Developing Context-Based Science Curriculum: Humanizing Science Curriculum

Mohammed Yousef Mai

Abstract


For many researchers, a humanistic approach is the most pervasive alternative to the traditional science curriculum (Aikenhead, 2007). Numerous reports and commissions address the need to reform science education in elementary and high schools. In the USA, for example, many reports call for changes in science education that ought to provide functional and useful learning for all students (Yager, 2002). In recent years, there is a new form of education being adopted worldwide. According to this new trend, the progress of learning science and the development and applications of new technology is naturally a social process. The purpose of this research is to describe the process of developing context-based science curriculum. The process of curriculum development starts with the “situation analysis” stage, this is done through documentary analysis and the review of the previous studies on science education. As a result, the proposed developed context-based physics curriculum caters for relevant objectives, content, learning activities, and evaluation methods.

DOI: 10.5901/mjss.2015.v4n1s1p171


Full Text: PDF

Licenza Creative Commons
This work is licensed under Creative Commons Attribution 3.0 License.

Academic Journal of Interdisciplinary Studies ISSN 2281 3993(Print) ISSN 2281-4612(Online)

Copyright © MCSER-Mediterranean Center of Social and Educational Research

To make sure that you can receive messages from us, please add the 'mcser.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders..