What Are the Major Characteristics of the Intended Curriculum?
Exhibit
5.16 indicates the relative emphasis given to various aspects
of science instruction in the intended curriculum. Knowing basic science
facts and understanding science concepts received major emphasis in
the curriculum of most participating countries, and at least moderate
emphasis was placed on application of science concepts in almost all
national curricula. In addition to these three areas, the United States
reported placing major emphasis on using laboratory equipment, performing
experiments, and designing and conducting scientific experiments,
as did top-performing Singapore, Korea, and Japan. The Czech Republic’s
intended curriculum had minor or no emphasis on any aspect of practical
work.
The Benchmarking jurisdictions were similar to the United States
overall in the curricular areas that they reported placing major emphasis
on. All Benchmarking jurisdictions reported placing major emphasis
on understanding science concepts and on applying science concepts,
and all jurisdictions except Pennsylvania and the Fremont/Lincoln/Westside
Public Schools on designing and conducting scientific experiments.
There were also areas of different emphasis. Although the pattern
varied quite a lot, relatively less emphasis was reported by Benchmarking
states on knowing basic science facts (particularly in Massachusetts
and Michigan), on using laboratory equipment, and on performing experiments,
and relatively more emphasis on assessment. The Benchmarking districts
and consortia resembled the United States overall rather more closely,
although again there was relatively more emphasis on assessment, as
well as on communicating scientific procedures and explanations, reported
in almost all of these jurisdictions.
It is possible that in some entities some of the approaches and processes
reported as being given minor or no emphasis in the intended curriculum
may receive more emphasis in the implemented curriculum. Conversely,
it is also possible that some of the approaches and processes reported
as being given major or moderate emphasis in the intended curriculum
may receive less emphasis in the implemented curriculum.
