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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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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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