Shifts in funding for science curriculum design and their (unintended) consequences

Natalie Pareja Roblin, Christian Schunn, Debra Bernstein, Susan McKenney

    Research output: Contribution to conferencePaperProfessional

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    Federal agencies in the Unites States invest heavily in the development of science curriculum materials, which can significantly facilitate science education reform. The current study describes the characteristics of K-12 science curriculum materials produced by federally funded projects between 2001 and 2010, and examines how these shifted over time as a result of changes in funding priorities. The portfolio review revealed a shift away from comprehensive curriculum, an overall decrease in some educative teacher supports, and an increase in reliance on technology-based materials. Moreover, findings revealed increasing support for research alongside development and for open access. Possible unintended consequences of these shifts are discussed pertaining to the depth of changes in teaching and learning, and to the scalability of materials.
    Original languageEnglish
    Number of pages11
    Publication statusPublished - 2015
    EventThe International Society for Design and Development in Education: Educative Design - University Memorial Center, The University of Colorado Boulder, Boulder, United States
    Duration: 22 Sept 201525 Sept 2015


    ConferenceThe International Society for Design and Development in Education
    Abbreviated titleISDDE 2015
    Country/TerritoryUnited States
    Internet address


    • curriculum design
    • science education


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