The Curricular Process

1. 1 6 OBJECTIVE & GOALS ASSESSMENT STRUCTURING OF CONTENT 2 5 SELECTION OF CONTENT IMPLEMENTATION 4 3 INSTRUCTION The Curricular Process

2. Psychomotor Affective Cognitive Students Society Disciplines Goals & objectives Domains Goals and Objectives

3. Comprehension (understanding) all the calculations in science Application applying scientific principles to other situations Bloom’s Taxonomy Cognitive Domain Knowledge-Recall knowledge of information Low Level Skills

4. Analyzing break down material to its fundamentals. (identification of a compound in chemistry) Synthesis Formation of new understanding. Bringing together the parts into a new whole Evaluation making judgment based on evidence and external criteria High Level Skills

5. Curiosity In addition: Joy, attitude, interest Classroom learning environment Affective Domain Receiving Responding Valuing

6. Psychomotor • Manipulation • Imitation • Articulation - Sequencing • Precision

7. Basic Goals of Science Education 1. Goals should be comprehensive enough to include the generally accepted objectives of teaching science 2.Goals should be understandable for other teachers, administrators and parents. 3.Goals should be neutral; that is, free of bias and not oriented toward any particular view of science teaching. 4.Goals should be few in number. 5.Goals should be differ in concepts and abilities from each other. 6.Goals should be easily applicable to instructional and learning objectives.

8. Content Abilities Science Content in National Standards for the United States:  Science as Inquiry Science Subject Matter Science and Technology Science in Personal and Social Perspectives History and Nature of Science Unifying Concepts and Processes

9. Content of Science The High School Science 1960s’ and early 1970s’ Golden age of Science Curriculum

10. History of Science Curricula Development and Implementation The 60s’ Main Goal: Preparing the next generation of:  Scientists; Medical Doctors; and Engineers

11. Goals for Teaching Science in the 60 s’ AAAS 1962 1. Science Education should present to the learner a real picture of Science to include theories and models. 2.Science Education should present an authentic picture of a scientist and his method of research. 3.Science Education should present the scientific method, research method and its limitations. 4.Present Science as a “Structure of Discipline”. As a result:

12. projects a-b The Structure of the Discipline PSSC - Physical Science Study Committee HPP - Harvard Project Physics BSCS - Biological Sciences Curriculum Study SMSG - School Mathematics Study Group CBA - Chemical Bond Approach CHEMS - Chemical Education Materials Study SCIS - Science Curriculum Improvement Study ESS - Elementary Science Study Nuffield Projects - in the UK

13. Some Features In Physics (PSSC) ~ 1960s’  Fewer topics at greater depth, Greater emphasis on laboratory work, More emphasis on basic physics, Less attention to technological applications, Development approach showing origins of basic ideas of physics, and Increased difficulty and rigor of the course.

14. Harvard Project Physics ~ 1970s’ The philosophy of this course is emphasized in eight points. 1. Physics is for everyone. 2.A coherent selection within physics is possible. 3.Doing physics goes beyond physics. 4.Individuals require a flexible course. 5.A multimedia system simulates better learning. 6.The time has come to teach science as one of the humanities. 7. A physics course should be rewarding to take 8.A physics course should be rewarding to teach.

15. Chemistry Programs: CBA & CHEMSTUDY 1960s’ Schools: 10% 40% of schools CHEMStudy: Highly based on Experimental Work

16. If science is presented in a way it is known to scientists, it will be inherently interesting to all students. 1 2 Any subject can be taught effectively in some intellectually honest form to any child at any stage of development. ASSUMPTIONS 1950-1960

17. Common Elements of the “Golden-age” Curricula 1. There was less emphasis on social and personal applications of science and technology than in the traditional courses. 2.There was more emphasis on abstractions, theory, and basic science - the structure of scientific disciplines. 3.There was increased emphasis on discovery - the modes of inquiry used by scientists. 4.There was frequent use of quantitative techniques. 5.There were newer concepts in subject matter.

18. Common Elements of the “Golden-age” Curricula 6.There was an upgrading of teacher competency in both subject matter and pedagogical skills. 7. There were well integrated and designed teaching aids to supplement the courses. 8.There was primarily an orientation toward college-bound students. 9.There were similarities in emphasis and structure in the high school and junior high school programs.

19. IAC: Interdisciplinary Approach to Chemistry Units (Modules)  Reactions and Reason (Introductory), Diversity and Periodicity (Inorganic), Form and Function (Organic), Molecules in Living Systems (Biochemistry), The Heart of the Matter (Nuclear), Earth and its Neighbors (Geochemistry), The Delicate Balance (Environmental), and Communities of Molecules (Physical).

20. Early 80s’: “A Nation at Risk” 300 different Reports were published raising a Concern about School Science:  Content (Knowledge) Practice (experiences provided) Goals Equity (minorities and Gender issues)

21. Yager and Harris in “Project Synthesis” Call for: Identifying new Goals for Teaching and Learning Science Science for:  Personal needs Societal issues Career awareness The preparation of Future Scientists

22. Historical Overview of Goals for Science Teaching; The 80s’ Teaching Science for:  Scientific Knowledge Scientific Methods (Process) Societal Issues Personal Needs (Personal Development) Career Awareness

23. The conceptual structure Theprocess of chemistry e.g. Inquiry of chemistry The technological manifestations of chemistry Chemistry as a personally relevant subject The cultural aspects The societal role and of chemistry implications of chemistry UV O2(g) O(g) + O(g) O(g) + O2(g) O3(g) O3(g) + O(g) 2O2(g) Multidimensional approach to School Chemistry

24. It took more than 15 years for a new reform Major differences between the 60s’ & 90s’ The 90s’: Scientific Literacy for All One of the Key features STS ”Science and Technology are enterprises that shape, and are shaped by, Human thought and social actions”

25. National Standards and Scientific Literacy New Standards in:  Content (K-12) Pedagogy Assessment Professional Development Organization of Teaching and Learning Science

26. Standards for Science Education Towards the 21st century Less emphasis on:  Knowledge of concepts just for the presentation of; “Structure of a certain discipline”. Learning subject with out connections (separation of chemistry and biology chemistry and physics). Separation of Knowledge from process (inquiry).

27. More emphasis on: Learning concepts in the context of:  STS (Science -Technology - Society) Integration of key scientific concepts (e.g. Energy, Food, Natural Resources) Learning Science using inquiry (asking questions, hypothesizing) Science as personal and societal issues History and nature of science

28. Global Science 1.The Grand Oasis in Space Students build an understanding of ecosystems. 2.Basic Energy/Resource Concepts Students develop an understanding of the laws governing energy and mineral resource use. 3.Mineral Resources Students learn how mineral deposits are formed, where they are located, and how they are mined. 4.Growth and Population Students learn about exponential growth and population issues. 5.Food, Agriculture and Population Interactions Students examine nutrition and the fundamentals of food production, modern agricultural practices, and the world food situation. 6.Energy Today Students build understandings of the energy sources for modern societies.

29. Recommendations : 2061 The National Council’s recommendations address the basic dimensions of science literacy, which, in the most general terms are: Being familiar with the natural world and recognizing both its diversity and its unity Understanding key concepts and principles of science Being aware of some of the important ways in which science, mathematics and technology depend upon one another Knowing that science, mathematics, and technology are human enterprises and knowing what that implies about their strengths and limitations. Having a capacity for scientific ways of thinking Using scientific knowledge and ways of thinking for individual and social purposes

30. Content Scientific Inquiry Abilities

31. Discovery Discovery vs. Inquiry Discovery is included in the inquiry • Observing • measuring • Predicting • Inferring • classifying • Formulating a problem • Hypothesizing • Design an experiment • Synthesizing knowledge • Demonstrating attitudes (curiosity) Inquiry

32. Welch: “A general process by which human beings seek information or understanding. Broadly conceived, inquiry is a way of thought”. Inquiry teaching is a way of developing the mental process of curiosity and investigation

33. Content  Unifying Concepts and Processes Science as Inquiry Physical Science  Life Science Earth and Space Science Science and Technology Science in Personal and Social Perspectives History and Nature of Science

34. Disciplines and tools of forensic science FORENSIC SCIENCE

35. Decision making on: • Health • Population • Resources • Environment

36. Changes of ideas • Evidence • Scientific arguments • Criticism • Endeavor

37. Personal STSP Science Personal Technology Society

38. Questions Science: What do I want to discover? Technology: What will I do with it? Society: How would we use it? Personal: How would it affect me?

39. Science for all Americans: Benchmarks for Scientific Literacy – Project 2061 - More emphasis on the content - Covers an array of topics - “The more is less”

40. - Energy (in chemistry, biology, physics, technology) The treatment of topics (cell, structure of matter, communication) differs from traditional approach by: Softening boundaries  Connections are emphasized through the use of important conceptual themes: - Systems • - Evolution

41. More specifically it includes: - Benchmarks The nature of science The nature of mathematics The nature of technology The physical science The living environment The human organism Human Society The designed world The mathematical world Historical perspectives Habits of mind

42. Recommendations : 2061 The National Council’s recommendations address the basic dimensions of science literacy, which, in the most general terms are: Being familiar with the natural world and recognizing both its diversity and its unity Understanding key concepts and principles of science Being aware of some of the important ways in which science, mathematics and technology depend upon one another Knowing that science, mathematics, and technology are human enterprises and knowing what that implies about their strengths and limitations. Having a capacity for scientific ways of thinking Using scientific knowledge and ways of thinking for individual and social purposes

43. Integrated vs Disciplinary Science Why integrate? - DNA what is it? A concept in Biology? Chemistry? Forensic science? - Energy, is it a different concept in Chemistry, Biology, Physics? - Are we refering to nature of Biology, Physics, Chemistry or Nature of Science? - How can we teach Photosynthesis without Physics and Chemistry? - Making science more relevant for our students – working with meaningful problems and issues in the real world or in the lab setting.

44. The U.S National Science Education Standards emphasize: Problem solving reasoning Making connections with other disciplines and prior learning The need for effective communication of ideas and results. The need for integration of various areas.

45. The integrated approach Disciplinary Approach vs

46. Questions asked Which one is more interesting for students? (close to their personal life?) Which one is more difficult for the teacher? (difficult to implement and organize in a coherent manner) Which one presents a more valid picture of science? (nature of science) Which one provides us with more opportunities to vary the classroom learning environment? What are the difficulties in teaching science by the integrated approach?

47. First Option Applications _______________________________________ disciplines in science (concepts) _______________________________________

48. Second option Concepts __________________________________________ Application – issues __________________________________________

49. Disciplines and tools of forensic science FORENSIC SCIENCE

50. Questions Science: What do I want to discover? Technology: What will I do with it? Society: How would we use it? Personal: How would it affect me?