A Curriculum Innovation Framework for Science, Technology and Mathematics Education

Autor/inn/en	Tytler, Russell; Symington, David; Smith, Craig
Titel	A Curriculum Innovation Framework for Science, Technology and Mathematics Education
Quelle	In: Research in Science Education, 41 (2011) 1, S.19-38 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-009-9144-y
Schlagwörter	Curriculum Development; Educational Innovation; Science Education; STEM Education; Partnerships in Education; School Business Relationship; School Community Relationship; Learner Engagement; Case Studies; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instructional innovation; Bildungsinnovation; Naturwissenschaftliche Bildung; STEM; Hochschulpartnerschaft; Case study; Fallstudie; Case Study; Ausland; Australien
Abstract	There is growing concern about falling levels of student engagement with school science, as evidenced by studies of student attitudes, and decreasing participation at the post compulsory level. One major response to this, the Australian School Innovation in Science, Technology and Mathematics (ASISTM) initiative, involves partnerships between schools and community and industry organisations in developing curriculum projects at the local level. This project fulfils many of the conditions advocated to engage students in learning in the sciences. ASISTM is underpinned by the notion of innovation. This paper describes the findings of case study research in which 16 ASISTM projects were selected as innovation exemplars. A definition of innovation and an innovation framework were developed, through which the case studies were analysed to make sense of the significance of the ideas and practices, participating actors, and outcomes of the projects. Through this analysis we argue that innovation is a powerful idea for framing curriculum development in the sciences at the local level that is generative for students and teachers, and that these ASISTM projects provide valuable models for engaging students, and for teacher professional learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10