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The implementation of an integrated science curriculum: A case study
Abstract
This paper is a case study examining the implementation of a middle level integrated science curriculum in a large Midwestern city. Data was collected via interviews with 12 middle level science teachers participating in the implementation process. Results of this study indicate there are two critical factors that effectively motivate teachers and promote efficient curriculum implementation. These are: staff development and effective assessment. This study found that staff development should include both effective teacher training activities as well as staff collaboration sessions. It also determined that these activities should be scheduled to take place before and during the implementation process. In addition, staff involvement was found to be an important link to staff development, specifically during the planning process. The second critical feature was found to be the development of an effective assessment tool. This tool is important for two reasons. First, it is a significant factor in the evaluation of the new curriculum. Secondly, and perhaps most important, an effective assessment tool can drive the curriculum. It can be a powerful influence in getting teachers to actually incorporate the curriculum into their classrooms.
Subject Area
Curricula|Teaching|Science education
Recommended Citation
Porter, Charles David, "The implementation of an integrated science curriculum: A case study" (1999). ETD collection for University of Nebraska-Lincoln. AAI9942147.
https://digitalcommons.unl.edu/dissertations/AAI9942147