Abstract
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 language | English |
|---|---|
| Number of pages | 11 |
| Publication status | Published - 2015 |
| Event | The International Society for Design and Development in Education: Educative Design - University Memorial Center, The University of Colorado Boulder, Boulder, United States Duration: 22 Sept 2015 → 25 Sept 2015 https://sites.google.com/a/colorado.edu/isdde15/ |
Conference
| Conference | The International Society for Design and Development in Education |
|---|---|
| Abbreviated title | ISDDE 2015 |
| Country/Territory | United States |
| City | Boulder |
| Period | 22/09/15 → 25/09/15 |
| Internet address |
Keywords
- curriculum design
- science education