APPROACHES OF SCIENCE CURRICULUM

INTEGRATED SCIENCE CURRICULUM

• The term “integrated science” is often used as a synonym for
interdisciplinary and unified science, which may be applied generally to
any curriculum effort in which two or more previously separated science
subjects are combined (Showalter 1975).
• Brown (1977) identified four groups of meanings of integration in science:
(1) as the unity of all knowledge, (2) as the conceptual unity of the
sciences, (3) as a unified process of scientific enquiry, and (4) as
interdisciplinary.
 Elements
• Scientific investigation
• Life and Living
• The material world
• Energy and change
• The Earth and Beyond
• Science, Technology, Society and Environment (STSE)
 Aims and objectives
• Develop interest in and maintain a sense of wonder and curiosity about the
natural and technological world;
• Acquire a broad and general understanding of key science ideas and
explanatory framework of science and appreciate how the ideas were
developed and why they are valued;
• Develop skills for making scientific inquiries;
• Develop the ability to think scientifically, critically and creatively and to
solve problems individually or collaboratively in science related contexts;
• Use the language of science to communicate ideas and views on science –
related issues;
• Make informed decisions and judgments about science related issues;
• Be aware of the social, ethnical, economic, environmental and
technological implications of science and develop an attitude of responsible
citizenship; and
• Develop conceptual tools for thinking and making sense of the world.
Inquiry based curriculum
Inquiry-based science adopts an investigative
approach to teaching and learning where
students are provided with opportunities to
investigate a problem, search for possible
solutions, make observations, ask questions,
test out ideas, and think creatively and use
their intuition.
 Characteristics
• Specific learning processes that people engage in
during inquiry-learning include
• Creating questions of their own
• Obtaining supporting evidence to answer the
question(s)
• Explaining the evidence collected
• Connecting the explanation to the knowledge
obtained from the investigative process
• Creating an argument and justification for the
explanation
Problem solving based science curriculum
Problem-based learning (PBL) is an influential way for inquiry-based
learning in which students use an authentic problem as the context
for an in-depth investigation of what they need and what to know.
Problem-based learning differs from didactic teaching in that
students, faced with a description of new situation or event, are
required to define their learning needs and questions in order to
achieve understanding of the situation or event. Problem-based
learning is an educational approach that challenges students to
work cooperatively in groups to seek solutions to real-world
problems and to develop skills to become self-directed learners.
Instruction is more student-centred. Learning is active rather than
passive. The teacher plays several roles, including lecturer,
facilitator and coach. Moreover, this approach lets students
improve their critical thinking skills, analyze and solve complex,
real-world problems, work cooperatively in groups, and
communicate orally and in written form.
Discovery based curriculum
It focuses on discovery learning. Discovery
learning is a learning model for the valuable
things in learning through various activities,
such as observation, experience, and
reasoning
Principles
• Principle 1: Problem Solving. ...
• Principle 2: Learner Management. ...
• Principle 3: Integrating and Connecting. ...
• Principle 4: Information Analysis and Interpretation. ...
• Principle 5: Failure and Feedback.
Outcome based curriculum
Students centered curriculum
Learner Centered curriculum the center of interest is the
learner. The students are given more importance in this
type of curriculum design. Most of the education experts
and educational psychologists are in favor of this learner
centered curriculum. First of all Rousseau emphasized that
education should be according to the interests of the child.
He should be provided a free and democratic environment.
The interest of the child should be a base for the curriculum
design. Learner centered design emphasizes individual
development and their approach to organizing the
curriculum merges from the needs, interests and purposes
of students. Dewey’s contribution in this respect is an
important one. He organized so many child centered
activity programmes. These programmes were based on
the scientific study of child’s mental, physical, social and
spiritual characteristics and needs.
 Principles

• The following are the principles of learner

centered curriculum.
• Freedom to develop naturally
• The teacher role is that of a guide
• Interest is the motive of all work
• Scientific study of pupil development
• Co-operation between the school and home
to meet the needs of child-life
 Characteristics
• This type of curriculum gives importance to learner and considers child as
the centre of interest which is the most natural approach.
• The interest of the child is the most important factor in the process of
teaching and learning. This factor is highly emphasized in this type-of
curriculum.
• In this curriculum the teacher’s role is not that of a task-master but that of
a guide. In this curriculum, the child is treated as, plant, the teacher as
gardener and the school as a garden. Thus, and child grows and develops
in a natural atmosphere.
• Students centered curriculum gives several options (special activities,
exploratory courses and other experiences) to the students. The options
are based on knowledge of learner characteristics.
• Students are actively involved in planning and evaluation of the options in
general and for themselves in particular.
• Learner centered curriculum points out that “the more experience in life a
child has the more eager he will to learn.”