2106 Physical Science and Physics Curricula Design and Implementation

Pedagogy and rational for learning science.

Purpose, Policies Programs and Practices

Translating the standards from policies to school programs (curricula) and classroom practices (instruction).

Purposes: aims, goals, and rationales.

Policies: standards, benchmarks, syllabi and action plans

Programs: curriculum material, resources, differentiation

Practices: classroom instruction, fundamental level of engagement

EXPECTATIONS

Clear, comprehensive and challenging goals for student learning.

Clear and coherent curriculum and instruction that connects standards and assessments.

Implement and coordinate NGSS science and engineering practices, crosscutting concepts and core ideas and principles.

Performance and practice become the measure of assessments of student performance.

EDUCATIONAL FRAMEWORK

NGSS Goals and Perspectives: "Expanding and enriching the teaching and learning of science.

 When students engage in scientific practices, activities become the basis for learning about experiments, data and evidence, social discourse and argumentation, models and tools, and mathematics and for developing the ability to evaluate knowledge claims, conduct empirical investigations, and develop explanations." (Bybee, Translating the NGSS for classroom instruction p. 41)

Cognitive Abilities

The development of logical, rational and critical thinking people originates from the development of a person’s cognitive abilities and their personal attributes as loving and lovable people in society. Learning science lends well to the development of the social, analytical and decision-making cognitive abilities of each individual.

Cognitive abilities are independent of subject-based models of learning.  Cognition is an innate human quality that can be improved upon through experiencing a diversity of learning experiences, while still progressing toward achievable learning outcomes and human development.  Education goals, curriculum and classroom instruction can be tailored outside the constraints of finite subject matter and theories.  Learning outcomes that yield progressive development of cognitive abilities is a true measure of education in our schools.

Curriculum is a guide helping to facilitate learning experiences for students in schools.  Its implementation, as a means for instruction, becomes the fundamental and front line exposure for students.  It inspires and challenges them by utilizing their understanding and critical thinking to solve problems. 

Curriculum based upon subject matter provides a level of coherence in education models, but it is not the defining outcome for our students.  Growth in cognitive abilities is the focus of teachers’ pedagogy put forth in our schools.  This growth is the prime motivation behind the creation of learning experiences for our students.

This cognitive-based model for education parallels with the belief that to know science is to do science. It is not the memorization or regurgitation of fact, figures and theories, but the application of knowledge through experience that captures meaning for students.  Subject-based models for learning miss the essence of why we learn in the first place.  We learn because we believe that it is worth to know.  If an educator commits to learning through experiences then this will provide students with meaningful opportunities to engage and to be inspired.