Week 1
Introduction to course: Curriculum development and progression Overview of models and trends in curriculum development Classroom-level curriculum development
Required reading:
Eilks, I., & Hofstein, A. (2017). Curriculum development in science education. In K. S. Taber & B. Akpan (Eds.), Science education: An international course companion (pp. 167-181). Brill | Sense. https://doi.org/10.1007/978-94-6300-749-8_13
Recommended reading:
Shawer, S. F. (2017). Teacher-driven curriculum development at the classroom level: implications for curriculum, pedagogy and teacher training. Teaching and Teacher Education, 63, 296-313. https://doi.org/10.1016/j.tate.2016.12.017
Week 2
The science curriculum: Key concepts and big ideas
Concepts that underpin the science curriculum
Required Reading:
Mitchell, I., Keast, S., Panizzon, D., & Mitchell, J. (2017). Using ‘big ideas’ to enhance teaching and student learning. Teachers and Teaching, 23(5), 596-610. https://doi.org/10.1080/13540602.2016.1218328
Recommended Reading:
Wiser M., Smith C.L., Doubler S. (2012). Learning progressions as tools for curriculum development. In: Alonzo A.C., Gotwals A.W. (eds) Learning progressions in science. SensePublishers. https://doi.org/10.1007/978-94-6091-824-7_16
Week 3
The science curriculum: Process skills and epistemic beliefs/nature of science
Skills and beliefs that underpin the science curriculum
Required Reading:
Recommended Reading: