A topic in 'Teaching science'
What is curriculum?
Curriculum can be understood in terms of what it is intended to learn or teach. A formal curriculum sets out what students on a particular programme or course should study.
Read more about the curriculum
Curricular aims
The aims of a curriculum relate to the purposes of education. In 'MasterClass in Science Education' I suggested we educate young people for a range of reasons:
- the pipeline argument: the economic driver
- the choice argument: the aspirational driver
- the liberal argument: the cultural driver or the developmental driver
- the citizenship argument: the democratic driver (Taber, 2019a: p.26)
Of course "The future economic prosperity of society depends on producing enough electrical engineers, doctors, industrial chemists, computer technicians, laboratory assistants and so on" (Taber, 2019a: p.26-27), but this could not be our only driver. From the learner's perspective "schools need to offer courses such that those children who are able to succeed at them can become suitably qualified to move on to whatever form of further or higher education and training they choose" (p.28). But it is not all about employment as we can also see "education as preparation to fully enter the wider culture…[which] includes a range of areas of activity that are valued, so we might include, say, dance, music, fine art and literature as part of a culture…for a person to take a full part in society, to be educated in that context, they need to have some familiarity with" these areas. (p29). Moreover "providing a liberal education is also about supporting the development of the whole person – a person who can think rationally but also creatively (both essential in science); a person who understands things and mechanisms but also people and groups; a person who can solve problems and make logical choices, but also appreciate different perspectives and enjoy aesthetic experiences that seem to transcend any obvious logic. This person can empathise, as well as rationalise; can imagine the fantastic, as well as the probable cause; and can be sensitive, as well as sensible" (pp.30-31).
Science for citizenship
"People living in a modern democratic society need to be able to go beyond having intelligent conversations about science to making principled decisions based on an understanding of science" (Taber, 2019a: p.32).
"Many of us face important decisions for ourselves, or for our dependents, about medical treatment….We also make decisions as consumers – should we pay more for the shampoo that con- tains some special protein, or for the coffee that we are told is in the more environmentally friendly container?…This also applies to the more explicitly political realm. Should we support the party intending to build more nuclear power stations? Should we commit leisure time to campaigning for an environmental group? Should we oppose the killing of badgers when the cull is intended to limit the spread of bovine TB?" (Taber, 2019a: p.32).
A key argument here is although learning about some science is important, it is at least as important to understand about the nature of science – the processes by which science works, the nature of knowledge and theory, the role of argumentation, and so forth.
Read about Teaching the nature of science
Choosing what should be taught
In developing science curriculum there is vastly more potential material that could be included than would fit in any coherent and manageable programme of study – therefore it is important that selection is informed by the most important perceived purposes of education.
Work cited:
- Taber, K. S. (2019a) MasterClass in Science Education: Transforming teaching and learning. London, Bloomsbury.
