ISSN 1087-3430 Vol. 8 - No. 1 - September 2003
Thank you for your interest in the Electronic Journal of Science Education, the first electronic journal of its kind devoted to the timely sharing of science education issues via the World Wide Web. The editors and review board hope you find the enclosed articles academically and professionally valuable.
John R. Cannon, Editor and Publisher
David T. Crowther, Associate Editor and Publisher
University of Nevada, Reno
Table of Contents
Editor's note: The EJSE will no longer be published in HTML as of February 2003. The format that will be used in future publications will be PDF. If you do not have Acrobat Reader, please click on the "Get Reader" graphic below to download the program free of charge. Once the Acrobat Reader loads the article, use the back button on your browser to return to the EJSE..
School-Based Curricular Frameworks:
Supporting Local Science Education Reform
Gary F. VarrellaJeffery Weld
Bright Solutions for Education
University of Northern Iowa
Robin L. Harris
Buffalo State College
Sandra K. Enger
University of Alabama at Huntsville
Robert E. Yager
University of Iowa
University of Alabama - Tuscaloosa
This study examines the development and progressive enhancement of multi-grade level, integrated curricular frameworks for secondary science programs, with a scope and sequence spanning grades 6 through 10. These frameworks were generated through the National Science Foundation funded Iowa Scope, Sequence, and Coordination (SS&C) Project. Sixteen school districts participated in framework development referenced to the National Science Education Standards (NSES) (National Research Council, 1996) and local district expectations during 1990-1997. The "framework rubric" that developed: a) offered a consistent method to evaluate the quality of the district level frameworks over time, b) served as a reflective tool for participants and project staff, and c) provided formative evaluation of products as teams improved their frameworks in the latter stages of the project. Teacher focus and work-group discussions provided additional anecdotal evidence. Results indicated growth on two fronts: a) there was improvement in the quality of the product and alignment with the NSES among individual frameworks over time, and b) the time to develop a high quality framework was reduced from four years to one or two years. Implications for long-term teacher and curriculum enhancement are considered, based upon program strengths and successes.
Special Section: Resources and Programs in Higher Education
compiled by David T. Crowther, Associate Editor, EJSE
To the top of the page.
To the EJSE Archive page.