only classroom source of information for students other than the teacher. The most widely used standard curriculum materials in Indian schools are the National Council of Educational Research and Training (NCERT) textbooks. For schools in the Hoshingabad district of Madhya Pradesh, the state prescribes NCERT materials and materials developed for the Hoshingabad Science Teaching Program (HSTP), a grassroots science education initiative. In this study, the investigation of these curriculum materials and interviews with educators (curriculum developers/textbook authors/teachers at New Delhi and Hoshingabad) are used to establish criteria for both the need and the feasibility of contextualized science. Results of the investigation indicate that the centralized NCERT system of curriculum development has undermined context specific treatment of subject matter in their textbooks. While HSTP attempted to contextualize science in rural schools, the present status of the program may be interpreted as either development and legitimization of another standardized curriculum, or, as the culmination of a gradual erosion and dissipation of conceptually valid and concrete educational practices. There are major situational and institutional constraints that impede the use of contextualized instructional materials. Furthermore, teachers' reflections on science in two curricula reveal limited conceptions on the nature of science and a preference for the abstract science of NCERT. The findings indicate that teacher understanding of methodological and epistemological point of view is essential but insufficient to provide a context for action. Teacher training must also incorporate ontological considerations in reform efforts to contextualize school science.

Science Curriculum Guide, Levels 1 and 2.

ERIC Educational Resources Information Center

Newark School District, DE.

The first two of four levels in a K-12 science curriculum are outlined. In Level 1 (grades K-2) and Level 2 (grades 3-5), science areas include the study of living things, matter and energy, and solar system and universe. Conveniently listed are page locations for educational and instructional objectives, cross-referenced to science area and coded…

An Interpretation of the "Science--A Process Approach" Objectives in Terms of Existing Psychological Theory and Experimentation.

ERIC Educational Resources Information Center

Cole, Henry P.

This paper examines the sequence and hierarchy of objectives in the American Association for the Advancement of Science (AAAS) "Science--A Process Approach" curriculum. The work of Piaget, Bruner forms a framework from which the learning objectives and tasks in the AAAS science curriculum are examined. The points of correspondence…

Science/Technology/Society: A Framework for Curriculum Reform in Secondary School Science and Social Studies.

ERIC Educational Resources Information Center

Hickman, Faith M.; And Others

The Science/Technology/Society (STS) theme describes a contemporary trend in education which focuses on the teaching of issues such as air quality, nuclear power, land use, and water resources but justification for including STS in the high school core curriculum has a precedence based on historical connections among science, technology, and…

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

ERIC Educational Resources Information Center

Chue, Shien; Lee, Yew-Jin

2013-01-01

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…

Windmills by Design: Purposeful Curriculum Design to Meet Next Generation Science Standards in a 9-12 Physics Classroom

ERIC Educational Resources Information Center

Concannon, James; Brown, Patrick L.

2017-01-01

The "Next Generation Science Standards" (NGSS) challenges science teachers to think beyond specific content standards when considering how to design and implement curriculum. This lesson, "Windmills by Design," is an insightful lesson in how science teachers can create and implement a cross-cutting lesson to teach the concepts…

Middle School Science and Items of High School Entrance Examination: Examining the Gap in Turkey

ERIC Educational Resources Information Center

Cepni, Salih; Kara, Yilmaz; Cil, Emine

2012-01-01

This study presents findings from an analysis of the Turkish Science and Technology Curriculum Guidelines and their alignment to the university entrance examination. The analysis of the Science and Technology Curriculum focused on various related aspects: content areas and learning outcomes in terms of scientific process skills, science technology…

A Sequenced Instructional Program in Physical Education for the Handicapped, Phase III. Producing and Disseminating Demonstration Packages. Final Report.

ERIC Educational Resources Information Center

Carr, Dorothy B.; Avance, Lyonel D.

Presented is a sequenced instructional program in physical education which constitutes the third of a three-phase, 4-year project, funded by Title III, for handicapped children, preschool through high school levels, in the Los Angeles Unified School District. Described are the project setting and the following accomplishments: a curriculum guide…

Paradise Valley Unified School District Curriculum Research Study: Part 1. Cognitive Development in Kindergarten Children.

ERIC Educational Resources Information Center

Ralph, Kathy; And Others

The comparative school readiness and cognitive ability of kindergarten children from lower-income schools (N=47) and from higher-income schools (N=71) were assessed using the Preschool Inventory and a battery of eight Piagetian tasks. The overall purpose of the study was to ascertain characteristics of the children's cognitive development as a…

Missing the (Student Achievement) Forest for All the (Political) Trees: Empiricism and the Mexican American Studies Controversy in Tucson

ERIC Educational Resources Information Center

Cabrera, Nolan L.; Milem, Jeffrey F.; Jaquette, Ozan; Marx, Ronald W.

2014-01-01

The Arizona legislature passed HB 2281, which eliminated Tucson Unified School District's (TUSD's) Mexican American Studies (MAS) program, arguing the curriculum was too political. This program has been at the center of contentious debates, but a central question has not been thoroughly examined: Do the classes raise student achievement? The…

Social Studies Introductory Level--Needs. Teacher's Guide & Resource Book = Araling Panlipunan: Intro--Pangangarlangn. Aug Patnubay Ng Guro at Hanguang Aklat.

ERIC Educational Resources Information Center

Berkeley Unified School District, CA. Asian American Bilingual Center.

This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all…

Evaluating the Efficacy of the High Point Curriculum in the Coastline Unified School District Using CST, CAHSEE, and CELDT Data

ERIC Educational Resources Information Center

Peralta, Aaron A.

2012-01-01

The academic achievement gap between ethno-linguistic minority students and other students, as represented by test scores, dropout rates, and college admissions and completion rates, is the most persistent and pressing challenge facing public schools nationwide. The existing achievement gap indicates that many of our students are not receiving the…

Teaching Communication in Content Area Courses: Another Functional Use of the Liberal Arts Curriculum.

ERIC Educational Resources Information Center

Roberts, Charles V.; Cannon, Walter

This paper describes a unified effort at Central College (Pella, Iowa) to insure that graduates in all content areas achieve competency in the communication skills of reading, writing, and speaking. The discussion focuses on how the program was set up, what its components are, how all the faculty contribute, the positive impact of the…

The Impact of Authentic Learning on Students' Engagement with Physics

ERIC Educational Resources Information Center

Murphy, Patricia; Lunn, Stephen; Jones, Helen

2006-01-01

The changes in the statutory science curriculum specification for all students aged 14-15 in England and Wales in 2006 herald a shift in how curriculum content is organized, and the purposes for science learning. In a curriculum for scientific literacy the selection of social situations and scientific controversies determines the knowledge that is…

Policy Networks and Boundary Objects: Enacting Curriculum Reform in the Absence of Consensus

ERIC Educational Resources Information Center

Banner, Indira; Donnelly, Jim; Ryder, Jim

2012-01-01

This article uses the concept of "boundary object", first developed within science studies by Star and Griesemer, to analyse curriculum policy implementation. It employs as a vehicle a significant but contested reform of the science curriculum in schools in England from 2006 onwards, drawing empirically on an extended study of the…

A Curriculum for a Master of Science in Information Quality

ERIC Educational Resources Information Center

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

2007-01-01

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…

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

ERIC Educational Resources Information Center

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

2011-01-01

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.…

Turkana Children's Sociocultural Practices of Pastoralist Lifestyles and Science Curriculum and Instruction in Kenyan Early Childhood Education

ERIC Educational Resources Information Center

Ng'asike, John Teria

2010-01-01

This dissertation discusses the findings of an ethnographic exploratory study of Turkana nomadic pastoralist children's sociocultural practices of their everyday lifestyles and science curriculum and instruction in Kenyan early childhood curriculum. The study uses the findings from Turkana elders to challenge the dominant society in Kenya that…

Design and Evaluation of a One-Semester General Chemistry Course for Undergraduate Life Science Majors

ERIC Educational Resources Information Center

Schnoebelen, Carly; Towns, Marcy H.; Chmielewski, Jean; Hrycyna, Christine A.

2018-01-01

The chemistry curriculum for undergraduate life science majors at Purdue University has been transformed to better meet the needs of this student population and prepare them for future success. The curriculum, called the 1-2-1 curriculum, includes four consecutive and integrated semesters of instruction in general chemistry, organic chemistry, and…

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

ERIC Educational Resources Information Center

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

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…

Elementary Teachers' Curriculum Design and Pedagogical Reasoning for Supporting Students' Comparison and Evaluation of Evidence-Based Explanations

ERIC Educational Resources Information Center

Biggers, Mandy; Forbes, Cory T.; Zangori, Laura

2013-01-01

Previous research suggests that elementary teachers vary in their enactment of science curriculum materials and may not always engage students in substantive sense making. This mixed-methods study investigates elementary teachers' use of science curriculum materials to engage students in the scientific practice of comparing and evaluating…

An Exploratory Analysis of a Middle School Science Curriculum: Implications for Students with Learning Disabilities

ERIC Educational Resources Information Center

Taylor, Gregory S.; Hord, Casey

2016-01-01

An exploratory study of a middle school curriculum directly aligned with the Next Generation Science Standards was conducted with a focus on how the curriculum addresses the instructional needs of students with learning disabilities. A descriptive analysis of a lesson on speed and velocity was conducted and implications discussed for students with…

[Medical education in a bachelors and masters system].

PubMed

Harendza, S; Guse, A H

2009-09-01

Gain of basic and applied medical knowledge and the changing demands of society with regard to medical professions are the main factors for continuous reforms in medical curricula. The Bologna Declaration of 1999 initiated the development of a unified European higher education area. A key tool for unification is the introduction of the Bachelors/Masters system. Although some European countries have adapted their medical curricula to the Bachelors/Masters system there is still debate on this issue in Germany. Some societies, e.g., the Society for Medical Education, demonstrated how the Bachelors/Masters system might be transferred to Germany. Moreover, the German Association of Medical Students already published a core curriculum compatible with the Bologna criteria. Some central elements of the Bologna Declaration have already been or could easily be integrated into the current structure of medical studies, e.g., quality assurance or a credit point transfer system. Furthermore, in the framework of the German medical licensure law, it is possible to introduce a curriculum fully compatible with the Bologna Declaration. A meaningful prerequisite would be a unified national (or European) qualification frame and catalog of learning objectives, designed according to the Bologna criteria. This should guarantee good mobility for medical students within Europe.

Into the Curriculum. Art: A Path to Monet--Following in Linnea's Footsteps [and] Reading/Language Arts: Legends about Humanity's Acquisition of Fire [and] Reading/Language Arts: Analytical Book Reviews [and] Science/Art: Build a Beautiful Butterfly [and] Science: Life Processes of Plants [and] Social Studies: Community Helpers: Fire Fighters.

ERIC Educational Resources Information Center

Schultis, Cathy; Troisi, Andrea; Vidor, Constance; Rostek, Andrea; Linsky, Melissa Carruthers

1998-01-01

Presents six curriculum guides for art, language arts, reading, science, and social studies. Each activity identifies library media skills objectives, curriculum objectives, grade levels, resources, librarian and teacher instructional roles, activity and procedures for completion, activity samples, guidelines for evaluating finished activities,…

Into the Curriculum. Reading/Language Arts: Three Little Kittens and the Lost Mittens; Reading/Language Arts: A Caldecott Archaeological Dig; Science: Discovering the Periodic Table of Elements; Science: The Red-Eyed Tree Frog Jumps into Nonfiction; Social Studies: Our Nation's Beginnings-Jamestown and Plymouth Settlements.

ERIC Educational Resources Information Center

Cherry, Carolyn; Louk, Cathy; Barwick, Martha; Kidd, Gentry E.

2001-01-01

Provides five fully developed school library media activities that are designed for use with specific curriculum units in reading/language arts, science, and social studies. Library media skills objectives, curriculum (subject area) objectives, grade levels, resources, instructional roles, activity and procedures for completion, evaluation, and…

Ocean Sciences Sequence for Grades 6-8: Climate Change Curriculum Developed Through a Collaboration Between Scientists and Educators

NASA Astrophysics Data System (ADS)

Weiss, E.; Skene, J.; Tran, L.

2011-12-01

Today's youth have been tasked with the overwhelming job of addressing the world's climate future. The students who will become the scientists, policy makers, and citizens of tomorrow must gain a robust understanding of the causes and effects of climate change, as well as possible adaptation strategies. Currently, there are few high quality curricula available to teachers that address these topics in a developmentally appropriate manner. The NOAA-funded Ocean Sciences Sequence for Grades 6-8 aims to address this gap by providing teachers with scientifically accurate climate change curriculum that hits on some of the most salient points in climate science, while simultaneously developing students' science process skills. The Ocean Sciences Sequence for Grades 6-8 is developed through a collaboration between some of the nation's leading ocean and climate scientists and the Lawrence Hall of Science's highly qualified GEMS (Great Explorations in Math & Science) curriculum development team. Scientists are active partners throughout the whole development process, from initial brainstorming of key concepts and creating the conceptual storyline for the curriculum to final review of the content and activities. As with all GEMS Sequences, the Ocean Sciences Sequence for Grades 6-8 is designed to provide significant scientific and educational depth, systematic assessments and informational readings, and incorporate new learning technologies. The goal is to focus strategically and effectively on the core concepts within ocean and climate sciences that students need to understand. This curriculum is designed in accordance with the latest research from the learning sciences, and provides numerous opportunities for students to develop inquiry skills and abilities as they learn about the practice of science through hands-on activities. The Ocean Sciences Sequence for Grades 6-8 addresses in depth a significant number of national, state, and district standards and benchmarks. It aligns with the Ocean Literacy and Climate Literacy Frameworks, as well as multiple core ideas in the new National Academy of Sciences Framework for K-12 Science Education. In brief, the curriculum comprises 33 45-minute sessions organized into three thematic units that are each driven by an exploratory question: Unit 1 (11 sessions)-How do the ocean and atmosphere interact?; Unit 2 (8 sessions)-How does carbon flow through the ocean, land, and atmosphere?; and Unit 3 (12 sessions)-What are the causes and effects of climate change? The curriculum deliberately explores the ocean and climate as global systems, and challenges students to use scientific evidence to make explanations about climate change. The Ocean Sciences Sequence for Grades 6-8 is currently being classroom tested by teachers across the United States in a wide variety of classroom settings. Evaluation is also being undertaken to determine the efficacy of the sequence in addressing the curriculum's learning goals.

An analysis of the New York State Earth Science Curriculum with respect to standards, classroom practices, and the Regents Examination

NASA Astrophysics Data System (ADS)

Contino, Julie Anna

In a standards-based system, it is important for all components of the system to align in order to achieve the intended goals. In New York State, standards are provided to the teachers who then create individual curricula that will lead to student success on the state assessment. This mixed methods study presents an analysis of the alignment between the National Science Education Standards (NSES), New York State Physical Setting/Earth Science Core Curriculum (Core Curriculum), and New York State Earth Science Regents Examination (Regents)---the sources teachers use for creating Earth Science curricula in New York State. The NSES were found to have a 49% overlap with the Core Curriculum and a 27% overlap with the Regents. The Core Curriculum and Regents, represented by matrices consisting of performance indicators and cognitive demands, were compared using the Porter alignment index. The alignment was 0.35, categorized as slightly aligned, due to the different emphases on cognitive levels (the Core Curriculum focused on Understand and Apply while the Regents focused on Apply followed by Understand and Remember). Additionally, a purposeful sample of experienced and innovative teachers were surveyed and interviewed to gain insight on how NYS Earth Science teachers organize their scope and sequences, align their lessons with the Core Curriculum, establish internal lesson coherence, and prepare their students for the Regents Exam. Teachers' scope and sequences were well-aligned with the Core Curriculum and Regents but misalignment was found between their lessons and the Core Curriculum as well as between the stated objectives for their students and evaluation of those objectives. Based on the findings, it is suggested that the NSES be revised and the Core Curriculum updated to include quantifiable emphasis on the major understandings such as percentage of time, as well as an emphasis on alignment principles. Teacher professional development focused on alignment issues relative to the state standards and enhancing internal lesson coherence should also be provided. The insights gained from this analysis of the NYS system may be helpful to other states as they move toward standards-based systems.

Seeking the Trace of Argumentation in Turkish Science Curriculum

ERIC Educational Resources Information Center

Cetin, Pinar Seda; Metin, Duygu; Capkinoglu, Esra; Leblebicioglu, Gulsen

2016-01-01

Providing students with inquiry-oriented learning environments is a major concern in science education. Argumentation discourse can enhance the effectiveness of inquiry-oriented learning environments. This study seeks the trace of argumentation in Turkish Elementary and Secondary Science Curriculum developed by the Turkish Ministry of Education…

Debating science policy in the physics classroom.

NASA Astrophysics Data System (ADS)

Mayer, Shannon

2010-03-01

It is critically important that national and international science policy be scientifically grounded. To this end, the next generation of scientists and engineers will need to be technically competent, effective communicators of science, and engaged advisors in the debate and formulation of science policy. We describe three science policy debates developed for the physics classroom aimed at encouraging students to draw connections between their developing technical expertise and important science policy issues. The first debate considers the proposal for a 450-megawatt wind farm on public lands in Nantucket Sound and fits naturally into the curriculum related to alternative forms of energy production. The second debate considers national fuel-economy standards for sport-utility vehicles and can be incorporated into the curriculum related to heat engines. The third debate, suitable for the curriculum in optics, considers solid state lighting and implications of recent United States legislation that places stringent new energy-efficiency and reliability requirements on conventional lighting. The technical foundation for each of these debates fits naturally into the undergraduate physics curriculum and the material is suitable for a wide range of physics courses, including general science courses for non-majors.

Unifying physical concepts of reality

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gilbert, T.L.

1983-08-01

Physics may be characterized as the science of matter and energy. It anchors the two ends of the frontiers of science: the frontier of the very small and the frontier of the very large. All of the phenomena that we observe and study at the frontiers of science - all external experiences - are manifestations of matter and energy. One may, therefore, use physics to exemplify both the diversity and unity of science. This theme will be developed in two separate examples: first by sketching, very briefly, the historical origins of frontiers of the very small and very large andmore » the converging unity of these two frontiers; and then by describing certain unifying concepts that play a central role in physics and provide a framework for relating developments in different sciences.« less

SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

DOE Office of Scientific and Technical Information (OSTI.GOV)

Buckley, L

Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed basedmore » on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.« less

Student achievement in science and mathematics on campuses that have implemented the CSCOPE curriculum model

NASA Astrophysics Data System (ADS)

Wilson, Emily R.

The purpose of this study was to determine whether differences in student achievement exist between school campuses which followed a specific standards-based curriculum model (CSCOPE) and school campuses which followed a non-CSCOPE or traditional curriculum model. One-hundred and sixty CSCOPE curriculum campuses and 160 non-CSCOPE curriculum campuses were used in the study. Achievement data were collected on students in the fifth, eighth, and eleventh grades using the campuses percentage passing on the Texas Assessment of Knowledge and Skills (TAKS) for both science and mathematics. The TAKS is the state-mandated assessment system used to comply with federal testing guidelines. Data for the 2007-2008 school year were used for the elementary level while data from 2006-2007 and 2007-2008 were used for junior high (middle school) and high school levels. Data were analyzed by overall class as well as aggregated by ethnic classifications. Descriptive statistics were used to summarize achievement results and t-tests were utilized to analyze achievement differences between the two curriculum models. Overall fifth grade students in CSCOPE schools outperformed (p < .05) non-CSCOPE counterparts in science and mathematics. Also, fifth grade Hispanic students using CSCOPE curriculum scored higher (p < .05) than those in traditional curricula. Eighth grade students in CSCOPE schools performed better (p < .05) in science than students in non-CSCOPE schools. Finally, eighth grade Hispanic and White subgroups using CSCOPE curriculum outperformed ( p < .05) their ethnic counterparts using traditional curriculum models. The only statistically significant finding at the eleventh grade level was the African-American subgroup in science, but this subgroup had too small of a sample to infer the findings to the population. Thus, the results would tend to support use of the standardized curriculum model (CSCOPE) at lower levels whereas achievement in high school may not be differentially affected by the standardized model.

Putting It All Together: Final Comments

DTIC Science & Technology

1988-05-19

about 10 s 0 0 ( Gy @® ®- =@ 10. Intended rationality ( 100 sec and up ) Figure 3: Soar as a unified theory of cognition . task. The problem then...GROUP Herb Simon. unified. theories of cognition ,- cognitive 7science; ac-hitectures; Soar,,,--p-- 19. ABSTRACT (Continue on reverse if necessary’,and...appreciation this paper is supposed to contribute, provide another. And a recent extended reflection by the author on Unified Theories of Cognition (The

Snow snakes and science agency: Empowering American Indian students through a culturally-based science, technology, engineering, and mathematics (STEM) curriculum

NASA Astrophysics Data System (ADS)

Miller, Brant Gregory

Mainstream curricula have struggled to provide American Indian students with meaningful learning experiences. This research project studied a novel approach to engaging students with science, technology, engineering, and mathematics (STEM) content through a culturally-based context. The traditional American Indian game of Snow Snakes (shushumeg in Ojibwe) presented a highly engaging context for delivering STEM content. Through the engaging context of snow snakes, the designed STEM curriculum explicitly applied mathematics (scaling and data), and science (force and motion) to an engineering prototype iteration that used available materials and tools (technology) for success. It was hypothesized that by engaging students through the carefully integrated STEM curriculum, driven by the culturally based context of snow snakes, students would exhibit an increase in science agency and achievement. The overarching research question explored for this study was: How does a culturally-based and integrated STEM curriculum impact student's science agency? Associated sub-questions were: (1) What does science agency look like for 6th grade students? (2) What key experiences are involved in the development of science agency through a culturally-based STEM curriculum context? And (3) What are the impacts on the community associated with the implementation of a culturally-based STEM curriculum? A case study research design was implemented for this research. Yin (2003) defines a case study as investigating a phenomenon (e.g. science agency) which occurs within authentic contexts (e.g. snow snakes, Adventure Learning, and Eagle Soaring School) especially when the boundaries between phenomenon and context are unclear. For this case study Eagle Soaring School acted as the bounded case with students from the 6th grade class representing the embedded units. Science agency was the theoretical framework for data analysis. Major findings were categorized as science and STEM learning, agency, and community impact. Concerning agency, students displayed science agency through: connecting snow snake experiences to outside contexts; students emerging as leaders; and students commanding a facility with science. This research lays the foundation for future inquiry into the development of science agency in students using culturally-based contexts.

A unified theory of development: a dialectic integration of nature and nurture.

PubMed

Sameroff, Arnold

2010-01-01

The understanding of nature and nurture within developmental science has evolved with alternating ascendance of one or the other as primary explanations for individual differences in life course trajectories of success or failure. A dialectical perspective emphasizing the interconnectedness of individual and context is suggested to interpret the evolution of developmental science in similar terms to those necessary to explain the development of individual children. A unified theory of development is proposed to integrate personal change, context, regulation, and representational models of development.

Exploring the value and role of integrated supportive science courses in the reformed medical curriculum iMED: a mixed methods study.

PubMed

Eisenbarth, Sophie; Tilling, Thomas; Lueerss, Eva; Meyer, Jelka; Sehner, Susanne; Guse, Andreas H; Guse Nee Kurré, Jennifer

2016-04-29

Heterogeneous basic science knowledge of medical students is an important challenge for medical education. In this study, the authors aimed at exploring the value and role of integrated supportive science (ISS) courses as a novel approach to address this challenge and to promote learning basic science concepts in medical education. ISS courses were embedded in a reformed medical curriculum. The authors used a mixed methods approach including four focus groups involving ISS course lecturers and students (two each), and five surveys of one student cohort covering the results of regular student evaluations including the ISS courses across one study year. They conducted their study at the University Medical Center Hamburg-Eppendorf between December 2013 and July 2014. Fourteen first-year medical students and thirteen ISS course lecturers participated in the focus groups. The authors identified several themes focused on the temporal integration of ISS courses into the medical curriculum, the integration of ISS course contents into core curriculum contents, the value and role of ISS courses, and the courses' setting and atmosphere. The integrated course concept was positively accepted by both groups, with participants suggesting that it promotes retention of basic science knowledge. Values and roles identified by focus group participants included promotion of basic understanding of science concepts, integration of foundational and applied learning, and maximization of students' engagement and motivation. Building close links between ISS course contents and the core curriculum appeared to be crucial. Survey results confirmed qualitative findings regarding students' satisfaction, with some courses still requiring optimization. Integration of supportive basic science courses, traditionally rather part of premedical education, into the medical curriculum appears to be a feasible strategy to improve medical students' understanding of basic science concepts and to increase their motivation and engagement.

Education for the unified health system: what do good professors do from the perspective of students?

PubMed

Carmo Menegaz, Jouhanna do; Schubert Backes, Vânia Marli

2015-12-01

to analyze the educational practices for the Unified Health System performed by good professors, from the perspective of nursing, medical and odontology students, based on the Shulman's concepts of knowledge of educational ends, purposes, values ​​and their historical and philosophical grounds, at a university in southern Brazil. A qualitative study with an exploratory and analytical approach in which the participants were graduating students, interviewed with the aid of vignettes, between October of 2011 and January of 2012. Data were analyzed based on thematic analysis. it was observed that good professors educate for the Unified Health System through the promotion of teamwork, interdisciplinary practices, good communication, leadership exercises, and promotion of a student's desire to be an agent of change for the sake of improvement and guaranteeing the right to health. the students attribute to professors the responsibility for the performance of these practices. Despite their consistency with the Brazilian curriculum guidelines, the professors that perform them are seen as a minority.

Integrating writing into an introductory environmental science curriculum: Perspectives from biology and physics

NASA Astrophysics Data System (ADS)

Selkin, P. A.; Cline, E. T.; Beaufort, A.

2008-12-01

In the University of Washington, Tacoma's Environmental Science program, we are implementing a curriculum-wide, scaffolded strategy to teach scientific writing. Writing in an introductory science course is a powerful means to make students feel part of the scientific community, an important goal in our environmental science curriculum. Writing is already an important component of the UW Tacoma environmental science program at the upper levels: our approach is designed to prepare students for the writing-intensive junior- and senior-level seminars. The approach is currently being tested in introductory biology and physics before it is incorporated in the rest of the introductory environmental science curriculum. The centerpiece of our approach is a set of research and writing assignments woven throughout the biology and physics course sequences. The assignments progress in their degree of complexity and freedom through the sequence of introductory science courses. Each assignment is supported by a number of worksheets and short written exercises designed to teach writing and critical thought skills. The worksheets are focused on skills identified both by research in science writing and the instructors' experience with student writing. Students see the assignments as a way to personalize their understanding of basic science concepts, and to think critically about ideas that interest them. We find that these assignments provide a good way to assess student comprehension of some of the more difficult ideas in the basic sciences, as well as a means to engage students with the challenging concepts of introductory science courses. Our experience designing these courses can inform efforts to integrate writing throughout a geoscience or environmental science curriculum, as opposed to on a course-by-course basis.

An instructional package integrating science and social studies instruction at the fifth-grade level

NASA Astrophysics Data System (ADS)

Hulley, Kathy Louise Sullivan

Integrative education is being implemented by classroom teachers who want to immerse students in an environment rich in problem-solving skills, critical analysis skills, ethics, valuing of knowledge, and communication of learning. Several subject areas in the curriculum have been integrated, such as literature with social studies and mathematics with science. The focus of this dissertation is on the integration of science and social studies at the fifth grade level using the Mississippi State Department of Education Curriculum Guidelines and Objectives (MSDE, 1995) and the National Science Education Standards (National Research Council (NRC), 1996). An instructional package of lesson plans that teachers can use as ideas to create their own plans for an integrated curriculum of science and social studies was devised. The Mississippi State Department of Education Curriculum Guidelines and Objectives for Social Studies (MSDE, 1995) at the fifth grade level contain fifteen competencies. Three standards from the National Science Education Standards (NRC, 1996) were chosen. They include (a) science and technology, (b) science in personal and social perspectives, and (c) the history and nature of science. Each competency for social studies has three lesson plans written that integrate the three chosen standards from the National Science Education Standards. A total of forty-five lesson plans were written integrating science and social studies. Each lesson plan includes an objective, materials, procedures, and evaluation for teachers. Teachers are encouraged to use the lesson plans as a guide in creating their own lesson plans that would correspond to their school's particular curriculum guidelines. Consideration should be given to the learning levels and styles of their classroom. This qualitative study was done to create lesson plans that integrate science and social studies with the hope that teachers will expand upon them and implement them into their curricula.

Evaluation of an Environmental Science Laboratory Curriculum.

ERIC Educational Resources Information Center

Berger, Toby Esther

The curriculum evaluated in this study is a series of innovative exercises offered as part of an introductory science course at Barnard College. It was hypothesized that students receiving the experimental treatment in the laboratory would show significant changes in cognitive achievement in environmental science and in their attitudes towards…

Global Climates--Past, Present, and Future. Activities for Integrated Science Education.

ERIC Educational Resources Information Center

Henderson, Sandra, Ed.; And Others

Designed for integration into existing science curriculum for grades 8-10, this curriculum uses a current environmental issue, climate change, as a vehicle for teaching science education. Instructional goals include: (1) familiarize students with scientific methods; (2) help students understand the role of uncertainty; (3) encourage students to…

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

ERIC Educational Resources Information Center

Bodzin, Alec; Peffer, Tamara; Kulo, Violet

2012-01-01

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…

Igniting the Sparkle: An Indigenous Science Education Model.

ERIC Educational Resources Information Center

Cajete, Gregory A.

This book describes a culturally responsive science curriculum that the author has been teaching for 25 years. The curriculum integrates Native American traditional values, teaching principles, and concepts of nature with those of modern Western science. Every Indigenous culture has an orientation to learning that is metaphorically represented in…

Mathematics and Science across the Curriculum.

ERIC Educational Resources Information Center

Thorson, Annette, Ed.

2002-01-01

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

An Ecological System Curriculum: An Integrated MST Approach to Environmental Science Education.

ERIC Educational Resources Information Center

Leonhardt, Nina A.

This paper describes an inquiry-based, student-centered mathematics, science, and technology curriculum guide. It features activities addressing such environmental science topics as groundwater modeling, water filtration, soil permeability and porosity, water temperature and salinity, and quadrant studies. Activities are organized so that the…

How to Use Historical Approach to Teach Nature of Science in Chemistry Education?

ERIC Educational Resources Information Center

Tolvanen, Simo; Jansson, Jan; Vesterinen, Veli-Matti; Aksela, Maija

2014-01-01

Successful implementation of historical approach to teach nature of science (NOS) requires suitable curriculum material. Several research and development projects have produced lesson plans for science teachers. 25 lesson plans from four different projects involved in creating curriculum material utilizing historical approach in chemistry…

Teaching the "Nature of Science": Modest Adaptations or Radical Reconceptions?

ERIC Educational Resources Information Center

Hipkins, Rosemary; Barker, Miles; Bolstad, Rachel

2005-01-01

This article explores the nature of a continuing mismatch between curriculum reform rhetoric in science education and actual classroom practice. Lack of philosophical consensus about the nature of science (NOS); lack of appropriate curriculum guidance, classroom materials and pedagogical content knowledge for NOS teaching; teachers' personal…

Curriculum for Excellence Science: Vision or Confusion?

ERIC Educational Resources Information Center

Day, Stephen; Bryce, Tom

2013-01-01

Policy studies in science education do not have a particularly high profile. For science teachers, policy lurks in the background, somewhat disconnected from their normal classroom practice; for many, it is simply taken-for-granted. This paper analyses policy documents which have emerged from Curriculum for Excellence ("CfE") that impact…

A Global Approach to STEM Education: ASTA Science Teachers Exchange--Japan 2015

ERIC Educational Resources Information Center

Teaching Science, 2015

2015-01-01

The new Australian Curriculum includes among its three cross-curriculum priorities a focus on Asia and Australia's engagement with Asia. The Australian Science Teachers Association (ASTA)'s Science Teachers Exchange--JAPAN program provides teachers with direct, personal insight into one of Australia's key Asian neighbours.

Parallel Curriculum Units for Science, Grades 6-12

ERIC Educational Resources Information Center

Leppien, Jann H.; Purcell, Jeanne H.

2011-01-01

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

The Astonishing Curriculum: Integrating Science and Humanities through Language.

ERIC Educational Resources Information Center

Tchudi, Stephen, Ed.

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

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

ERIC Educational Resources Information Center

Smith, Frances M.; Hausafus, Cheryl O.

1993-01-01

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…

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

ERIC Educational Resources Information Center

Treagust, David F.; Kam, Goh Ah

1985-01-01

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)

A model marine-science curriculum for fourth-grade pupils in Florida

NASA Astrophysics Data System (ADS)

Schulte, Philip James

This dissertation focused on the development of a model marine-science curriculum for fourth-grade pupils in the State of Florida. The curriculum was developed using grounded theory research method, including a component of data collected from an on-line survey administered to 106 professional educators and marine biologists. The results of the data collection and analysis showed a definitive necessity for teacher preparedness, multidisciplinary content, and inquiry-based science instruction. Further, three important factors emerged: (a) collaborative grouping increases achievement; (b) field excursions significantly impact student motivation; (c) standardized testing influences curriculum development. The curriculum is organized as an 11-day unit, with detailed lesson plans presented in standard curricular format and with all components correlated to the Florida State Educational Standards. The curriculum incorporates teacher preparation, multimedia presentations, computer-assisted instruction, scientific art appreciation, and replication as well as assessment factors. The curriculum addresses topics of ichthyology, marine animal identification, environmental conservation and protection, marine animal anatomy, water safety, environmental stewardship, and responsible angling techniques. The components of the curriculum were discussed with reference to the literature on which it was based and recommendations for future research were addressed.

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

ERIC Educational Resources Information Center

Utica City School District, NY.

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

Designing a Science Curriculum Fit for Purpose

ERIC Educational Resources Information Center

Millar, Robin

2014-01-01

The science curriculum to age 16 should be judged on how well it meets the needs of students who progress to A-level science courses and those (a larger number) who do not. To address the diversity of students' interests and aspirations, we need a clear view of the purposes of science education rooted in a view of the purposes of education itself.…

Data Analysis Questions for Science Subjects: A Resource Booklet. Series of Caribbean Volunteer Publications, No. 2.

ERIC Educational Resources Information Center

Voluntary Services Overseas, Castries (St. Lucia).

This resource booklet is designed to supplement standard textbooks used in a science curriculum. The material serves as a syllabus for Year One and Year Two in the secondary science curriculum. Some of the topics presented in this general science syllabus include being a scientist, looking at living things, solvents and solutions, energy,…

Innovative science within and against a culture of achievement

NASA Astrophysics Data System (ADS)

Carlone, Heidi B.

2003-05-01

As science educators struggle to reform science education, we need a better understanding of the conundrums associated with the ways educators enact innovative science within and against the academic, rigorous, and elite sociohistorical constructions of science. I ethnographically investigated the meanings of an innovative, reform-based curriculum (Active Physics) in various micro (classroom) and macro (school and community) contexts. I conducted the study in a high school serving primarily upper middle class students, the majority of whom (97%) planned to attend college. I explored how meanings of the curriculum transformed as the curriculum traveled across space and time. While certain aspects of the context enabled innovative science (e.g., support from the administration, pressure to serve a wider range of students), other aspects of the context constrained the potential of the curriculum (e.g., the need to establish for students, parents, and administrators the legitimacy of Active Physics as real and rigorous physics). Using practice theory to understand the influence of context and agency in shaping school science practice, this study demonstrates the potential for viewing meanings of science in local settings as partially fluid entities, sometimes reproducing and sometimes contesting sociohistorical legacies.

Linking the Components of a University Program to the Qualification Profile of Graduates: The Case of a Sustainability-Oriented Environmental Science Curriculum

ERIC Educational Resources Information Center

Hansmann, Ralf

2009-01-01

A university Environmental Sciences curriculum is described against the background of requirements for environmental problem solving for sustainability and then analyzed using data from regular surveys of graduates (N = 373). Three types of multiple regression models examine links between qualifications and curriculum components in order to derive…

Revision of Primary I-III Science Curriculum in Somalia. African Studies in Curriculum Development & Evaluation No. 83.

ERIC Educational Resources Information Center

Abdi, Ahmed Ali

This study was designed to evaluate: (1) the content of the primary I-III science curriculum in Somalia; (2) the instructional materials that back up the content and methodologies; and (3) the professional competence of the teachers in charge of teaching this subject. Data were collected by means of a questionnaire, observations, and unstructured…

Transformations in Kenyan Science Teachers' Locus of Control: The Influence of Contextualized Science and Emancipated Student Learning

NASA Astrophysics Data System (ADS)

Anderson, D.; Nashon, S.; Namazzi, E.; Okemwa, P.; Ombogo, P.; Ooko, S.; Beru, F.

2015-11-01

This study investigated Kenyan science teachers' pedagogical transformations, which manifested as they enacted and experienced a reformed contextualized science curriculum in which students' learning experiences were critical catalysts of teacher change. Twelve high school teachers voluntarily participated in the study and were interviewed about their pedagogical transformations following their enactment of a reformed contextualized science curriculum. The outcomes demonstrated that students' emancipated behaviours, learning and performance, qualitatively influenced teacher change and pedagogical reform. Specifically, changes in students, as a result of the ways the science curriculum was implemented, resulted in epiphanies and dilemmas for teachers who subsequently resolved to surrender their tightly held pedagogical control (locus of control) for the betterment of the learning environment and their sense of professional satisfaction.

Which values regarding nature and other species are we promoting in the Australian science curriculum?

NASA Astrophysics Data System (ADS)

Castano Rodriguez, Carolina

2016-12-01

Through a critical textual analysis of the content and structure of the new Australian science curriculum, in this paper I identify the values it encourages and those that are absent. I investigate whether the Australian science curriculum is likely to promote the attitudes needed to educate generations of children who act more responsibly with other species and the environment. Over the past decades, there has been an increasing awareness of the human impact on the environment and other species. Consistently, there is a growing awareness of the role of education in encouraging children to act in a more ethical, responsible, and caring way. However, it is still unclear as to whether national curricula can (or will aspire to) accomplish this. In Australia, a national science curriculum has been implemented. In this paper I argue that the Australian science curriculum is likely to miss the opportunity to cultivate values of care for nature and other species. Instead, it is likely to reinforce anthropocentric attitudes toward our natural environment. The importance of explicitly promoting values that encourage care and respect for all species and challenges anthropocentric views of other animals and nature are discussed.

Exploring culture, language and the perception of the nature of science

NASA Astrophysics Data System (ADS)

Sutherland, Dawn

2002-01-01

One dimension of early Canadian education is the attempt of the government to use the education system as an assimilative tool to integrate the First Nations and Me´tis people into Euro-Canadian society. Despite these attempts, many First Nations and Me´tis people retained their culture and their indigenous language. Few science educators have examined First Nations and Western scientific worldviews and the impact they may have on science learning. This study explored the views some First Nations (Cree) and Euro-Canadian Grade-7-level students in Manitoba had about the nature of science. Both qualitative (open-ended questions and interviews) and quantitative (a Likert-scale questionnaire) instruments were used to explore student views. A central hypothesis to this research programme is the possibility that the different world-views of two student populations, Cree and Euro-Canadian, are likely to influence their perceptions of science. This preliminary study explored a range of methodologies to probe the perceptions of the nature of science in these two student populations. It was found that the two cultural groups differed significantly between some of the tenets in a Nature of Scientific Knowledge Scale (NSKS). Cree students significantly differed from Euro-Canadian students on the developmental, testable and unified tenets of the nature of scientific knowledge scale. No significant differences were found in NSKS scores between language groups (Cree students who speak English in the home and those who speak English and Cree or Cree only). The differences found between language groups were primarily in the open-ended questions where preformulated responses were absent. Interviews about critical incidents provided more detailed accounts of the Cree students' perception of the nature of science. The implications of the findings of this study are discussed in relation to the challenges related to research methodology, further areas for investigation, science teaching in First Nations communities and science curriculum development.

School Teachers' Experiences of Science Curriculum Reform

NASA Astrophysics Data System (ADS)

Ryder, Jim; Banner, Indira

2013-02-01

We examine teachers' experiences of a major reform of the school science curriculum for 14-16-year olds in England. This statutory reform enhances the range of available science courses and emphasises the teaching of socio-scientific issues and the nature of science, alongside the teaching of canonical science knowledge. This paper examines teachers' experiences of the reform and the factors that condition these experiences. A designed sample of 22 teachers discussed their experiences of the reform within a semi-structured interview. Our analysis considers how the external and internal structures within which teachers work interact with the personal characteristics of teachers to condition their experiences of the curriculum reform. In many cases, personal/internal/external contexts of teachers' work align, resulting in an overall working context that is supportive of teacher change. However, in other cases, tensions within these contexts result in barriers to change. We also explore cases in which external curriculum reform has stimulated the development of new contexts for teachers' work. We argue that curriculum reformers need to recognise the inevitability of multiple teaching goals within a highly differentiated department and school workplace. We also show how experiences of curriculum reform can extend beyond the learning of new knowledge and associated pedagogies to involve challenges to teachers' professional identities. We argue for the extended use of teacher role models within local communities of practice to support such 'identity work'.

Curriculum information models in health professions education in Australia: an innovative approach to efficient curriculum design, development, and maintenance.

PubMed

Kruger, Estie; Tennant, Marc

2012-03-01

Over the last decade, there has been a significant increase in attention to the overall accountability of higher education in Australia, and this is expected to continue. Increased accountability has led to the need for more explicitly documented curricula. The curricula from ten health-related disciplines developed over the last five years in Australia were the basis of this study. Curriculum information modeling is an approach that allows for the dynamic nature of curricula since elements and their linkages can be moved about and reconnected into meaningful patterns. In addition, the models give disciplines and institutions the ability to effectively monitor curricula and draw comparisons in a more unified manner. Curriculum information models are an efficient innovation in the design and management of curricula in higher education and particularly in the health care disciplines. They rest on the principles of reusable elements and linkages independent of content that were first used in the design, construction, and maintenance of buildings. The translation of this approach to the higher education sector provides a higher level of interoperability of resources and a clearer pathway for content design within a curriculum.

Into the Curriculum. Reading/Language Arts: I Need a Hero/Heroine [and] Reading/Language Arts: Is It Real? Or Did I Make It Up? Comparing and Contrasting Nonfictional and Fantasy Creatures [and] Science/Language Arts: "Jumanji" in the Solar System [and] Science: A Change of Seasons [and] Social Studies: Women Who Changed America: 1800s [and] Social Studies: Discovering the "Titanic."

ERIC Educational Resources Information Center

Hall, Jill; And Others

1997-01-01

Presents six curriculum guides for reading, language arts, science, and social studies. Each activity identifies library media skills objectives, curriculum objectives, grade levels, resources, librarian and teacher instructional roles, activity and procedures for completion, activity samples, guidelines for evaluating finished activities, and…

Into the Curriculum. Reading/Language Arts: Hans Christian Andersen [and] Science: Bat Research [and] Science: The Library Media Center Rocks! An Introduction to Rocks, Minerals, and Gemstones [and] Social Studies: Ticket to the Olympics: Exploring Sydney and the 2000 Summer Games [and] Social Studies/Music: Sounds of the Election: Presidential Campaign Songs.

ERIC Educational Resources Information Center

Germain, Claudia; Mayo, Jeanne B.; Hart, Lisa

2000-01-01

Provides five fully developed library media activities that are designed for use with specific curriculum units in reading and language arts, science, social studies, and music. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each activity. (LRW)

Examining the Features of Earth Science Logical Reasoning and Authentic Scientific Inquiry Demonstrated in a High School Earth Science Curriculum: A Case Study

ERIC Educational Resources Information Center

Park, Do-Yong; Park, Mira

2013-01-01

The purpose of this study was to investigate the inquiry features demonstrated in the inquiry tasks of a high school Earth Science curriculum. One of the most widely used curricula, Holt Earth Science, was chosen for this case study to examine how Earth Science logical reasoning and authentic scientific inquiry were related to one another and how…

The Origin and Evolution of Life in Pakistani High School Biology

ERIC Educational Resources Information Center

Asghar, Anila; Wiles, Jason R.; Alters, Brian

2010-01-01

This study seeks to inform science education practitioners and researchers in the West about apparent attempts to reconcile science and religion in Pakistan's public school curriculum. We analysed the national high school science curriculum and biology textbooks (English) used in the Government schools in Pakistan, where Islamic faith is the…

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

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

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…

Special Project Examination in Integrated Science - Ordinary Level.

ERIC Educational Resources Information Center

Wimpenny, David

A science achievement test for the General Certificate of Education (GCE, England) was developed for students enrolled in the curriculum of the Schools Council Integrated Science Project. This document contains discussions of the testing program and a copy of the 1973 test. After an overview of the curriculum project and issues related to…

Science Curriculum Guide. Kindergarten. Bulletin 1989, No. 70.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

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…

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

ERIC Educational Resources Information Center

Klein, Stacy S.; Sherwood, Robert D.

2005-01-01

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

Conditions and Decisions of Urban Elementary Teachers Regarding Instruction of STEM Curriculum

ERIC Educational Resources Information Center

Smith, Erica L.; Parker, Carolyn A.; McKinney, David; Grigg, Jeffrey

2018-01-01

The study was situated in a National Science Foundation supported Math Science Partnership between a private university and an urban school district. This study sought to understand the decision-making process of elementary teachers as they implement an integrated science, technology, engineering, and mathematics (STEM) curriculum in their…

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

ERIC Educational Resources Information Center

Romine, William L.; Banerjee, Tanvi

2012-01-01

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

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

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

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…

Developing Oral and Written Communication Skills in Undergraduate Computer Science and Information Systems Curriculum

ERIC Educational Resources Information Center

Kortsarts, Yana; Fischbach, Adam; Rufinus, Jeff; Utell, Janine M.; Yoon, Suk-Chung

2010-01-01

Developing and applying oral and written communication skills in the undergraduate computer science and computer information systems curriculum--one of the ABET accreditation requirements - is a very challenging and, at the same time, a rewarding task that provides various opportunities to enrich the undergraduate computer science and computer…

Implementing an Affordable High-Performance Computing for Teaching-Oriented Computer Science Curriculum

ERIC Educational Resources Information Center

Abuzaghleh, Omar; Goldschmidt, Kathleen; Elleithy, Yasser; Lee, Jeongkyu

2013-01-01

With the advances in computing power, high-performance computing (HPC) platforms have had an impact on not only scientific research in advanced organizations but also computer science curriculum in the educational community. For example, multicore programming and parallel systems are highly desired courses in the computer science major. However,…

Arguing for Computer Science in the School Curriculum

ERIC Educational Resources Information Center

Fluck, Andrew; Webb, Mary; Cox, Margaret; Angeli, Charoula; Malyn-Smith, Joyce; Voogt, Joke; Zagami, Jason

2016-01-01

Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration of computer science as a separate subject both in primary and secondary education is suggested. At…

What Middle Grade Students Say about Learning Science with Multimedia

ERIC Educational Resources Information Center

Goldenberg, Lauren B.; Heinze, Juliette; Ba, Harouna

2004-01-01

The JASON Multimedia Science Curriculum (JMSC) was developed in 1989 by the JASON Foundation for Education (www.jason.org), and is a multimedia, interdisciplinary, inquiry-based science curriculum that responds to the dual demands of teachers having to teach state standards while engaging students in scientific inquiry. The JMSC encourages…

The Influence of Undergraduate Science Curriculum Reform on Students' Perceptions of Their Quantitative Skills

ERIC Educational Resources Information Center

Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn

2015-01-01

In this study, the Science Student Skills Inventory was used to gain understanding of student perceptions about their quantitative skills and compare perceptions of cohorts graduating before and after the implementation of a new science curriculum intent on developing quantitative skills. The study involved 600 responses from final-year…

Alcohol and Drug Prevention Curriculum Resource Guide Grades 10-12: Science--Biology.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Alcohol and Drug Defense Program.

This curriculum resource guide on alcohol and drug prevention provides suggested activities for teachers of grades 10 through 12. Three integrated learning activities for science/biology and healthful living are presented. The science/biology goal is understanding the biology of humans. Healthful living goals include analyzing drug and alcohol use…

"Intelligent Design" Wants God Across All the Curriculum

ERIC Educational Resources Information Center

Terry, Mark

2005-01-01

Science and religion are two contradicting aspects when it comes to tracing evolution and creationism. Considering that these are two important things, revising statewide science or eliminating evolution and changing it to Intelligent Design (ID) may be the best thing to be done to create a curriculum that has a better science teaching. In this…

Exploring Science Educators' Cosmological Worldviews through the Binoculars of an Argumentation Framework

ERIC Educational Resources Information Center

Ogunniyi, M. B.

2011-01-01

The mandate of the new South African curriculum for educators to enact a science-indigenous knowledge curriculum in their classrooms is not only challenging to their cosmological beliefs, it is equally challenging to their instructional practices. This is because science educators (teachers) in South Africa have been schooled largely in western…

A Practical Guide for Teaching Science to Students with Special Needs in Inclusive Settings.

ERIC Educational Resources Information Center

Mastropieri, Margo A.; Scruggs, Thomas E.

This manual is intended as a resource for teachers who have special education students in their mainstream science classes, for curriculum adoption committees, and for publishers and consumers of science curriculum materials. Part 1 describes general characteristics of students with disabilities and provides general mainstreaming strategies and…

Linguistics, Cognitive Science and the Undergraduate Curriculum. Linguistics in the Undergraduate Curriculum, Appendix 4-I.

ERIC Educational Resources Information Center

Feinstein, Mark; Stillings, Neil

Cognitive science has recently emerged as a new interdisciplinary field incorporating parts of psychology, computer science, philosophy, neuroscience, and linguistics. Its goal is to bring the theoretical and methodological resources of the contributing disciplines to bear on an integrated investigation of thought, meaning, language, perception,…

Science and Engineering Technician Curriculum Development Project. Final Report.

ERIC Educational Resources Information Center

Mowery, Donald R.; Wolf, Lawrence J.

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,…

Material Objects. Basic Edition. Science for Micronesia.

ERIC Educational Resources Information Center

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

Presented is a teacher's guide for an elementary science unit designed for use with first grade students in the Trust Territory of Micronesia. Although there is a degree of similarity to the curriculum materials developed for the Science Curriculum Improvement Study, this Micronesian unit does not purport to be an adaptation or edition of the SCIS…

Environments. Basic Edition. Science for Micronesia.

ERIC Educational Resources Information Center

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

Presented is a teacher's guide to an elementary science unit designed for use with fourth grade, or higher, students in the Trust Territory of Micronesia. Although there is a degree of similarity to curriculum materials developed for the Science Curriculum Improvement Study, this Micronesian unit does not purport to be an adaption or edition of…

Systems and Variables. Basic Edition. Science for Micronesia.

ERIC Educational Resources Information Center

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

This teacher's guide is for an elementary school science unit designed for use with third grade (or older) children in the schools of the Trust Territory of Micronesia. Although there is a degree of similarity to curriculum materials developed for the Science Curriculum Improvement Study, this Micronesian unit does not purport to be an adaptation…

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

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

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…

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

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

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…

Supplement for Curriculum Guide for Science: Vietnamese-Speaking Students, Kindergarten-Upper Two. Field Test.

ERIC Educational Resources Information Center

Chicago Board of Education, IL.

This supplement to the Chicago public schools' science curriculum guide is for use with Vietnamese-speaking students and is designed to help students make the transition to science learning in English. English-Vietnamese vocabulary lists, independent learning activities (in Vietnamese), and teaching aids (cultural activities such as songs,…

Teachers' Use of Educative Curriculum Materials to Engage Students in Science Practices

ERIC Educational Resources Information Center

Arias, Anna Maria; Davis, Elizabeth A.; Marino, John-Carlos; Kademian, Sylvie M.; Palincsar, Annemarie Sullivan

2016-01-01

New reform documents underscore the importance of integrating science practices into the learning of science. This integration requires sophisticated teaching that does not often happen. Educative curriculum materials--materials explicitly designed to support teacher and student learning--have been posited as a way to support teachers to achieve…

Science Curriculum Guide. Grade 3. Bulletin 1989, No. 73.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

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…

Populations. Basic Edition. Science for Micronesia.

ERIC Educational Resources Information Center

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

This teacher's guide is for an elementary school science unit designed for use with third grade (or older) children in the Trust Territory of Micronesia. Although there is a degree of similarity to curriculum materials developed for the Science Curriculum Improvement Study, this Micronesian unit does not purport to be an adaptation or edition of…

Impact of Science-Technology Learning Environment Characteristics on Learning Outcomes: Pupils' Perceptions and Gender Differences

ERIC Educational Resources Information Center

Doppelt, Yaron

2004-01-01

Science and technology are connected to each other and are mutually inspiring. The science-technology curriculum for junior-high school in Israel suggests that teachers integrate these subjects. In addition, this curriculum calls for infusing thinking competencies into the learning subjects and for implementing alternatives in assessment methods…

The Future Curriculum for School Science: What Can Be Learnt from the Past?

ERIC Educational Resources Information Center

Fensham, Peter J.

2016-01-01

In the 1960s, major reforms of the curriculum for school science education occurred that set a future for school science education that has been astonishingly robust at seeing off alternatives. This is not to say that there are not a number of good reasons for such alternative futures. The sciences, their relation to the socio-scientific context,…

From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science

ERIC Educational Resources Information Center

Kaya, Ebru; Erduran, Sibel

2016-01-01

The inclusion of Nature of Science (NOS) in the science curriculum has been advocated around the world for several decades. One way of defining NOS is related to the family resemblance approach (FRA). The family resemblance idea was originally described by Wittgenstein. Subsequently, philosophers and educators have applied Wittgenstein's idea to…

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

ERIC Educational Resources Information Center

KARTSOTIS, A. THOMAS; MESSERSCHMIDT, RALPH M.

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.…

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

ERIC Educational Resources Information Center

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

2009-01-01

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

Comparative Study on Romanian School Science Curricula and the Curriculum of TIMSS 2007 Testing

ERIC Educational Resources Information Center

Ciascai, Liliana

2009-01-01

The results of Romanian school students in Science PISA and TIMSS testings have been and continue to be systematically slack. In the present paper we intend to do a comparative analysis of Science curriculum TIMSS 2007 and Romanian Science school curricula of 4th and 8th grades. This analysis, based on Bloom's taxonomy of cognitive domain,…

Reading the World: Redefining Literature and History Curriculum. A Report from the Multicultural Education Summit Convened by the San Francisco Unified School District. Proceedings (San Francisco, California, March 1998).

ERIC Educational Resources Information Center

Sandler, Susan; Maxton, Ashindi

This report documents a 1998 summit that brought together academics and practitioners to discuss the challenges of multicultural education. Part 1, "Summit Proceedings," examines definitions, major topics, voices of the summit, recommendations, and the future. Part 2, "Selected Articles," includes three sections that offer…

Conductive Education: Feasibility Study on Developing a National Curriculum Plan for Those Working in Conductive Education in New Zealand.

ERIC Educational Resources Information Center

Wagner, Graham A.

This study sought to determine whether there are national training needs among staff of conductive education programs in New Zealand. Conductive education is a unified system of education for children and adults with a motor disorder whose disability has been caused by damage to the central nervous system. The study, which focuses primarily on…

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

ERIC Educational Resources Information Center

Sneed, Don; And Others

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

Regaining Focus in Irish Junior Cycle Science: Potential New Directions for Curriculum and Assessment on Nature of Science

ERIC Educational Resources Information Center

Erduran, Sibel; Dagher, Zoubeida R.

2014-01-01

The Irish national discourse on curriculum and assessment reform at the Junior Cycle level has been fraught with controversy in the past two years. The introduction of the new curriculum and assessment framework in 2012 by the then Minister of Education, Ruairi Quinn has led to significant media coverage and teacher union response. In this paper,…

Misrecognition and science education reform

NASA Astrophysics Data System (ADS)

Brandt, Carol B.

2012-09-01

In this forum, I expand upon Teo and Osborne's discussion of teacher agency and curriculum reform. I take up and build upon their analysis to further examine one teacher's frustration in enacting an inquiry-based curriculum and his resulting accommodation of an AP curriculum. In this way I introduce the concept of misrecognition (Bourdieu and Passeron 1977) to open up new ways of thinking about science inquiry and school reform.

Fruit and Vegetable Production Unit for Plant Science Core Curriculum. Instructor's Guide. Volume 16, Number 3.

ERIC Educational Resources Information Center

Stewart, Bob R.; Mullinix, Mark K.

This curriculum guide, part of a plant science core curriculum, consists of materials for use in teaching a unit on fruit and vegetable production. Provided in the first part of the guide are a list of objectives, a bibliography, and a competency profile. The remainder of the guide consists of 11 lessons dealing with the following topics: planning…

Developing and Evaluating an Eighth Grade Curriculum Unit That Links Foundational Chemistry to Biological Growth: Using Student Measures to Evaluate the Promise of the Intervention

ERIC Educational Resources Information Center

Herrmann-Abell, Cari F.; Flanagan, Jean C.; Roseman, Jo Ellen

2013-01-01

Students often have trouble understanding key biology ideas, in part because they lack an understanding of foundational chemistry ideas. AAAS [American Association for the Advancement of Science] is collaborating with BSCS [Biological Sciences Curriculum Study] in the development of a curriculum unit that connects core chemistry and biology ideas…

A Strategy for Incorporating Learning Analytics into the Design and Evaluation of a K-12 Science Curriculum

ERIC Educational Resources Information Center

Monroy, Carlos; Rangel, Virginia Snodgrass; Whitaker, Reid

2014-01-01

In this paper, we discuss a scalable approach for integrating learning analytics into an online K-12 science curriculum. A description of the curriculum and the underlying pedagogical framework is followed by a discussion of the challenges to be tackled as part of this integration. We include examples of data visualization based on teacher usage…

Effect of an environmental science curriculum on students' leisure time activities

NASA Astrophysics Data System (ADS)

Blum, Abraham

Cooley and Reed's active interest measurement approach was combined with Guttman's Facet Design to construct a systematic instrument for the assessment of the impact of an environmental science course on students' behavior outside school. A quasimatched design of teacher allocation to the experimental and control groups according to their preferred teaching style was used. A kind of dummy control curriculum was devised to enable valid comparative evaluation of a new course which differs from the traditional one in both content and goal. This made it possible to control most of the differing factors inherent in the old and new curriculum. The research instrument was given to 1000 students who were taught by 28 teachers. Students who learned according to the experimental curriculum increased their leisure time activities related to the environmental science curriculum significantly. There were no significant differences between boys and girls and between students with different achievement levels.

Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers' Preparedness, Expectations and Their Fulfillment

NASA Astrophysics Data System (ADS)

Paik, Sunhee; Zhang, Meilan; Lundeberg, Mary A.; Eberhardt, Jan; Shin, Tae Seob; Zhang, Tianyi

2011-08-01

Since A Nation at Risk was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though much has been said about these new standards, less has been said about whether or how well professional development helps teachers link their instruction to these standards. This study examined the impact of a professional development program for K-12 science teachers in helping teachers meet state curriculum standards. Seventy-five science teachers in Michigan participated in a 2-week summer workshop that used Problem-Based Learning for improving teachers' content knowledge and pedagogical content knowledge. Researchers surveyed participating teachers about the change of teachers' preparedness for standards-based teaching, their expectations to meet state curriculum standards, and whether their expectations were met. In addition, the usefulness of workshop activities was examined. Data analysis showed that to align teaching with state curriculum standards, participating teachers expected to learn instructional strategies and enhance science content knowledge through professional development, and by and large their expectations were well met. Collaboration with colleagues and facilitators helped teachers achieve their goals in terms of teaching within state curriculum standards. These findings have important implications for designing professional development to help teachers align instruction with curriculum standards.

Working Alongside Scientists. Impacts on Primary Teacher Beliefs and Knowledge About Science and Science Education

NASA Astrophysics Data System (ADS)

Anderson, Dayle; Moeed, Azra

2017-05-01

Current curriculum demands require primary teachers to teach about the Nature of Science; yet, few primary teachers have had opportunity to learn about science as a discipline. Prior schooling and vicarious experiences of science may shape their beliefs about science and, as a result, their science teaching. This qualitative study describes the impact on teacher beliefs about science and science education of a programme where 26 New Zealand primary (elementary) teachers worked fulltime for 6 months alongside scientists, experiencing the nature of work in scientific research institutes. During the 6 months, teachers were supported, through a series of targeted professional development days, to make connections between their experiences working with scientists, the curriculum and the classroom. Data for the study consisted of mid- and end-of-programme written teacher reports and open-ended questionnaires collected at three points, prior to and following 6 months with the science host and after 6 to 12 months back in school. A shift in many teachers' beliefs was observed after the 6 months of working with scientists in combination with curriculum development days; for many, these changes were sustained 6 to 12 months after returning to school. Beliefs about the aims of science education became more closely aligned with the New Zealand curriculum and its goal of developing science for citizenship. Responses show greater appreciation of the value of scientific ways of thinking, deeper understanding about the nature of scientists' work and the ways in which science and society influence each other.

The Impact of Science Integrated Curriculum Supplements on Early Childhood Teachers' Attitudes and Beliefs towards Science while In-Service: A Multiple Case

NASA Astrophysics Data System (ADS)

Collins, Kellian L.

Science at the early childhood level has been rarely taught as a single subject or integrated into the curriculum. One reason why early childhood educators avoid teaching science are their attitudes, beliefs, and lack of understanding scientific concepts as presented in traditional science curriculums. The intervention used by researchers for improving beliefs and attitudes in K-6 pre-service teachers towards teaching science in early childhood has been science method courses. For in service teachers, the intervention has been professional development workshops, seminars, and symposiums. Though these interventions have had a positive impact on teachers' attitudes and beliefs toward teaching science, the interventions have not necessarily guaranteed more science being taught in the preschool classroom. The specific problem investigated for this study was how to improve the interventions designed to improve preschool teachers' attitudes and beliefs so that they would feel more confident in teaching science to young children. The purpose of this study was to examine how implementing a one-week science integrated curriculum supplement could be an effective tool for improving preschool teachers' attitudes and beliefs toward teaching science. This study utilized the qualitative multiple case study research method. A logical model was created based on negative teacher attitudes and beliefs attributes that were the core components of the Preschool Teachers' Attitudes and Beliefs toward Science teaching (P-TABS) questionnaire. The negative attributes were paired with positive interventions and encapsulated in a one-week science integrated curriculum supplement based on the factors of teacher comfort, child benefit and challenges. The primary source of evidence for this study was the semi-structured interview. The researcher contacted 24 early childhood facilities, 44 emails were sent to preschool teachers, four teachers agreed to participate in the study. The results of the study showed that the teachers responded positively to the one-week science integrated curriculum supplement interventions. The researcher recommends eliminating the distinction between the intervention and the outcome via research methods that lead to desired outcomes, moving towards greater integration of subject domains through the pedagogical approach of dialogic reading and kinesthetic intelligence and the production of children's picture books written with purposeful academic intent.

Partly cloudy with a chance of migration: Weather, radars, and aeroecology

USDA-ARS?s Scientific Manuscript database

Aeroecology is an emerging scientific discipline that integrates atmospheric science, terrestrial science, geography, ecology, computer science, computational biology, and engineering to further the understanding of ecological patterns and processes. The unifying concept underlying this new transdis...

Student science achievement and the integration of Indigenous knowledge on standardized tests

NASA Astrophysics Data System (ADS)

Dupuis, Juliann; Abrams, Eleanor

2017-09-01

In this article, we examine how American Indian students in Montana performed on standardized state science assessments when a small number of test items based upon traditional science knowledge from a cultural curriculum, "Indian Education for All", were included. Montana is the first state in the US to mandate the use of a culturally relevant curriculum in all schools and to incorporate this curriculum into a portion of the standardized assessment items. This study compares White and American Indian student test scores on these particular test items to determine how White and American Indian students perform on culturally relevant test items compared to traditional standard science test items. The connections between student achievement on adapted culturally relevant science test items versus traditional items brings valuable insights to the fields of science education, research on student assessments, and Indigenous studies.

Generalized Information Theory Meets Human Cognition: Introducing a Unified Framework to Model Uncertainty and Information Search.

PubMed

Crupi, Vincenzo; Nelson, Jonathan D; Meder, Björn; Cevolani, Gustavo; Tentori, Katya

2018-06-17

Searching for information is critical in many situations. In medicine, for instance, careful choice of a diagnostic test can help narrow down the range of plausible diseases that the patient might have. In a probabilistic framework, test selection is often modeled by assuming that people's goal is to reduce uncertainty about possible states of the world. In cognitive science, psychology, and medical decision making, Shannon entropy is the most prominent and most widely used model to formalize probabilistic uncertainty and the reduction thereof. However, a variety of alternative entropy metrics (Hartley, Quadratic, Tsallis, Rényi, and more) are popular in the social and the natural sciences, computer science, and philosophy of science. Particular entropy measures have been predominant in particular research areas, and it is often an open issue whether these divergences emerge from different theoretical and practical goals or are merely due to historical accident. Cutting across disciplinary boundaries, we show that several entropy and entropy reduction measures arise as special cases in a unified formalism, the Sharma-Mittal framework. Using mathematical results, computer simulations, and analyses of published behavioral data, we discuss four key questions: How do various entropy models relate to each other? What insights can be obtained by considering diverse entropy models within a unified framework? What is the psychological plausibility of different entropy models? What new questions and insights for research on human information acquisition follow? Our work provides several new pathways for theoretical and empirical research, reconciling apparently conflicting approaches and empirical findings within a comprehensive and unified information-theoretic formalism. Copyright © 2018 Cognitive Science Society, Inc.

A self-study of designing and implementing an inquiry-based chemistry course for elementary education majors

NASA Astrophysics Data System (ADS)

Larson, Teresa

2011-12-01

This self-study examines my experiences with implementing an inquiry-based version of a chemistry course (Chemistry 299) designed for elementary education majors. The inquiry-based curriculum design and teaching strategies that I implement in Chemistry 299 is the focus of this study. Since my previous education and professional experiences were in the physical sciences, I position myself in this study as a scientist who engages in self-study as a form of professional development for the purpose of developing an inquiry-based curriculum and instructional practices. My research provides an inside perspective of the curriculum development process. This process involves implementing the inquiry-oriented ideas and knowledge I acquired in my graduate studies to design the curriculum and influence my teaching practice. My analysis of the curriculum and my instruction is guided by two questions: What are the strengths and weaknesses of the inquiry-based Chemistry 299 curriculum design? What does the process of developing my inquiry-based teaching practice entail and what makes is challenging? Schwab's (1973) The Practical 3: Translation into Curriculum serves as the theoretical framework for this study because of the emphasis Schwab places on combining theoretical and practical knowledge in the curriculum development process and because of the way he characterizes the curriculum. The findings in this study are separated into curriculum and instruction domains. First, the Chemistry 299 curriculum was designed to make the epistemological practices of scientists "accessible" to students by emphasizing epistemic development with respect to their ideas about scientific inquiry and science learning. Using student learning as a gauge for progress, I identify specific design elements that developed transferable inquiry skills as a means to support scientific literacy and pre-service teacher education. Second, the instruction-related findings built upon the insight I gained through my analysis of the curriculum. The data reveals four areas of inner conflict I dealt with throughout the study that related to underlying beliefs I held about science teaching and learning. The implications of the study position the Chemistry 299 curriculum in the field and speak to issues related to developing science courses for elementary education majors and professional development for scientists.

Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement

PubMed Central

Ebert-May, Diane

2010-01-01

We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered, inquiry-based courses. The new courses differed significantly from those of the original curriculum through emphases on critical thinking, collaborative work, and/or inquiry-based activities. Assessments were administered to compare student understanding of the process of biological science and content knowledge in the two curricula. More seniors who completed the revised curriculum had high-level profiles on the Views About Science Survey for Biology compared with seniors who completed the original curriculum. Also as seniors, students who completed the revised curriculum scored higher on the standardized Biology Field Test. Our results showed that an intense inquiry-based learner-centered learning experience early in the biology curriculum was associated with long-term improvements in learning. We propose that students learned to learn science in the new courses which, in turn, influenced their learning in subsequent courses. Studies that determine causal effects of learner-centered inquiry-based approaches, rather than correlative relationships, are needed to test our proposed explanation. PMID:21123693

Shared Curriculum Model: A Promising Practice for Education Transformation.

PubMed

Close, Liz; Gorski, Mary Sue; Sroczynski, Maureen; Farmer, Pat; Wortock, Jean

2015-12-01

The shared curriculum model is one of four successful models of academic progression identified through a consensus-building process facilitated by The Future of Nursing: Campaign for Action, with support from the Robert Wood Johnson Foundation, AARP, and the AARP Foundation. Seamless academic progression from the associate degree in nursing (ADN) to the baccalaureate degree in nursing (BSN) is achieved either by simultaneously revising both ADN and BSN curricula or by making targeted adjustments in ADN or BSN curricula to create a unified academic progression. Systematic vetting and definitive agreement on nursing prerequisites and corequisites, general education courses, nursing major content, and general degree requirements are necessary to ensure coordinated degree progression. A standardized set of expectations for beginning professional practice and for unique baccalaureate nursing knowledge ensures vital nursing content across the ADN-to-BSN continuum. Examples of state and regional ADN-to-BSN progression programs using the shared curriculum model are highlighted. The shared curriculum model is a promising practical and sustainable approach to seamless ADN-to-BSN academic progression. Copyright 2015, SLACK Incorporated.

The Maps in Medicine program: An evaluation of the development and implementation of life sciences curriculum

NASA Astrophysics Data System (ADS)

O'Malley, Jennifer

There has been a downward trend in both science proficiency and interest in science in the United States, especially among minority students and students of a disadvantaged background. This has led to a downturn in the number of individuals within these groups considering a career in the sciences or a related field. Studies have identified many potential causes for this problem including the current structure of science curriculum, lack of teacher preparedness, and the lack of quality education and support for those students currently underrepresented in the sciences. Among the solutions to this problem include redesigning the science curriculum, offering high-quality professional development opportunities to teachers, and creating programs to give support to individuals currently underrepresented in the sciences, so that they may have a better chance of pursuing and obtaining a science career. The Maps in Medicine program (MiM) has been designed to incorporate all of the aforementioned solutions and apply them to the current science education problem. The Maps in Medicine (MiM) program was established at the University of Missouri -- Columbia, and is funded by the Howard Hughes Medical Institute. Newly developed MiM curricula and student activities are intended to promote positive attitude changes in those students who are currently underrepresented in Science, Technology, Engineering and Mathematics (STEM) fields, with the program also providing professional development to high school science teachers. It was important to determine if the MiM program's solution to the science education problem has been successful, and so the program evaluation piece was integral. A mixed-methods approach was used to evaluate the MiM program. Formative evaluation results indicated a positive response from teachers and students regarding curriculum and professional development, and student activities. These results have also lead to the identification of appropriate improvements for the program, and will assist with the program's overall goal of national dissemination of MiM curriculum.

The Effects of Gender and Type of Inquiry Curriculum on Sixth Grade Students' Science Process Skills and Epistemological Beliefs in Science

ERIC Educational Resources Information Center

Zaleta, Kristy L.

2014-01-01

The purpose of this study was to investigate the impact of gender and type of inquiry curriculum (open or structured) on science process skills and epistemological beliefs in science of sixth grade students. The current study took place in an urban northeastern middle school. The researcher utilized a sample of convenience comprised of 303 sixth…

Mars-Learning AN Open Access Educational Database

NASA Astrophysics Data System (ADS)

Kolankowski, S. M.; Fox, P. A.

2016-12-01

Schools across America have begun focusing more and more on science and technology, giving their students greater opportunities to learn about planetary science and engineering. With the development of rovers and advanced scientific instrumentation, we are learning about Mars' geologic history on a daily basis. These discoveries are crucial to our understanding of Earth and our solar system. By bringing these findings into the classroom, students can learn key concepts about Earth and Planetary sciences while focusing on a relevant current event. However, with an influx of readily accessible information, it is difficult for educators and students to find accurate and relevant material. Mars-Learning seeks to unify these discoveries and resources. This site will provide links to educational resources, software, and blogs with a focus on Mars. Activities will be grouped by grade for the middle and high school levels. Programs and software will be labeled, open access, free, or paid to ensure users have the proper tools to get the information they need. For new educators or those new to the subject, relevant blogs and pre-made lesson plans will be available so instructors can ensure their success. The expectation of Mars-Learning is to provide stress-free access to learning materials that falls within a wide range of curriculum. By providing a thorough and encompassing site, Mars-Learning hopes to further our understanding of the Red Planet and equip students with the knowledge and passion to continue this research.

STEM Summer Academy on the Navajo Reservation

NASA Astrophysics Data System (ADS)

Alexander, C. J.

2012-12-01

The US Rosetta Project is the NASA contribution to the International Rosetta Mission, an ESA cornerstone mission to comet Churyumov-Gerasimenko. While the project's outreach efforts span multi-media, and a variety of age and ethnic groups, a special emphasis has been made to find a way to provide meaningful outreach to the reservation communities. Because language preservation is an issue of urgent concern to the reservation communities, and because Rosetta, uniquely among NASA missions, has been named after the notion that keys to missing understanding of elements of the ancient past were found in the language on the original Rosetta stone, the US Rosetta Project has embarked upon outreach with a focus on STEM vocabulary in ancient US languages of the Navajo, Hopi, Ojibwe, and other tribal communities as the project expands. NASA image and science are used and described in the native language, alongside lay English and scientific English curriculum elements. Additionally, science (geology/chemistry/botany/physics) elements drawn from the reservation environment, including geomorphology, geochemistry, soil physics, are included and discussed in the native language as much as possible — with their analogs in other planetary environments (such as Mars). In this paper we will report on the most recent Summer Science Academy [2012], a four week summer course for middle school children, created in collaboration with teachers and administrators in the Chinle Unified School District. The concept of the Academy was initiated in 2011, and the first Academy was conducted shortly thereafter, in June 2011 with 14 children, 3 instructors, and a NASA teacher workshop. The community requested three topics: geology, astronomy, and botany. The 2012 Academy built on the curriculum already developed with more robust field trips, addressed to specific science topics, additional quantitative measurements and activities, with more written material for the cultural components from Navajo contributors. In 2012, the Academy was conducted with 45 children and 4 instructors. Following up on lessons learned in previous reports, it is clear that community involvement and buy-in is critical to the success of the program. This means that the US Rosetta Project modified its goals and curriculum to accommodate the teaching desires of teachers in the district, and the capabilities of the medicine men that agreed to participate. The use of NASA material and imagery can be shown to have a positive impact on the accessibility of the overall STEM material. Metrics used in the program will be discussed. Future work to extract STEM language elements to enhance the program will include organized Elder's Round Tables for discussion, and recording, of language with first speakers. Work on this project was supported by NASA at California Institute of Technology/Jet Propulsion Laboratory.

Fossil Fuels. A Supplement to the "Science 100, 101" Curriculum Guide. Curriculum Support Series.

ERIC Educational Resources Information Center

Soprovich, William, Comp.

When the fossil fuels unit was first designed for Science 101 (the currently approved provincial guide for grade 10 science in Manitoba), Canadian support materials were very limited. Since students are asked to interpret data concerning energy consumption and sources for certain fossil fuels, the need for appropriate Canadian data became obvious.…

Problems of Meaning in Science Curriculum. Ways of Knowing in Science Series.

ERIC Educational Resources Information Center

Roberts, Douglas A., Ed.; Ostman, Leif, Ed.

As a component of the school curriculum, science has features that are both unique and representative. This book explores the idea that the socialization of students is not only a matter of their deportment, attitudes, and conduct, but is also very significantly associated with the meanings provided by their educational experiences. The chapters…

Perceptions of Critical Thinking, Task Value, Autonomy and Science Lab Self-Efficacy: A Longitudinal Examination of Students' CASE Experience

ERIC Educational Resources Information Center

Velez, Jonathan J.; Lambert, Misty D.; Elliott, Kristopher M.

2015-01-01

The purpose of this study was to begin examining the impact of the Curriculum for Agricultural Science Education (CASE). Under development since 2008, the curriculum is intended to integrate core academics and Science, Technology, Engineering, and Math (STEM) into agricultural education programs. This longitudinal descriptive correlational study…

Traditional Ecological Knowledge in Science Education and Its Integration in Grades 7 and 8 Canadian Science Curriculum Documents

ERIC Educational Resources Information Center

Kim, Eun-Ji Amy; Dionne, Liliane

2014-01-01

Though science education has been prominent in the Canadian educational system, researchers increasingly recognize the scientific and educational value of integrating traditional ecological knowledge (TEK) into their curriculum. Despite national strategies to integrate TEK, Canada has yet to initiate a comprehensive study of its prevalence and…

Enhancing Middle School Science Lessons with Playground Activities: A Study of the Impact of Playground Physics

ERIC Educational Resources Information Center

Friedman, Lawrence B.; Margolin, Jonathan; Swanlund, Andrew; Dhillon, Sonica; Liu, Feng

2017-01-01

Playground Physics is a technology-based application and accompanying curriculum designed by New York Hall of Science (NYSCI) to support middle school students' science engagement and learning of force, energy, and motion. The program includes professional development, the Playground Physics app, and a curriculum aligned with New York State…

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

ERIC Educational Resources Information Center

Braund, Martin; Reiss, Michael

2006-01-01

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…

When Are Students Ready for Research Methods? A Curriculum Mapping Argument for the Political Science Major

ERIC Educational Resources Information Center

Bergbower, Matthew L.

2017-01-01

For many political science programs, research methods courses are a fundamental component of the recommended undergraduate curriculum. However, instructors and students often see these courses as the most challenging. This study explores when it is most appropriate for political science majors to enroll and pass a research methods course. The…

The Innovative Immersion of Mobile Learning into a Science Curriculum in Singapore: An Exploratory Study

ERIC Educational Resources Information Center

Sun, Daner; Looi, Chee-Kit; Wu, Longkai; Xie, Wenting

2016-01-01

With advancements made in mobile technology, increasing emphasis has been paid to how to leverage the affordances of mobile technology to improve science learning and instruction. This paper reports on a science curriculum supported by an inquiry-based framework and mobile technologies. It was developed by teachers and researchers in a multiyear…

Indigenous Knowledge in the Science Curriculum: Avoiding Neo-Colonialism

ERIC Educational Resources Information Center

Ryan, Ann

2008-01-01

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…

Environmental and Science Education in Developing Nations: A Ghanaian Approach to Renewing and Revitalizing the Local Community and Ecosystems

ERIC Educational Resources Information Center

Mueller, Michael P.; Bentley, Michael L.

2009-01-01

Curriculum reform in environmental and science education now taking place in Ghana focuses on the community and ecosystems as the context of education. In Ghana, students conduct science investigations that include games, word searches, crossword puzzles, case studies, role play, debates, projects, and ecological profiles. This curriculum reflects…

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

ERIC Educational Resources Information Center

Ballinger, Jack T.; Wolf, Lawrence J.

This study guide is part of a program of studies entitled the Science and Engineering Technician (SET) Curriculum developed to provide a framework for training technicians in the use of electronic instruments and their applications. This interdisciplinary course of study integrates elements from the disciplines of chemistry, physics, mathematics,…

An Exploration of the Science Teaching Orientations of Indian Science Teachers in the Context of Curriculum Reform

ERIC Educational Resources Information Center

Nargund-Joshi, Vanashri

2012-01-01

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…

Elementary Science Curriculum, Grade 5.

ERIC Educational Resources Information Center

Stoneham Public Schools, MA.

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…

Eighth Grade Earth Science Curriculum Guide. Part 1.

ERIC Educational Resources Information Center

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

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.…

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

Wendell, Kristen Bethke

2011-01-01

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…

Innovations: The Social Consequences of Science and Technology. Final Evaluation Report.

ERIC Educational Resources Information Center

Tolman, Richard R.

The Biological Sciences Curriculum Study designed, developed, and field-tested a series of nine curriculum resource units for a semester program called "Innovations: The Social Consequences of Science and Technology (IST)." The units were designed for use by students and teachers in the 11th and 12th grades and at the junior college…

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

ERIC Educational Resources Information Center

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

2014-01-01

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…

Animal Science Technology. An Experimental Developmental Program. Volume II, Curriculum Course Outlines.

ERIC Educational Resources Information Center

Brant, Herman G.

This volume, the second of a two part evaluation report, is devoted exclusively to the presentation of detailed course outlines representing an Animal Science Technology curriculum. Arranged in 6 terms of study (2 academic years), outlines are included on such topics as: (1) Introductory Animal Science, (2) General Microbiology, (3) Zoonoses, (4)…

Elementary Science Curriculum, Grade 6.

ERIC Educational Resources Information Center

Stoneham Public Schools, MA.

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…

Preparing Science Teachers to Address Contentious and Sensitive Science Topics

ERIC Educational Resources Information Center

Ado, Gustave

2015-01-01

Purpose: Despite high HIV prevalence rates in Ivory Coast, the formal K-12 curriculum was not developed to address HIV/AIDS information completely for many African students. The purpose of this study was to identify factors that influenced Ivorian teachers' teaching of the HIV/AIDS curriculum in middle school science curricula in nine middle…

Impact of an Engineering Design-Based Curriculum Compared to an Inquiry-Based Curriculum on Fifth Graders' Content Learning of Simple Machines

ERIC Educational Resources Information Center

Marulcu, Ismail; Barnett, Michael

2016-01-01

Background: Elementary Science Education is struggling with multiple challenges. National and State test results confirm the need for deeper understanding in elementary science education. Moreover, national policy statements and researchers call for increased exposure to engineering and technology in elementary science education. The basic…

Integrating STEM into the Primary School Curriculum

ERIC Educational Resources Information Center

Qureshi, Asima

2015-01-01

Science has always been a valued subject at Meadowbrook Primary School, and the head teacher has a real vision for the school to embrace engineering as part of the science curriculum to give the children the opportunity to be more creative with their projects. To get started, teachers attended an engineering workshop run by Science Oxford Schools…

Promotion of Scientific Literacy: Bangladeshi Teachers' Perspectives and Practices

ERIC Educational Resources Information Center

Sarkar, Mahbub; Corrigan, Deborah

2014-01-01

Background: In Bangladesh, a common science curriculum caters for all students at the junior secondary level. Since this curriculum is for all students, its aims are both to build a strong foundation in science while still providing students with the opportunities to use science in everyday life--an aim consistent with the notion of scientific…

Teacher change and professional development: A case study of teachers engaged in an innovative constructivist science curriculum

NASA Astrophysics Data System (ADS)

Akura, Okong'o. Gabriel

This study examined both the changes that elementary school teachers experienced when they implemented a reform-based science curriculum and the impact of professional development on this transformation. The research involved a case study of three purposefully selected teachers implementing the Linking Food and the Environment (LIFE) program during the 2002--2003 school year. The LIFE program is a curriculum designed to enhance science literacy among learners from high poverty urban environments. While the study was grounded in the tradition of critical theory (Carspecken, 1996), the theoretical perspective of hermeneutic phenomenology (van Manen, 1990) guided data collection and analysis. Extensive observations of the teachers were made in order to capture and record the teacher change phenomenon. Data were recorded by means of field notes, audio and videotapes, semi-structured interviews, classroom observations, and video Stimulated Recall (SR) interviews. Emerging themes relating to teacher change, knowledge interests, constructivist pedagogy, and professional development illustrated how teachers grapple with various aspects of implementing a reform-based science curriculum. The teachers in this study were similar to those in earlier investigations, which found that sustained professional development programs involving mentoring and constant reflection enable elementary science teachers to change their instructional strategies from the technical-realist orientation towards the practical-hermeneutic and emancipatory-liberatory orientations. The study has implications for science curriculum developers and designers of professional development programs.

The Rise and Fall of the Social Science Curriculum Project in Iceland, 1974-84: Reflections on Reason and Power in Educational Progress.

ERIC Educational Resources Information Center

Edelstein, Wolfgang

This description of the content and structure of a 10-year Icelandic Social Science Curriculum Project serves as a commentary on the role of the project in the context of Icelandic curriculum reform. A discussion of the place of structural developmental curricula in the reform dynamics of educational progressivism precede the specifics of the…

An Analysis of the Alignment of the Grade 12 Physical Sciences Examination and the Core Curriculum in South Africa

ERIC Educational Resources Information Center

Edwards, Nazeem

2010-01-01

I report on an analysis of the alignment between the South African Grade 12 Physical Sciences core curriculum content and the exemplar papers of 2008, and the final examination papers of 2008 and 2009. A two-dimensional table was used for both the curriculum and the examination in order to calculate the Porter alignment index, which indicates the…

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

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

2013-01-01

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

Developing and Evaluating an Eighth Grade Curriculum Unit That Links Foundational Chemistry to Biological Growth: Paper 5--Using Teacher Measures to Evaluate the Promise of the Intervention

ERIC Educational Resources Information Center

Flanagan, Jean C.; Herrmann-Abell, Cari F.; Roseman, Jo Ellen

2013-01-01

AAAS (American Association for the Advancement of Science) is collaborating with BSCS (Biological Sciences Curriculum Study) in the development of a curriculum unit for eighth grade students that connects fundamental chemistry and biology concepts to better prepare them for high school biology. Recognizing that teachers play an influential role in…

Dissemination of an innovative mastery learning curriculum grounded in implementation science principles: a case study.

PubMed

McGaghie, William C; Barsuk, Jeffrey H; Cohen, Elaine R; Kristopaitis, Theresa; Wayne, Diane B

2015-11-01

Dissemination of a medical education innovation, such as mastery learning, from a setting where it has been used successfully to a new and different medical education environment is not easy. This article describes the uneven yet successful dissemination of a simulation-based mastery learning (SBML) curriculum on central venous catheter (CVC) insertion for internal medicine and emergency medicine residents across medical education settings. The dissemination program was grounded in implementation science principles. The article begins by describing implementation science which addresses the mechanisms of medical education and health care delivery. The authors then present a mastery learning case study in two phases: (1) the development, implementation, and evaluation of the SBML CVC curriculum at a tertiary care academic medical center; and (2) the dissemination of the SBML CVC curriculum to an academic community hospital setting. Contextual information about the drivers and barriers that affected the SBML CVC curriculum dissemination is presented. This work demonstrates that dissemination of mastery learning curricula, like all other medical education innovations, will fail without active educational leadership, personal contacts, dedication, hard work, rigorous measurement, and attention to implementation science principles. The article concludes by presenting a set of lessons learned about disseminating an SBML CVC curriculum across different medical education settings.

Leading change: curriculum reform in graduate education in the biomedical sciences.

PubMed

Dasgupta, Shoumita; Symes, Karen; Hyman, Linda

2015-01-01

The Division of Graduate Medical Sciences at the Boston University School of Medicine houses numerous dynamic graduate programs. Doctoral students began their studies with laboratory rotations and classroom training in a variety of fundamental disciplines. Importantly, with 15 unique pathways of admission to these doctoral programs, there were also 15 unique curricula. Departments and programs offered courses independently, and students participated in curricula that were overlapping combinations of these courses. This system created curricula that were not coordinated and that had redundant course content as well as content gaps. A partnership of key stakeholders began a curriculum reform process to completely restructure doctoral education at the Boston University School of Medicine. The key pedagogical goals, objectives, and elements designed into the new curriculum through this reform process created a curriculum designed to foster the interdisciplinary thinking that students are ultimately asked to utilize in their research endeavors. We implemented comprehensive student and peer evaluation of the new Foundations in Biomedical Sciences integrated curriculum to assess the new curriculum. Furthermore, we detail how this process served as a gateway toward creating a more fully integrated graduate experience, under the umbrella of the Program in Biomedical Sciences. © 2015 The International Union of Biochemistry and Molecular Biology.

A case study of systemic curricular reform: A forty-year history

NASA Astrophysics Data System (ADS)

Laubach, Timothy Alan

What follows is a description of the development of a particular inquiry-based elementary school science curriculum program and how its theoretical underpinnings positively influenced a school district's (K-12) science program and also impacted district- and state-wide curriculum reform initiatives. The district's science program has evolved since the inception of the inquiry-based elementary school science curriculum reform forty years ago. Therefore, a historical case study, which incorporated grounded theory methodology, was used to convey the forty-year development of a science curriculum reform effort and its systemic influences. Data for this study were collected primarily through artifacts, such as technical and non-technical documents, and supported and augmented with interviews. Fifteen people comprised the interview consortium with professional responsibilities including (a) administrative roles, such as superintendents, assistant superintendents, principals, and curriculum consultants/coordinators; (b) classroom roles, such as elementary and secondary school teachers who taught science; (c) partnership roles, such as university faculty who collaborated with those in administrative and classroom positions within the district; and (d) the co-director of SCIS who worked with the SCIS trial center director. Data were analyzed and coded using the constant comparative method. The analysis of data uncovered five categories or levels in which the curriculum reform evolved throughout its duration. These themes are Initiation, Education, Implementation, Confirmation, and Continuation. These five categories lead to several working hypotheses that supported the sustaining and continuing of a K-12 science curriculum reform effort. These components are a committed visionary; a theory base of education; forums promoting the education of the theory base components; shared-decision making; a university-school partnership; a core group of committed educators and teachers; evidences of success; national and state reform initiatives; a core group of administrators; longevity of the science program; district support (philosophical, financial, and emotional); and community support all contributed to the initiation, education, implementation, confirmation, and the continuation of the systemic curricular reform. The underlying component, or grounded theory generated by the study, that ties these experiences together is the "theory base" that concurrently evolved in the local school district and in a nearby university.

Exploring ecology through science terms: A computer-supported vocabulary supplement to the science curriculum in a two-way immersion program

NASA Astrophysics Data System (ADS)

Herrera, Francisco Javier, Jr.

This study set out to examine how a web-based tool embedded with vocabulary strategies, as part of the science curriculum in a third grade two-way immersion classroom, would aid students' academic vocabulary development. Fourteen students (seven boys, seven girls; ten of which were English learners) participated in this study. Students utilized web pages as part of their science curriculum on the topic of ecology. The study documented students' use of the web pages as a data-gathering tool on the topic of ecology during science instruction. Students were video and audio taped as they explored the web pages. Results indicated that through the use of the intervention web pages students significantly improved their knowledge of academic English target words.

Ecosystems, Teacher's Guide.

ERIC Educational Resources Information Center

California Univ., Berkeley. Science Curriculum Improvement Study.

The Science Curriculum Improvement Study has developed this teacher's guide to "Ecosystems," the sixth part of a six unit life science curriculum sequence. The six basic units, emphasizing organism-environment interactions, are organisms, life cycles, populations, environments, communities, and ecosystems. They make use of scientific and…

Populations, Teacher's Guide.

ERIC Educational Resources Information Center

California Univ., Berkeley. Science Curriculum Improvement Study.

The Science Curriculum Improvement Study has developed this teacher's guide to "Populations," the third part of a six-unit life science curriculum sequence. The six basic units, emphasizing organism-environment interactions, are organisms, life cycles, populations, environments, communities, and ecosystems; and they make use of…

An Undergraduate Environmental Science Curriculum.

ERIC Educational Resources Information Center

Gupta, Gian C.

1982-01-01

Describes a curriculum in Environmental Sciences adopted by the University of Maryland Eastern Shore. Includes lists of lower-level courses for the first two years, required courses, and recommended electives. Discusses cooperative education/on-the-job training component, implementation, and evaluation. (Author/JN)

Communities, Teacher's Guide.

ERIC Educational Resources Information Center

California Univ., Berkeley. Science Curriculum Improvement Study.

The Science Curriculum Improvement Study has developed this teacher's guide to "Communities," the fifth part of a six unit life science curriculum sequence. The six basic units, emphasizing organism-environment interactions, are organisms, life cycles, populations, environments, communities, and ecosystems, and make use of scientific and…

46 CFR 310.59 - Courses of instruction.

Code of Federal Regulations, 2011 CFR

2011-10-01

... science courses prescribed by the Department of the Navy. All curriculums include general education... Academy. Three major curriculums are offered: Nautical Science, for the preparation of deck officers... addition to practical shipboard assignments, midshipmen are required to complete written study assignments...

Restoration Science in New York Harbor: It takes a (large, diverse and engaged) village

NASA Astrophysics Data System (ADS)

Newton, R.; Birney, L.; Janis, S.; Groome, M.; Palmer, M.; Bone, E.; O'Neil, J. M.; Hill, J.; Dennison, W.; Malinowski, P.; Kohne, L.; Molina, M.; Moore, G.; Woods, N.

2015-12-01

The Curriculum + Community Enterprise for Restoration Science (CCE-RS) facilitates partnerships between scientists and middle school educators on ecological restoration and environmental monitoring projects. The educational model is designed to wrap around the student, including classroom instruction, field science, after-school programs and engagement with the student's community. Its pillars include: a teacher training fellowship at Pace University, student curriculum, a digital platform, afterschool and summer mentoring, and community exhibits. The digital platform includes a tablet app tailored to the project's field protocols and linked to a database shared across schools and partnering institutions. Through the digital platform, data is integrated into a single citizen-science monitoring project, teachers share curriculum and best practices, and students link directly to their peers at other schools. Curriculum development has been collaborative between scientists, science education specialists, and secondary school teachers. The CCE-RS is rooted in project-based learning: the New York Harbor School has engaged high school students in environmental monitoring and oyster restoration in the Harbor for about the last decade. The science partners (U. of Maryland and Columbia) have been working with students and other citizen scientists in outdoor science over about the last decade. Local partners in outside-the-classroom education include the New York Academy of Sciences, The River Project, which will provide field education services, and Good Shepherd Services, which provides after-school programming in schools serving primarily poor families. Scientists on the project engage directly with teachers and informal educators in curriculum development and citizen-science outreach. We present the lessons learned from our first cohort of Fellows, the pedagogical model, and the digital platform, which is extensible to other ecological restoration settings.

Lessons of Researcher-Teacher Co-design of an Environmental Health Afterschool Club Curriculum

NASA Astrophysics Data System (ADS)

Hundal, Savreen; Levin, Daniel M.; Keselman, Alla

2014-06-01

This paper addresses the impact of teachers' beliefs about argumentation and their community of practice framed views of teaching on co-designing an environmental health afterschool club curriculum with researchers. Our team collaborated with a group of four middle school teachers, asking them to co-design a club that would facilitate (1) students' understanding of environmental health, (2) use of electronic resources, and (3) argumentation skills. The process included researcher-led sessions emphasizing the importance of argumentation to science and teacher-led curriculum design sessions. The qualitative analysis of the meetings and teacher interview transcripts suggests that while teachers viewed argumentation as important, its practice was relegated to the background by the focus on student engagement and perceived logistical and systemic constraints. The paper concludes that in addition to stressing relevance of argumentation to science learning, researchers involved in co-design need to emphasize the potential of argumentation to engage students and to fit into science curriculum. The analysis also reveals teacher-participants' views of environmental health as an important area of middle school education, relevant to students' lives, linkable to the existing curriculum, essential for informed citizenship, and capable of inspiring interest in science. These findings underscore the importance of integrating environmental health into science education and advocating for its inclusion in informal and formal educational settings.

Author-Publisher-Educator Relationships and Curriculum Reform.

ERIC Educational Resources Information Center

McFadden, Charles P.

1992-01-01

Discusses relationships among teachers, curriculum package authors, and publishers. Describes the Atlantic Science Curriculum Project's reform efforts. Recommends that curriculum development projects include: (1) lengthy informal development; (2) combined testing of design and materials; (3) the withholding of contracts until materials are in…

A comparative study on student perceptions of their learning outcomes in undergraduate science degree programmes with differing curriculum models

NASA Astrophysics Data System (ADS)

Matthews, Kelly E.; Firn, Jennifer; Schmidt, Susanne; Whelan, Karen

2017-04-01

This study investigated students' perceptions of their graduate learning outcomes including content knowledge, communication, writing, teamwork, quantitative skills, and ethical thinking in two Australian universities. One university has a traditional discipline-orientated curriculum and the other, an interdisciplinary curriculum in the entry semester of first year. The Science Students Skills Inventory asked students (n = 613) in first and final years to rate their perceptions of the importance of developing graduate learning outcomes within the programme; how much they improved their graduate learning outcomes throughout their undergraduate science programme; how much they saw learning outcomes included in the programme; and how confident they were about their learning outcomes. A framework of progressive curriculum development was adopted to interpret results. Students in the discipline-oriented degree programme reported higher perceptions of scientific content knowledge and ethical thinking while students from the interdisciplinary curriculum indicated higher perceptions of oral communication and teamwork. Implications for curriculum development include ensuring progressive development from first to third years, a need for enhanced focus on scientific ethics, and career opportunities from first year onwards.

Hydrogen Technology and Energy Curriculum (HyTEC)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Nagle, Barbara

The Lawrence Hall of Science of the University of California, Berkeley has collaborated with scientists and engineers, a local transit agency, school districts, and a commercial curriculum publisher to develop, field-test nationally, and publish a two-week curriculum module on hydrogen and fuel cells for high school science. Key partners in this project are the Schatz Energy Research Center (SERC) of Humboldt State University, the Alameda-Contra Costa Transit District (AC Transit), FilmSight Productions, Lab-Aids, Inc., and 32 teachers and 2,370 students in field-test classrooms in California, Connecticut, Ohio, New York, South Carolina, and Washington. Field-test teachers received two to three daysmore » of professional development before teaching the curriculum and providing feedback used for revision of the curriculum. The curriculum, titled Investigating Alternative Energy: Hydrogen and Fuel Cells and published by Lab-Aids, Inc., includes a teachers guide (with lesson plans, resources, and student handout pages), two interactive computer animations, a video, a website, and a laboratory materials kit. The project has been disseminated to over 950 teachers through awareness workshops at state, regional, and national science teacher conferences.« less

Infusing Culturally Responsive Science Curriculum into Early Childhood Teacher Preparation

NASA Astrophysics Data System (ADS)

Yoon, Jiyoon; Martin, Leisa A.

2017-08-01

Previous research studies in early childhood teacher education have indicated that teacher candidates are not adequately prepared to demonstrate the knowledge and skills needed to teach science to all children including culturally and linguistically diverse students. To address this issue, the researchers provided 31 early childhood teacher candidates with instructions through a culturally responsive science education curriculum that integrates American and Korean science curriculum corresponding to the American and Korean standards for teacher education. The results showed a statistically significant increase in their Personal Science Teaching Efficacy (PSTE). In addition, the teacher candidates were able to create a multicultural/diverse lesson in the developing and proficiency levels based on Ambrosio's lesson matrix. This study provides teacher candidates' knowledge as well as an additional resource for developing their self-efficacy and understanding the role of multicultural/diverse lesson planning for science instruction. Also, teacher candidates could be better prepared by understanding how other countries approach science education and integrating this knowledge to enrich their own science instruction.

Science education ahead?

NASA Astrophysics Data System (ADS)

1999-01-01

In spite of the achievements and successes of science education in recent years, certain problems undoubtedly remain. Firstly the content taught at secondary level has largely remained unchanged from what had been originally intended to meet the needs of those who would go on to become scientists. Secondly the curriculum is overloaded with factual content rather than emphasizing applications of scientific knowledge and skills and the connections between science and technology. Thirdly the curriculum does not relate to the needs and interests of the pupils. A recent report entitled Beyond 2000: Science Education for the Future, derived from a series of seminars funded by the Nuffield Foundation, attempts to address these issues by setting out clear aims and describing new approaches to achieve them. Joint editors of the report are Robin Millar of the University of York and Jonathan Osborne of King's College London. The recommendations are that the curriculum should contain a clear statement of its aims, with the 5 - 16 science curriculum seen as enhancing general `scientific literacy'. At key stage 4 there should be more differentiation between the literacy elements and those designed for the early stages of a specialist training in science; up to the end of key stage 3 a common curriculum is still appropriate. The curriculum should be presented clearly and simply, following on from the statement of aims, and should provide young people with an understanding of some key `ideas about science'. A wide variety of teaching methods and approaches should be encouraged, and the assessment approaches for reporting on students' performance should focus on their ability to understand and interpret information as well as their knowledge and understanding of scientific ideas. The last three recommendations in the report cover the incorporation of aspects of technology and the applications of science into the curriculum, with no substantial change overall in the short term but a trialling of innovative approaches to science education in the medium to long term. It was felt that no significant changes should be made to the National Curriculum or its assessment unless they have been piloted in this way. Copies of the report (ISBN 1 871984 78 5) are available from Caroline Gill in the School of Education at King's College London, Cornwall House, Waterloo Road, London SE1 8WA (tel: 0171 872 3139, fax: 0171 872 3182). It can also be viewed on the King's College London website (http://www.kcl.ac.uk/education).

In Search of the Unifying Principles of Psychotherapy: Conceptual, Empirical, and Clinical Convergence

ERIC Educational Resources Information Center

Magnavita, Jeffrey J.

2006-01-01

The search for the principles of unified psychotherapy is an important stage in the advancement of the field. Converging evidence from various streams of clinical science allows the identification of some of the major domains of human functioning, adaptation, and dysfunction. These principles, supported by animal modeling, neuroscience, and…

The neurosciences and the search for a unified psychology: the science and esthetics of a single framework

PubMed Central

Stam, Henderikus J.

2015-01-01

The search for a so-called unified or integrated theory has long served as a goal for some psychologists, even if the search is often implicit. But if the established sciences do not have an explicitly unified set of theories, then why should psychology? After examining this question again I argue that psychology is in fact reasonably unified around its methods and its commitment to functional explanations, an indeterminate functionalism. The question of the place of the neurosciences in this framework is complex. On the one hand, the neuroscientific project will not likely renew and synthesize the disparate arms of psychology. On the other hand, their reformulation of what it means to be human will exert an influence in multiple ways. One way to capture that influence is to conceptualize the brain in terms of a technology that we interact with in a manner that we do not yet fully understand. In this way we maintain both a distance from neuro-reductionism and refrain from committing to an unfettered subjectivity. PMID:26500571

Ocean Sciences Sequence for Grades 6-8: Climate Change Curriculum Developed Through a Collaboration Between Scientists and Educators

NASA Astrophysics Data System (ADS)

Halversen, C.; Weiss, E. L.; Pedemonte, S.

2016-02-01

Today's youth have been tasked with the overwhelming job of addressing the world's climate future. The students who will become the scientists, policy makers, and citizens of tomorrow must gain a robust understanding of the causes and effects of climate change, as well as possible adaptation strategies. Currently, few high quality curriculum materials exist that address climate change in a developmentally appropriate manner. The NOAA-funded Ocean Sciences Sequence for Grades 6-8: The Ocean-Atmosphere Connection and Climate Change (OSS) addresses this gap by providing teachers with scientifically accurate climate change curriculum that hits on some of the most salient points in climate science, while simultaneously developing students' science process skills. OSS was developed through a collaboration between some of the nation's leading ocean and climate scientists and the Lawrence Hall of Science's highly qualified curriculum development team. Scientists were active partners throughout the entire development process, from initial brainstorming of key concepts and creating the conceptual storyline for the curriculum to final review of the content and activities. The goal was to focus strategically and effectively on core concepts within ocean and climate sciences that students should understand. OSS was designed in accordance with the latest research from the learning sciences and provides numerous opportunities for students to develop facility with science practices by "doing" science.Through hands-on activities, technology, informational readings, and embedded assessments, OSS deeply addresses a significant number of standards from the Next Generation Science Standards and is being used by many teachers as they explore the shifts required by NGSS. It also aligns with the Ocean Literacy and Climate Literacy Frameworks. OSS comprises 33 45-minute sessions organized into three thematic units, each driven by an exploratory question: (1) How do the ocean and atmosphere interact?; (2) How does carbon flow through the ocean, land, and atmosphere?; and (3) What are the causes and effects of climate change? The curriculum deliberately explores the ocean and climate as global systems and challenges students to use scientific evidence to make explanations about climate change.

Into the Curriculum. Art: Pueblo Storyteller Figures [and] Physical Education: Games That Rely on Feet [and] Reading/Language Arts: Movie Reviews [and] Reading/Language Arts: Reader's Choice [and] Science: Float or Sink [and] Social Studies: Buildings and Designs.

ERIC Educational Resources Information Center

Crane, Jean; Rains, Annette

1996-01-01

Presents six curriculum guides for art, physical education, reading/language arts, science, and social studies. Each guide identifies library media skills objectives; curriculum objectives; grade levels; print and nonprint resources; instructional roles; the activity; and procedures for completion, evaluation, and follow-up activities. (AEF)