This paper explores the knowledge conceptions in teachers' curriculum making within a classroom perspective through a lens of social realist theory. Curriculum making is conceptualised as a process that occurs between students, teachers, knowledge content and contextual factors, in which teachers must balance various priorities and knowledge…

Recently, there have been many calls for an increase in instruction on the nature of science (NOS) in schools (i.e. NRC, 1996; NGSS Lead States, 2013). These calls recognize the importance of this topic at all levels of science education, but there is little guidance in terms of how to address it effectively in curricula. Similarly, there have…

It is difficult to explore and understand how student knowledge develops with regard to complex systems, such as ecosystems. This study proposes the use of a Knowledge in Pieces(KiP) framework to analyze student knowledge and development in the domain of life sciences. The aim was to utilize quantitative and qualitative analyses of student…

Most introductory quantum physics instructors would agree that transitioning students from classical to quantum thinking is an important learning goal, but may disagree on whether or how this can be accomplished. Although (and perhaps because) physicists have long debated the physical interpretation of quantum theory, many instructors choose to…

Modern biology has become increasingly molecular in nature, requiring students to understand basic chemical concepts. Studies show, however, that many students fail to grasp ideas about atom rearrangement and conservation during chemical reactions or the application of these ideas to biological systems. To help provide students with a better…

While research has shown that elementary (K-5) students are capable of engaging in the scientific practice of explanation construction, commonly-used elementary science curriculum materials may not always afford them opportunities to do so. As a result, elementary teachers must often adapt their science curriculum materials to better support…

The newly updated "Content-Based Curriculum for High-Ability Learners" provides a solid introduction to curriculum development in gifted and talented education. Written by experts in the field of gifted education, this text uses cutting-edge design techniques and aligns the core content with national and state standards. In addition to a revision…

This book examines learning science from multiple perspectives--especially a child's. The whimsical character of Mary Froggins guides readers through the steps of igniting students' natural sense of wonder, incorporating brain research, integrating science concepts with other subjects, and applying science to daily life. The authors demonstrate…

Describes a course that focuses on the practice of science as it is done by professionals in specific disciplines and offers opportunities to communicate the connections and relationships among the scientific disciplines. (DDR)

Analyzes the meaning of Piaget's concept of abstraction and provides discussion of some of its shortcomings. (HM)

Provides both a rationale and framework for Earth systems education and a description of the early development of the Program for Leadership in Earth Systems Education (PLESE). Presents the seven basic understandings that form the conceptual basis for the PLESE program. (five references) (MCO)

It is now almost universally acknowledged that science education must be rejuvenated to serve the needs of American society. An emerging science of science education based on recent advances in psychological research could make this rejuvenation dramatic. Four aspects of psychological research relevant to science curriculum design are discussed:…

Reports on a case study that is part of a larger study taking place in Trinidad, West Indies. Focuses on one subject and how a person makes use of conventional science and traditional knowledge in everyday life. Contains 29 references. (DDR)

Suggesting that learning be considered as a generative process, attempts to: (1) place generative learning ideas in the context of other viewpoints of learning; (2) explicate key postulates of the generative learning model; and (3) examine implications of these theoretical ideas for teaching, learning, curriculum development, and research. (JN)

Answers questions related to curriculum guides. Focuses on the definition of a curriculum guide, its purpose, and the role of such a guide in directing life in classrooms. Argues that a curriculum guide should not be an end product. (DDR)