1 Jan Van den Akker Secondary Science Education for Development Workshop at World Bank, Washington D.C., April 18-19, 2000

2 Science Curriculum Development: Setting the Stage

3 Definitions of Curriculum: “An interrelated set of plans and experiences that a student undertakes under guidance of the school” (Marsh & Willis, 1999)

4 “The curriculum refers to the content and purpose of an educational program together with their organization” (Walker, 1990) “Plan for Learning” (Taba, 1962) Major challenge: comprehensive definition with clear focus Definitions of Curriculum:

5 Curriculum Levels: System Level National Curriculum Core Curriculum Attainment Targets Syllabus School Level School Program School (Working) Plan

6 Curriculum Levels: Classroom Level Instructional Plan Curriculum Materials Textbook Individual/Personal Plan

7 Curriculum Levels: Major Challenges: interaction and alignment between various levels combining generic with site-specific development approaches

8 Curriculum Representations: Intended (Ideal and Formal) Implemented (Perceived and Operational) Attained (Experiential and Learned) Major challenge: reducing the gaps between intentions, realities and outcomes

9 Characteristic Curriculum Problems: Substantive Technical-professional Socio-political Major challenge: combining different perspectives

10 Curriculum Components: Aims Content Learning Activities Teacher Role Materials &Resources Timing Location/Space Assessment Major challenge: creating consistency and alignment

11 Learner-Centered, Activity- Based, Practical Science Education: Between Dreams and Realities

12 Driving Forces and Arguments for Improving Secondary (Science) Education: Response to trends in society Improving current classroom practices (less ‘chalk and talk’) Preparation for lifelong learning Interaction with learning outside school

13 Driving Forces and Arguments for Improving Secondary (Science) Education: (cont.) Findings from education psychology Implications from knowledge explosion (‘less is more’) ICT wave Major challenge; articulation, priority setting, and realism

14 Implementation Problems for Teachers: Reducing teacher talk Selective use of textbook Student coaching Content and activities in context

15 Implementation Problems for Teachers: (cont.) Control of learning process Assessment of student achievements Relationships to students, parents, colleagues

16 And Often: Limited and outdated instructional materials Large class sizes Insufficient science resources Poor training and support

17 And Often: (cont.) Lack of incentives Isolated efforts Confuses debate Short-term frustrations

18 And Often: (cont.) Major challenges: How to avoid the usual failure? How to arrange promising starts? How to scale-up and continue?

19 Promising Building Blocks: Alignment between curriculum, teacher development and assessment/examinations Combine generic and site-specific development Teacher learning is central Provide clear and validated examplary materials

20 Promising Building Blocks: (cont.) Supportive school environment Recognize stage of development: focus on zone of proximal development Formulate realistic aims for changing classroom practice Major challenges: reduce complexity, evolutionary planning and strategic learning