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Bridging the educational research‐teaching practice gap: Curriculum development, Part 1: Components of the curriculum and influences on the process of curriculum design
Author(s) -
Anderson Trevor R.,
Rogan John M.
Publication year - 2011
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.20470
Subject(s) - curriculum , operationalization , curriculum theory , emergent curriculum , understanding by design , curriculum mapping , engineering ethics , curriculum development , process (computing) , bridging (networking) , context (archaeology) , mathematics education , computer science , set (abstract data type) , sociology , pedagogy , psychology , engineering , epistemology , biology , operating system , computer network , philosophy , paleontology , programming language
This article summarizes the major components of curriculum design: vision, operationalization of the vision, design, and evaluation. It stresses that the relationship between these components is dynamic, and that the process of curriculum design does not proceed via a linear application of these components. The article then summarizes some of the major influences on curriculum design: policy, local context, societal expectations, research trends, and technology. Then, it provides examples of how these influences affect the design of a curriculum and ends with a comprehensive set of questions that instructors could use to guide their curriculum development process. Biochemistry and Molecular Biology Education Vol. 39, No. 1, pp. 68–76, 2011