Curriculum Mapping as a Strategy for Supporting Teachers in the Articulation of Learning Goals

Autor/inn/en	Giamellaro, Michael; Lan, Ming-Chih; Ruiz-Primo, Maria Araceli; Li, Min; Tasker, Tammy
Titel	Curriculum Mapping as a Strategy for Supporting Teachers in the Articulation of Learning Goals
Quelle	In: Journal of Science Teacher Education, 28 (2017) 4, S.347-366 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Giamellaro, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2017.1343603
Schlagwörter	Curriculum Development; Concept Mapping; Student Educational Objectives; Science Curriculum; Elementary School Teachers; Science Teachers; Decision Making; Educational Strategies; Grade 5; Teacher Workshops + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Concept Map; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Decision-making; Entscheidungsfindung; Lehrstrategie; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	This article describes and provides supporting empirical evidence of a curriculum mapping strategy to aid elementary school science teachers to articulate learning goals for a given curriculum and thus build a deeper understanding of the science content embedded within the curriculum. Seven teachers used the mapping strategy to collaboratively map out the learning goals for the science kit units they use in their classrooms. Three elements of the mapping strategy, conceptualized as components of culturally mediated learning, were found to be important contributors to the teachers' understanding of the units: the physical mapping table, the construct of types of knowledge (declarative, procedural, and schematic), and the process of collaborative sense making. Through the mapping, the teachers became more able to identify the learning targets of each lesson, understand how each aspect of the unit adds to or is peripheral to the trajectory toward achieving the learning goals, and adjust their teaching practices accordingly. Implications for professional development and curriculum development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01