DESIGNING A SCIENCE CURRICULUM

1. PAPER-XXII
CURRICULUM AT SECONDARY LEVEL
SANA FATIMA
M.ED SEM-IV (2018-20)
GHULAM AHMED COLLEGE OF
EDUCATION,BANJARA HILLS,HYD.
OSMANIA UNIVERSITY

2. DESIGN A SCIENCE
CURRICULUM AT
SECONDARY LEVEL

3.  SCIENCE CURRICULUM aims to help
children develop basic scientific ideas and
understanding about the biological and
physical aspects of the world, and the
processes through which they develop the
knowledge and understanding. Children
“create” new knowledge and learn
about scientific concepts

4. CRITERIA FOR AN IDEAL SCIENCE
CURRICULUM
 (a) Cognitive validity
 (b) Content validity
 (c) Process validity
 (d) Historical validity
 (e) Environmental validity
 (f) Ethical validity

5.  (a) Cognitive validity:
 Requires that the content, process,
language and pedagogical practices of the
curriculum are age appropriate, and within
the cognitive reach of the child.
 (b) Content validity:
 Requires that the curriculum must convey
significant and correct scientific content.
Simplification of content, which is
necessary to adapt the curriculum to the
cognitive level of the learner,.

6.  (c) Process validity:
 Requires that the curriculum engage the
learner in acquiring the methods and
processes that lead to generation and
validation of scientific knowledge, and
nurture the natural curiosity and
creativity of the child in science.
 Process validity is an important criterion
since it helps the student in ‘learning to
learn’ science.

7.  (d) Historical validity:
 Requires that science curriculum be
informed by a historical perspective,
enabling the learner to appreciate how the
concepts of science evolve with time.
 It also helps the learner to view science
as a social enterprise and to understand
how social factors influence the
development of science.

8.  (e) Environmental validity:
 Requires that science be placed in the
wider context of the learner’s
environment, local and global, enabling
him/her to appreciate the issues at the
interface of science, technology and
society and preparing him / her with the
requisite knowledge and skills to enter
the world of work.

9.  (f) Ethical validity:
 Requires that the curriculum promote the
values of honesty, objectivity, co-
operation, freedom from fear and
prejudice, and develop in the learner a
concern for life and preservation of
environment.

10. DESIGNING SCIENCE CURRICULUM
 Certain objectives are set
for teaching science in
order to mould the
behaviour of children in a
desired direction. These
objectives are classified
under 'Cognitive', 'Affective'
and 'Psychomotor' domain.
They cover the intellectual
behavioural (social, moral,
personal and physical) and
manipulative (skills)

11. CONTENT AND ACTIVITIES WE USE/APPLY TO
ACHIEVE OUR OBJECTIVES FORM THE PART OF
CURRICULUM. IT INCLUDES
 Content/ subject matter given in the text books.
 Learning experiences through laboratory work.
 Learning activities performed in science clubs.
 Learning experiences due to peer and community
interaction outside the classroom.
 Learning through pupil-pupil interaction in the
classroom. Learning though pupil-teacher
interaction, etc.

12. PRINCIPLES FOR CONSTRUCTING THE
CURRICULUM.

13. PRINCIPLES FOR CONSTRUCTING THE
CURRICULUM.
 1.Principles of Child Centeredness
 It should be based on the child’s needs,
interests, abilities, aptitude, age level and
circumstances. The child should be central
figure in any scheme of curriculum construction.
 2. Principle of Community Centeredness.
 Both the individual development and the social
development of the child deserve equal attention.
 The values, attitudes and skills that are prevailing
in the community must be reflected in the
curriculum.

14.  3. Principle of Activity Centeredness.
 It should provide well selected activities
according to the general interests and
developmental stages of children.
 4. Principle of Variety.
 The curriculum should be broad-based so
as to accommodate the needs of varied
categories of pupils, so that they are able
to take up subjects and participate in
activities according their capacities and
interests.

15.  5.Principle of Creativity.
 Curriculum should develop the creative
powers of the child so that he becomes a
contributory member of the society.
 6.Principle of Flexibility.
 The content of curriculum cannot be same
for all times to come. It should not be
static. It must be dynamic and change with
the changing times. It should reflect the
latest trends in the field of education

16. CONCLUSION:
 At the secondary stage the students should
be engaged in learning science as a composite
discipline, in working with hands and tools to
design more advanced technological modules
than at the upper primary stage, and in
activities and analysis on issues surrounding
environment and health.
 Systematic experimentation as a tool to
discover/verify theoretical principles, and
working on locally significant projects
involving science and technology are to be
important parts of the curriculum at this
stage.

17. REFERENCES:
 http://www.ncert.nic.in/new_ncert/ncert/rightside
/links/pdf/focus_group/executive_summary.pdf
 http://egyankosh.ac.in/bitstream/123456789/666
5/1/Unit-1.pdf
 https://www.slideshare.net/jcu/scientists-and-
talented-students-contributions-to-an-innovative-
secondary-science-curriculum?qid=ed6730cb-
46ce-428c-8eaa-
2c74701e9717&v=&b=&from_search=1

18. THANK YOU