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Journal of Science Education and Technology

Erschienen in:

01.04.2007

Missing the Forest for the Trees

verfasst von: Olga Maia Amaral, Leslie Garrison

Erschienen in: Journal of Science Education and Technology | Ausgabe 2/2007

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Abstract

This case study examines the alignment between the Intended Curriculum, Implemented Curriculum and Achieved Curriculum of a fourth grade inquiry based unit, Food Chains and Webs. Specifically addressed are how the curriculum was modified to meet state standards, how teachers were trained, and how assessment of curricular implementation was aligned with student performance. Particular focus was placed on measuring how well students connect the findings of inquiry based lessons to larger scientific principles. Implications of this study suggest modifications necessary for effective teacher professional development and classroom practice.

Vorheriger Artikel Tools for Knowledge Analysis, Synthesis, and Sharing

Nächster Artikel Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education

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Titel: Missing the Forest for the Trees
verfasst von: Olga Maia Amaral
Leslie Garrison
Publikationsdatum: 01.04.2007
Verlag: Kluwer Academic Publishers
Erschienen in: Journal of Science Education and Technology / Ausgabe 2/2007
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-006-9026-2

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