Science. A Guide to Curriculum Development.

Institution	Connecticut State Dept. of Education, Hartford.
Titel	Science. A Guide to Curriculum Development.
Quelle	(1991), (128 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Cooperative Planning; Curriculum Development; Educational Equipment; Educational Technology; Elementary School Science; Elementary Secondary Education; Facility Planning; Inservice Education; Integrated Curriculum; Interdisciplinary Approach; Laboratory Safety; Performance Based Assessment; Professional Development; Program Design; Resource Materials; Safety Equipment; School Business Relationship; School Community Relationship; Science Curriculum; Science Education; Science Instruction; Secondary School Science; Special Needs Students; State Curriculum Guides; Connecticut + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausrüstung; Unterrichtsmedien; Berufsbegleitende Ausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Leistungsermittlung; Programme design; Programmaufbau; Programmplanung; Quellenmaterial; Sicherheitstechnik; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sonderpädagogischer Förderbedarf; Rahmenlehrplan
Abstract	The purpose of this guide is to aid K-12 curriculum planners in the development and implementation of well-defined programs of study in science suitable for their local school districts. Among the national trends reflected in this guide are the interdisciplinary approach; the use of performance-based student assessments; the utilization of diverse philanthropic, commercial, and scientific organizations to provide for academic enrichment; and the expanded use of appropriate educational technologies both in science and across other domains. This guide has the following contents, by chapter: (1) rationale, purpose, and the 14 steps in the suggested process; (2) philosophy, goals, and objectives of a typical program with examples of each category for elementary, middle, and secondary schools; (3) importance of up-to-date programs, suggested time allotments, and patterns and electives within a science program; (4) specific objectives within life science, physical science, and earth science for the attitudes, skills, and understanding of students completing grades 3, 6, 8, and 12; (5) requirements and materials for students with special needs; (6) planning essential for self-contained classrooms, science centers, and laboratories; (7) school safety programs and teacher responsibilities; (8) laboratory equipment, computer hardware and software, other interactive devices, and textbooks; (9) community interaction through field trips, consultants, internships, and clubs; (10) evaluation, assessment, and test instruments; (11) sources for the professional inservice development of teachers; and (12) appendices that include the following: statewide educational goals; pertinent legislation; examples of instructional units; the domains, skills, and concepts for Connecticut secondary schools science subjects; suggested criteria for textbook selection; laboratory safety rules form; instate field trip sites; state and national events of interest; state policy on academic freedom and public education; and a list of Connecticut's regional educational service centers. Lists of references and resources are furnished with each chapter, as appropriate. (JJK)
Anmerkungen	State of Connecticut Dept. of Education, Curriculum and Instruction, P.O. Box 2219, Hartford, CT 06145-2219.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC