IBSE Final

64 NaTIoNal SCIENCE TEaChERS aSSoCIaTIoN

Chapter 3 The Science Curriculum and Classroom Instruction

their own invention and construction. Now, a hundred years later, airplanes are

highly sophisticated technological systems, and the pilots do not invent and

construct their own planes. Many school districts and science teachers harbor

the idea that they can invent and construct a science curriculum. The time has

long passed when this represented a reasonable approach to effective curric-

ulum or educational reform. The task of curriculum development requires the

work of professionals who specialize in this work.

Robert Karplus likely did not realize the long-term consequence of his

career in science education. Many of his explorations and inventions antici-

pated discoveries more than 40 years later. His insight and intellect resulted

Table 3.5

Communicating About Curriculum and Instruction

Assumption Goal Process Activity

Science teachers come

to education 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.

Identify current

ideas about

curriculum and

instruction

Introduce

alternative

ideas about

curriculum and

instruction

Follow

instructional

model

To develop competency

in the area of curriculum

and instruction, science

teachers should (a) have

a deep foundation of

knowledge about science

disciplines 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.

Clarify the

relationship

between student

experiences and

science concepts

Establish major

ideas and

knowledge

through the

introduction of

new curricular

materials

Analyze

instructional

materials

Science teachers can

learn strategies that help

improve curriculum and

instruction.

Provide

opportunities

and investigate

instructional

materials

Develop the

capacity

to analyze

instructional

material

Implement

new curriculum

materials

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