Co-ordinated science in the secondary school : a case study of a curriculum development process

Abstract

The National Minimum Curriculum has presented a major innovation in science education, which refers to the introduction of Co-ordinated Science to ensure a more widespread knowledge of science at secondary level. This research entails a qualitative case study of a curriculum development process in Co-ordinated Science. It is founded on an in-depth exploration of how a draft Co-ordinated Science curriculum was developed by the Focus Group which was set up by the National Curriculum Council. The Co-ordinated Science curriculum framework was developed through a thematic approach that specifies the major ideas in science and the themes are revisited at different stages during secondary level. An evaluation of the draft Co-ordinated Science curriculum was carried out amongst a number of teachers, lecturers from post secondary and tertiary level and student teachers. The Co-ordinated Science curriculum was well received amongst the participants of this research as it provides a better approach to enhance scientific literacy for the majority of students. A number of recommendations were proposed namely reducing the curriculum content to promote the central ideas in science and emphasise scientific processes, devising an assessment policy, teacher training and a strong supportive infrastructure to maintain this innovation. The outcomes of such study would be of significant use in revising the draft Co-ordinated Science curriculum before it is implemented in secondary schools.