IBSE Final

62 NaTIoNal SCIENCE TEaChERS aSSoCIaTIoN

Chapter 3 The Science Curriculum and Classroom Instruction

Figure 3.1 Backward Design Combined With the BSCS 5E Instructional Model

Source: Wiggins, G., and J. McTighe. 2005. Understanding by design. Expanded 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Communicating With Science teachers

I like the way Karplus formulated this question as a communication problem. I

would extend this a bit further by suggesting that the answer lies in the realm

of professional development. Here I appeal to a book by Susan Loucks-Horsley

and her colleagues, Designing Professional Development for Teachers of Science and

Mathematics (2003).

Upon reflection, communicating new knowledge and developing new skills

for science teachers may present the most difficult set of problems and the most

critical barriers to effective curriculum reform. We can begin by returning to

How People Learn and the assumptions that science teachers have about curric-

ulum and instruction. Adapted statements from How People Learn: Bridging

Research and Practice (Donovan, Bransford, and Pellegrino 1999, pp. 1–13) will

help inform the discussion.

• Science teachers come to educational reform with ideas about curriculum

and instruction. If their understanding is not engaged, new concepts and

information may not be communicated, may be interpreted in light of

current practices, or may be rejected.

• To develop competency in the area of curriculum and instruction, science

teachers should (a) have a deep foundation of knowledge about the science

discipline and student learning, (b) understand these concepts and ideas in

the context of frameworks for curriculum and instruction, and (c) organize

knowledge in ways that facilitate application in science classrooms.

Identify desired results (National Standards)

Determine acceptable evidence of learning Design evaluate activities

Develop learning experiences and activities Engage, explore, explain, elaborate

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