ERIC Number: ED184960
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
A Case Study of "Old" Versus "New" Curriculum Materials Use in Elementary Science and Social Studies.
Using a case study approach, this paper examines how science and social studies curriculum materials are used in the elementary classroom. The major questions of interest to the study are: What differences in curriculum materials use and classroom activity patterns are evident when old programs are replaced with new ones? To what extent do purportedly innovative, multimedia science and social studies curricula differ from their conventional textbook-oriented counterparts as both are actually used by pupils? Pupil activity and use of materials were observed in fourth and fifth grade classes. The cognitive, psychosocial, and perceptual motor dimensions of the materials were described utilizing the Annehurst Curriculum Classification System. Results indicated that the new science programs are more interactive and perhaps more challenging than the old program but still afford relatively little opportunity for physically and intellectually active pupil participation. With the new social studies materials, students used a greater variety of media and most often chose materials that provide an established interpretation of events. Overall, the findings of the study were not of the magnitude or in the direction intended by developers and advocates of the new curricula. In this instance, the introduction of new science and social studies programs appeared to have been more of a technical innovation than a substantive reform. (Author/RM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 1980).