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Curriculum Emphases : Companion Meanings

Curriculum Emphases : Companion Meanings. Dr. Douglas Roberts 1982 & 1995 as interpreted by Frank Jenkins. Curriculum Emphases.

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Curriculum Emphases : Companion Meanings

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  1. Curriculum Emphases:Companion Meanings Dr. Douglas Roberts 1982 & 1995 as interpreted by Frank Jenkins

  2. Curriculum Emphases • "A curriculum emphasis is a coherent set of messages about science. … Such messages can be communicated both implicitly and explicitly. … The coherence and flow [of curriculum emphases] are matters of concern as much as the coherence and flow of the subject matter itself." (Douglas Roberts, 1982) Douglas A. Roberts, Science Education 66(2): 243-266 (1982)

  3. Companion Meanings(Roberts, 1995) • “the simultaneous communication of two stories;” “double messages” • “always present in textbooks and teaching” • not always a “deliberate, systematic incorporation of companion meanings” • two story lines: content and context or is it content and content parallel stories? • may be implicit or explicit (a value choice) Douglas A. Roberts, Science Education 66(2): 243-266 (1982)

  4. Companion Meanings • “Surely it is incontestable to say that context is a powerful communicator.” • “Body language, nonverbal communication, and hidden curriculum” are powerful communicators. • E.g., “One default message … is that the program is authoritarian, arbitrary and unreasoned.” Douglas A. Roberts, Science Education 66(2): 243-266 (1982)

  5. Original Curriculum Emphases(from goals for science education in curriculum documents) • correct explanations • solid foundation • structure of science • everyday coping • science & technology decisions • scientific skill development • self as explainer Douglas A. Roberts, Science Education 66(2): 243-266 (1982)

  6. STSE Curriculum Emphases • Science curriculum emphasis • nature of science emphasis • Technology curriculum emphasis • science & technology emphasis • Societal curriculum emphasis • STS-issues emphasis • Environmental curriculum emphasis • society and the environment emphasis STS Monograph: Unifying the Goals of Science Education

  7. Alberta Curriculum Emphases(restrictions applied on STSE) • Science curriculum emphasis is • nature of science emphasis • Technology curriculum emphasis • science & technology emphasis • Societal curriculum emphasis • society and the environment emphasis STS Monograph: Unifying the Goals of Science Education

  8. Curriculum Emphases science technology society & environment (See Alberta Education STS monograph.) Potential Components knowledge attitudes skills processes problem solving epistemology theory of knowledge STSE: Science, Technology, Society & the Environment STS Monograph: Unifying the Goals of Science Education

  9. A Usual Emphasis of KSAs in a Curriculum Emphasis K S A Science Technology Society STS Monograph: Unifying the Goals of Science Education

  10. Curricular Components scientific knowledge scientific skills scientific attitudes scientific problem solving nature of science Natures of Science nature of science: T S problem solving processes skills A students (S) usually learns from the bottom up, while the teacher (T) usually thinks from the top down. Science Curriculum Emphasis STS Monograph: Unifying the Goals of Science Education

  11. Technology Curriculum Emphasis(potential components) • Technological knowledge • Technological skills • Technological problem solving & design • Technological attitudes • Technology in science • Technology in society • Nature of technology (first or last for T/S?) STS Monograph: Unifying the Goals of Science Education

  12. Societal Curriculum Emphasis(potential components) • Societal knowledge • Societal skills • Societal attitudes • Societal decision making • Society and science • Society and technology • Nature of society STS Monograph: Unifying the Goals of Science Education

  13. Curriculum Emphases Summary In summary a curriculum emphasis for each unit: • allows for systematic attention to all of the goals of education; i.e., makes both the inclusions and the omissions obvious • provides students with sufficient time to reach S,T,S or E goals; e.g., 1 mon • allows the teacher to develop a combination of content outcomes—pure science + STSE Douglas A. Roberts, Science Education 66(2): 243-266 (1982)

  14. Curriculum Emphases for Each Unit(Exercise: Fill in the chart for different courses.)

  15. References • Roberts, Douglas. (1982) Curriculum Emphases. Science Education 66(2), pp. 243-266. • Roberts, Douglas et al. (1995) Companion Meanings. xxx • Alberta Education. 1990. STS Science Education. Alberta Education [by Frank Jenkins] Douglas A. Roberts, Science Education 66(2): 243-266 (1982)

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