Reinventing the Science Curriculum

Autor/inn/en	Bybee, Rodger W.; Van Scotter, Pamela
Titel	Reinventing the Science Curriculum
Quelle	In: Educational Leadership, 64 (2007) 4, S.43-47 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Science and Society; Curriculum Development; Biology; Science Curriculum; Physical Sciences; National Standards; Science Education; Science Laboratories; Hands on Science; Teaching Methods; Inquiry; Concept Formation; Scientific Concepts; Comprehension; Interdisciplinary Approach; Earth Science; High School Students; Secondary School Science + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Biologie; Natural sciences; Naturwissenschaften; Naturwissenschaft; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Verstehen; Verständnis; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Earth sciences; Geowissenschaften; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	For many, the dominant model of curriculum development in science includes generating a topic, clarifying science content, identifying activities associated with the topic, and figuring out an assessment. Unfortunately, this approach tends to overemphasize activities and underemphasize mastery of science concepts and the process of scientific inquiry. The National Standards for Science Education should stand as the learning outcomes for any science curriculum. However, educators also need to focus on how students learn; on integrating laboratory experiences with other activities in the classroom; and on ensuring rigorous, focused, and coherent content in the context of a curriculum that focuses on the process of scientific inquiry and the acquisition of conceptual knowledge. The Biological Sciences Curriculum Study (BSCS), with funding from the National Science Foundation, offers an effective alternative to the traditional high school sequence of biology, chemistry, and physics. Each year begins with a two-week Science as Inquiry unit, followed by three core units that last eight weeks each in physical science, life science, and earth-space science. The last unit of the year is multidisciplinary and examines compelling issues in science and society. Students who used the program showed average gains in science understanding of 20-25 percent. (Author).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10