Open Universiteit

Please use this identifier to cite or link to this item:
Title: Shifts in funding for science curriculum design and their (unintended) consequences
Authors: Pareja Roblin, Natalie
Schunn, Christian
Bernstein, Debra
McKenney, Susan
Keywords: curriculum design
science education
Issue Date: 2015
Citation: Pareja Roblin, N., Schunn, C., Bernstein, D., & McKenney, S. (2015, 22-25 September). Shifts in funding for science curriculum design and their (unintended) consequences. Annual meeting of the International Society for Design and Development in Education, Boulder.
Abstract: Federal agencies in the Unites States invest heavily in the development of science curriculum materials, which can significantly facilitate science education reform. The current study describes the characteristics of K-12 science curriculum materials produced by federally funded projects between 2001 and 2010, and examines how these shifted over time as a result of changes in funding priorities. The portfolio review revealed a shift away from comprehensive curriculum, an overall decrease in some educative teacher supports, and an increase in reliance on technology-based materials. Moreover, findings revealed increasing support for research alongside development and for open access. Possible unintended consequences of these shifts are discussed pertaining to the depth of changes in teaching and learning, and to the scalability of materials.
Appears in Collections:1. FEEEL Publications, books and conference papers

Files in This Item:
File Description SizeFormat 
ParejaEtAl2015-Dspace.pdfpaper186.15 kBAdobe PDFView/Open

This item is licensed under a Creative Commons License Creative Commons