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- Title
THE EFFECTS OF NEW SCIENCE CURRICULA ON STUDENT PERFORM ANCE.
- Authors
Shymansky, James A.; Kyle Jr., William C.
- Abstract
The article presents a discussion on the effects of new science curricula on student performance. Since 1955, and particularly during the 1960s and early 1970s, elementary, junior high, and secondary school science curricula experienced considerable growth and substantial change which can be described only as "phenomenal." New science programs emerged quickly for high school physics, chemistry, and biology. The development soon encompassed the junior high and elementary science programs. Although a comprehensive set of goals and objectives was never thoroughly articulated, new science curricula soon came to be associated with process objectives where learning how to learn science was stressed. This was in contrast to traditional curricula which stressed facts, laws, theories, and some application. Science courses commonly referred to as "traditional" science courses actually are modeled after textbooks written in the post-World War II era (1945-1956). Immediately following the war, the science curriculum lacked articulation and coordination.
- Subjects
SCIENCE education; CURRICULUM change; ACADEMIC achievement; CURRICULUM; EDUCATIONAL change; EDUCATIONAL planning
- Publication
Journal of Research in Science Teaching, 2003, Vol 40, pS68
- ISSN
0022-4308
- Publication type
Article
- DOI
10.1002/tea.10091