CURRICULUM DEVELOPMENT

Course Content: Definitions, theories, characteristics of curriculum which guide professionals in preparation of curricula; processes of curricular change; issues, problems, and products specifically for the science content area.

Student Outcomes: Upon completion of the course, students will be able to:

Assess various definitions of curriculum;
Compare and contrast theories of curriculum;
Identify change processes in curriculum design;
Recognize evaluative models and articulate issues in evaluation of curricula;
Demonstrate techniques for adaptive science curriculum to specific student needs and incorporate technology-based applications;
Process curricular information in a past/present future framework and exhibit a knowledge of research in curriculum development as represented in professional journals, selected readings, and from practicing professionals.

Course Products:

Curriculum Interview

A brief survey of individuals in specific positions: central office administrator, principal, teacher, curriculum specialist, and parent. The survey's purpose was to identify commonly held operational definitions of curriculum and general ideas of curriculum responsibilities and change.

Technology Report

Based on each individual student's campus, the report was to include data reflecting technology available on campus, the numbers of students served, the type of technology applications used and student products which are technology-based. Students were to relate current research findings as found in professional journals with their data and observations from their own campuses.

Personal Philosophy of Curriculum

Based on classroom discussion of historical perspectives on curriculum, students were to compare their personal philosophies to the four traditional views and identify aspects of their philosophy which match these views.

Two-Week Unit Plan

Teacher-students presented a two-week unit consisting of a unit overview, objectives, daily lesson plans, and alignment with TEKS, TAAS objectives and, when applicable, end-of-course exam objectives.

Analysis of the National Education Goals, National Science Education Standards, and Texas Essential Knowledge and Skills

A comparison of the three documents searching for common threads as well as differences in the philosophical bases of the products.

Major Project which will demonstrate writing skills, style, and knowledge of the literature appropriate to a graduate course of study.

Students were to complete one of the following options:

Grant Proposal for funding a curricular design not currently in use or a redesign of an existing program.
Staff Development for implementation of a new curricular approach, i.e., multiple intelligences, alternative forms of student assessment, etc.
Philosophical Product which would display grade level curriculum or a subject as it might appear when built around one of the philosophical bases.

Group Assignments

Discuss and report on professional articles, documents, events, etc. Topics will be assigned by instructor and each group will produce either a written document or an oral presentation on the topic.

Texts:

Posner, G. Analyzing the Curriculum, 2^nd ed., 1995

Rhoton & Bowers. Issues in Science Education, 1996.