ERIC Number: ED354707
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
Curriculum Assessment Guide. Developing Science Curriculum for High Ability Learners K-8. Draft.
Boyce, Linda Neal; And Others
This guide is intended to assist in the evaluation of elementary science curriculum materials for use with high ability learners, in the light of calls for a "new science" which stresses depth of conceptual understanding. It presents a curriculum review process and two evaluation instruments. The process is intended to balance sound practices of traditional curriculum in science, the new instructional emphases, and differentiation issues for high ability learners. Phase I of the process looks for standard elements which should be present in any exemplary curriculum for any population. Phase II then focuses on recent recommendations of major science reform reports. Phase III criteria focus on differentiation for gifted learners, girls, and minorities. A chart compares 17 commonly used curricula based on 7 characteristics (reading based, inquiry based, media delivered, student research, interdisciplinary science tools, and activity based). A "Consumer's Guide Overall Rating Form" allows for comparative judgments of curriculum materials based on standard criteria. The evaluation form for all three phases is provided in both expanded (with explanations of each item) and brief forms. A sample narrative review of the "Great Explorations in Math and Science" program is provided. (Contains 36 references.) (DB)
Descriptors: Academically Gifted, Curriculum Evaluation, Educational Change, Elementary Education, Elementary School Science, Elementary School Students, Evaluation Methods, Instructional Improvement, Rating Scales, Science Curriculum, Science Programs, Scientific Concepts
College of William and Mary, Center for Gifted Education, P.O. Box 8795, Williamsburg, VA 23187-8795 ($5).
Publication Type: Guides - Non-Classroom; Tests/Questionnaires
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: College of William and Mary, Williamsburg, VA. School of Education.