Science Education Curriculum

1. Science Education Curriculum KNUE-ONLINE Mar. 4, 2011

2. Welcome! Plan for Today • Introduce each other • Curriculum? • Goals and Objectives? • Curriculum vs. politics? • Why does the modern school fail to educate children sufficiently? • Why education is so difficult? • How to reform if you were a Secretary of Ed.?

3. Macro view about curriculum • Variables to consider: • What is education? • What is schooling? • Why is education so difficult? • Why does modern school fail to educate kids sufficiently? • Curriculum & politics?

4. Education 1. Academic Ideal 2. Ideal of Development 3. Institutional Ideal

5. Assumptions of about schooling • The aim of schooling is to get all students to the same place at about the same time. • A teacher work with 30 students for an academic year and then they should move on to another teacher. • The best form of school organization is age grading.

6. Cont. 4. The real outcomes of schooling can be measured by tests employed within the school. 5. Knowledge consists of true assertions about empirical states of affairs . 6. Teaching at its best is the application of scientific knowledge to practical states of affairs emerging in the classroom.

7. Cont. 7. The best way to organize the curriculum is to identify its constituent disciplines and then to create a series of small steps within each so that the discipline can be learned. 8. School reform is most effective when competition among schools is promoted and when supervisors can mandate goals, manage teachers, monitor students, and measure outcomes.

8. Cont. 9. The best way to identify schools that work well is to examine their students’ test scores. 10. The primary content that students learn in school is what their teachers intend to teach them. 11. Some subjects are primarily affective while others are primarily cognitive.

9. Micro view of curriculum • Most issues you face in your classroom? • What curriculum as a solution? • 당신이 교육부장관이라면, 학교개혁의 기준을 어디에 두겠습니까? 근거는?

10. Curriculum

11. What is curriculum? • What is really important in the curriculum? • Who makes curriculum? • Who controls curriculum? • Challenges of providing an appropriate curriculum for all students? • Role of teachers in defining the curriculum?

12. Relationship b/w what is taught, how it is taught, how what is taught is assessed. • Acquisition of knowledge (1st curriculum) & Doing something with knowledge – second curriculum (Perkins) • Factors to cope with: Technology, increasing diversity, growing gap b/w the haves & have-nots.

13. Curriculum? • Two Key questions: • What knowledge is most worth (in science)? • Should curriculum center on subject matter issues, student needs, and societal demands?

14. Two Cases Case I. Children in - Sarajevo, Bosnia - Somalia, Haiti, Rwanda, El Salvador • Cambodia, Kuwait, Iraq, • “Opening schools is key to normalizing daily life” • “As you suffer, I suffer, and my nights are sleepless too. I swear to you, I do not sing the way I did. I have locked up my bicycles, and I have locked up my smile.” a boy, 11. • “So many people have been killed fighting for justice. But what is justice? Do they know what they are fighting for? We are children without a country and without hope.” a boy, 14.

15. Case II. Children in • Korea, Japan, Taiwan, Singapore • Finland, Norway, Denmark,, Sweden, and Netherland • High technology, social benefits, accountability, achievement scores, well-being • Physical and emotional abuse: silently

16. What is the difference? • How curriculum would/should be different b/w the two cases? • How can you define curriculum?

17. Definition of Curriculum • Curriculum as Experience • Curriculum as Currere (help students gain increased perspective and personal control of their lives)

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19. Thoughts • No single image of curriculum is ideal or appropriate for deciding what should be taught in school • If students are lost in their difficult circumstances, they are lost no matter what curriculum decisions have been made/planned. • WHAT IS MOST IMPORTANT?

20. MOST IMPORTANT • What do we really know about our students? • In complex society, awareness of our students’ life conditions, needs, hopes, and desires is essential before we teach our curriculum

21. Current Academic Debates in U.S.: • Evolution vs. creationism • Whole language vs. phonics • Traditional test vs. authentic assessment • Which books to keep on the library shelves * No touching the lives of children

22. Chapter 2 Curriculum Goals and Objectives

23. Goals and Objectives • Goal: desired outcome of a program, no specificity • Objective: statement of intent to change program elements in specified ways

24. Goals • System level goals (school district) • Program level goals (each subject) • Course level goals (unit plan) • Instructional level goal (lesson plan)

25. Goals • Terms: observable terms (identify, construct, etc.) & Behavioral terms (shows growing …) • Goal factors: (1) Nature of knowledge, (2) Nature of society, (3) Nature of learners (Tyler, 1949). Q: Which comes first? Bruner (1960) – emphasis on structure of discipline vs. Stake and Easley (1978) –failed to fully reflect the nature of society, and learners.

26. Use of Goals • Developing Learning Activities • Curriculum Evaluation

27. School’s Responsibility? • National Commission (1918) • Health, fundamental process, worthy home membership, vocation, civic education, worthy use of leisure, ethical character • Martin (1980): Intellectual development and citizenship • Paul (1982): Basic skills • Goodlad (1979): Intellectual development, self-concept, moral and ethical character

28. What is your thought?

29. Who is an effective teacher?

30. Effective Teacher • Subject Knowledge (Curriculum) • Teaching Pedagogy (Skills and methods based on learning theories) • Student Learning (Assessment)

31. “Don’t ever hurt the children. They’re not guilty of anything”