ERIC Number: ED297956
Record Type: RIE
Publication Date: 1988-Jul
Reference Count: N/A
Increasing Educational Productivity through Improving the Science Curriculum. Research Report Series RR-006.
Raizen, Senta A.
A number of recent policies have tried to improve science learning by increasing the number of science courses required for high school graduation or admission to higher education institutions. But it is highly unlikely that these mandates alone will materially affect the amount and quality of science education for students. Any effort to improve the outcome of science education must carefully consider the effectiveness of the science curriculum. This paper examines options for improving the science curriculum based on research, best extant practices and experience in other countries. Although the word "curriculum" has acquired many different meanings, both in the professional literature and in lay usage, this paper defines curriculum as the intended substantive and pedagogic content of science education to be presented to students in order to develop their knowledge and skills. Alternatives for productivity enhancement are grouped as follows: (1) time; (2) topic and course sequence; (3) curriculum content; and (4) instructional strategies. A summary and discussion are provided. A list of 88 references is included. (CW)
Descriptors: High Schools, Instructional Improvement, Organizational Effectiveness, Productivity, Science Curriculum, Science Education, Science Instruction, Secondary Education, Secondary School Science, Teaching Methods, Technological Advancement
Publications, Center for Policy Research in Education, Eagleton Institute of Politics, Rutgers, The State University of New Jersey, New Brunswick, NJ 08901 ($4.00 prepaid).
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: Policymakers; Teachers; Researchers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Policy Research in Education.