20130919080910lecture 1 - curriculum studies

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Curriculum and Evaluation in

Science Education

Curriculum Studies

Concepts of Curriculum. Purposes of Curriculum.

The Meaning of Curriculum, The FiveConcurrent Curricula, A Curriculum Framework,

Curriculum Analysis.

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What is curriculum?

What is the purpose of curriculum study?

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Definition of curriculum Content ,standards or objectives

Set of instructional strategies teachers plan to

use Plan, process, strategies and outcomes

(Posner,2004)

Evaluation ?

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Posner (2004) looks at the 7 common concepts ofcurriculum

1. Scope and sequence

2. Syllabus3. Content Outline

4. Standards

5. Textbooks

6. Course of Study7. Planned experiences

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1. Scope and sequence

A set of intended learning outcomes Learning outcomes in each level/form

Grouped as topics, themes

Blue-print for instruction and evaluation Structured

The depiction of curriculum as a matrix ofobjectives assigned to succesive grade level

(i.e. sequence) and group according to acommon theme (i.e. scope)

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2. Syllabus

A plan of the entire course includerationale, topics, resources and evaluation

Include goals and rationale, topicscovered, resources used, assignment givenand evaluation strategies recommended

Also include learning objective, learningactivities and study question

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3. Content Outline

Content of instruction is also the curriculumplan

A list of topics covered organized in outlineform

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4. Standards

Guide for school/teacher on what studentsmust and should acquire

Describe a process to achieve the LO

Does not neccesarily prescribe teachingstrategies

NSES

A list of knowledge and skills required by allstudents upon completion.

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5. Textbooks

Day to day guide

Guide for outcomes and classroominstruction

Provide content without guidance Focus on instructional system such as

teachers guide, workbook, test or exercises.

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6. Course of Study

A series of courses that student must getthrough to graduate

Students must complete all

The metaphor : education is a journey with

an intended destination

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7. Planned experiences

Curriculum is not about documents

the experiences that the children acquired isas important as the content they learn

All experiences are planned by the schoolwhether academic, athletic, emotional or

social.

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THE FIVE CONCURRENT CURRICULA

(Posner, 2004)

There are actually 5 concurrent that must beconsidered by any curriculum planners

Concurrent means that all 5 curriculum existwithin the a course.

Official, operational, hidden, null and extra-curriculum

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1. Official Curriculum Written and documented curriculum scope &

sequence, syllabi, curriculum guide, courseoutlines, standards and list of objectives

Give teacher basis for planning lessons andevaluating students

Give administrator basis for supervising

teachers and hold teachers accountable

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2. Operational Curriculum

What is actually taught by teacher Communicate to the students about the curriculum Aspects that must be considered

What to teach? Learning Outcomes (LO) or standards fare

important. What is tested? - Tests must match the LOs!

May differ from Official because teacher tends to

intepret it in the light of their own knowledge, beliefs,and attitudes. Students highly influence by the operationalcurriculum

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3. Hidden Curriculum

Not acknowledged to student But have a greater impact on to students Involve norms and values including gender

and race issues. Lesson in hidden curriculum could include

sex education, drug abuse and addiction,anti-corruption or whatever problems facedby the society

Good behaviour

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4. Null curriculum

About why certain subject-matter not taughtand why they should be considered bycurriculum designers

Why not psychology, sex education, trafficlaw, foreign language,

Null curriculum are not fixed

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i.All planned experiences out of the school curriculum


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5. Extra-curriculum (co-curriculum)

All planned experiences out of the schoolcurriculum

Normally involves what students areinterested in

Not hidden well acknowledged

Sport, societies, uniform bodies

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17i.All planned experiences out of the school curriculumii.Normally involves what students are interested in

iii.Not hiddenwell acknowledged

iv.Sport, societies, uniform bodies

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Curriculum Analysis

Break down curriculum into components

Examines each component

See how they fit into the whole picture

Identify the belief and ideas to which the

developers were committed Examine implication

Ensure quality education

Dominant framework to analyse a curriculum -the Tyler Rationale (later)

Common procedure when planning acurriculum

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Why do a curriclum analysis?

For curriculum selection

For curriculum adaptation

When selecting/adapting important to

determine whether the curriculum isappropriate

Eg: reading difficulties, quality of the graphics,factual accuracy of the content and the amount

of maths required

How valid is the curriculum for the class, schoolnational system

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Curriculum Planning Tylers Four

Questions Tyler Rationale1. What educational purposes should school seek to

attain? For learners

For subject matter specialists Philosophy Psychology of learning

2. What educational experiences can be provided thatare likely to attain these purposes? Check experiences for consistency Check objectives

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3. How can these experiences be effectively organised? Experiences of several experts build one over the other so that

students understand the relationship between what they learnin various field

Emphasis/attention should be to the sequence and integrationof knowledge across knowledge (merentasi kurikulum)

For example : skills and values should be spread out acrossthe curriculum

4. How can we determine whether these purposes are beingattained? Determine evaluation instruments test, work samples,

questionaires and school records Must be develop to determine the effectiveness of the

curriculum Criterion for success is also from behavioral evidence skills

NOT entirely cognitive

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Finally schooling its main purpose is to

promote or produce learning

Tyler Rationale to answer procedural questionof curriculum

Curriculum planning - develop the meansnecessary to produce the desired LO.

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