ERIC Number: ED374052
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Utilizing Multiple Intelligence Theory and Outcome-Based Measures To Develop a Core Framework for Science and Social Studies Curriculum Kindergarten through Grade Five.
Phelan, Vanessa C.
This document is a practicum designed to respond to concerns from both parents and staff about the duplication of instructional topics or themes in more than one grade, while other topics were not covered at all. The development of a predictable core curriculum framework for grades K-5 was one of several goals of this project to provide a predictable and consistent presentation of both science and social studies content. This report describes a committee's development of a skeleton of core topics in science and social studies. These topics were mandated to be presented at each grade level to provide predictability and consistency for instructional staff and parents. The committee developed learner or student outcomes for each of the topic areas, identifying specific content, processes and values that were believed to be prerequisites for education in the 21st century. Exemplary integrated interdisciplinary units utilizing multiple intelligence theory as their foundation were developed and acquired on some of these core topics as well as others for teachers to use for collaborative instruction and assessment. Analysis of the data revealed that the minimal core curriculum for science and social studies in the elementary grades was positively accepted by community members, parents, staff, and administration. (DK)
Descriptors: Curriculum Development, Educational Theories, Elementary Education, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Kindergarten, Measurement Techniques, Multiple Intelligences, Outcomes of Education, Parent Teacher Cooperation, Preservice Teacher Education, Science Instruction, Social Studies
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A