Session Information
03 SES 01A, Curriculum Implementation
Paper Session
Time:
2008-09-10
09:15-10:45
Room:
B2 216
Chair:
Jan van den Akker
Contribution
The purpose of this study was to analyze the 6th grade science and technology curriculum. Considering the curriculum to be analyzed, the study addresses the following questions: a) How was the curriculum documented? b) How was the curriculum developed? c) What perspectives does the curriculum present? d) What are the purposes and content of the curriculum? e) How was the curriculum organized? f) How is the curriculum implemented? g) How is the assessment and evaluation done? h) What are the strengths and weaknesses in terms of curriculum itself and its implementation? At this study all aspects of the 6th grade science and technology curriculum were analyzed. The descriptive nature of the study will provide valuable insight regarding the framework of the curriculum that has been implemented for the last two years.
Expected Outcomes
. One of the major strentghts of the curriculum is its perspective. Learners play the major part, they are not passive recipients and they are not at school for listening and learning. They are at schools for constructing their own knowledge and they learn the ways of reaching, using and sharing knowledge , whenever and wherever they need it. These strengths can be perceived as a limitation from teachers’ point of view because teachers were trained in the mimectic tradition and they are expected to implement the transformative tradition. Pre-service training needs to be in line with the requirements of the curriculum implementation. Another questionable aspect of the new curriculum is application of the suggested assessment techniques and procedures. The curriculum puts a lot of emphasis on techniques like portfolio assessment, peer evaluation; however, adapting constructivist approach during the instructional process in the classrooms and implementing traditional evaluation techniques experienced during the preservice training leads to confusion.
References
Goodlad, J. I. (1979). Curriculum inquiry: The study of curriculum practice. New York: McGraw-Hill. Jansen J. D. and Reddy V., (1994). Curriculum Analysis, a Reference Manual. Improving Educational Quality (IEQ) Project. Ornstein, A.C. and Hunkins, F.P. (1998). Curriculum: Foundations, Principles, and Issues. 3rd Ed. Boston: Allyn and Bacon.
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