探索美国政府资助的科学课程材料特征的转变及其(意想不到的)后果

IF 4.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Science Education Pub Date : 2018-01-02 DOI:10.1080/03057267.2018.1441842

Natalie N. Pareja Roblin, C. Schunn, D. Bernstein, S. McKenney

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引用次数: 4

摘要

资助课程开发工作对科学教育的实践和研究具有重要影响。因此，了解拨款优先次序变化的有时意想不到的后果是至关重要的。以美国两家大型资助机构为例，当前的投资组合审查通过检查在不同资助优先级的两个时期资助的K-12科学课程材料特征的变化，深入了解了这些后果。调查结果显示，综合性课程逐渐减少，对基于技术的材料的依赖日益增加，开放获取的趋势日益增长，但教师支持也在减少。虽然这些转变可能会增强教师塑造课程的灵活性，但它们也增加了确保课程一致性的挑战。为政策制定者、科学教育研究人员和课程开发人员提出了建议。

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Exploring shifts in the characteristics of US government-funded science curriculum materials and their (unintended) consequences

Abstract Grant-funded curriculum development efforts can substantially impact practice and research in science education. Therefore, understanding the sometimes-unintended consequences of changes in grant priorities is crucial. Using the case of two large funding agencies in the United States, the current portfolio review provides insight into these consequences by examining shifts in the characteristics of K-12 science curriculum materials funded during two time periods with differing funding priorities. Findings revealed a move away from comprehensive curricula, increased reliance on technology-based materials, a growing trend towards open access, but also a decrease in teacher supports. While these shifts may enhance teachers’ flexibility to shape curriculum, they also increase the challenge of ensuring curricular coherence. Recommendations are outlined for policymakers, science education researchers, and curriculum developers.

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来源期刊

Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

15.30

自引率

2.00%

发文量

审稿时长

>12 weeks

期刊介绍： The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.