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Jan Van den Akker

Secondary Science Education for Development Workshop at World Bank, Washington D.C., April 18-

19, 2000

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Science Curriculum Development:

Setting the Stage

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Definitions of Curriculum:

“An interrelated set of plans and

experiences that a student

undertakes under guidance of the

school”

(Marsh & Willis, 1999)

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“The curriculum refers to the content and purpose of an educational program together with their organization”

(Walker, 1990)

“Plan for Learning”

(Taba, 1962)

Major challenge: comprehensive definition with clear focus

Definitions of Curriculum:

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Curriculum Levels:

System Level

National Curriculum

Core Curriculum

Attainment Targets

Syllabus

School Level

School Program

School (Working) Plan

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Curriculum Levels:

Classroom Level

Instructional Plan

Curriculum Materials

Textbook

Individual/Personal Plan

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Curriculum Levels:

Major Challenges:

interaction and alignment between various levels

combining generic with site-specific development approaches

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Curriculum Representations:

Intended (Ideal and Formal) Implemented (Perceived and Operational) Attained (Experiential and Learned)

Major challenge:reducing the gaps between intentions, realities and outcomes

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Characteristic Curriculum Problems:

Substantive Technical-professional Socio-political

Major challenge:combining different perspectives

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Curriculum Components:

Aims

Content

Learning Activities

Teacher Role

Materials &Resources

Timing

Location/Space

Assessment

Major challenge: creating consistency and alignment

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Learner-Centered, Activity-Based, Practical Science Education:

Between Dreams and Realities

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Driving Forces and Arguments for Improving Secondary (Science)

Education:

Response to trends in society

Improving current classroom practices (less ‘chalk and talk’)

Preparation for lifelong learning

Interaction with learning outside school

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Driving Forces and Arguments for Improving Secondary (Science)

Education: (cont.) Findings from education psychology

Implications from knowledge explosion (‘less is more’)

ICT wave

Major challenge; articulation, priority setting, and realism

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Implementation Problems for Teachers:

Reducing teacher talk

Selective use of textbook

Student coaching

Content and activities in context

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Implementation Problems for Teachers: (cont.)

Control of learning process

Assessment of student achievements

Relationships to students, parents, colleagues

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And Often:

Limited and outdated instructional materials

Large class sizes

Insufficient science resources

Poor training and support

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And Often: (cont.)

Lack of incentives

Isolated efforts

Confuses debate

Short-term frustrations

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And Often: (cont.)

Major challenges:

How to avoid the usual failure?

How to arrange promising starts?

How to scale-up and continue?

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Promising Building Blocks:

Alignment between curriculum, teacher development and assessment/examinations

Combine generic and site-specific development

Teacher learning is central

Provide clear and validated examplary materials

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Promising Building Blocks: (cont.)

Supportive school environment

Recognize stage of development: focus on zone of proximal development

Formulate realistic aims for changing classroom practice

Major challenges: reduce complexity, evolutionary planning and strategic learning