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A curriculum framework based on archetypal phenomena and technologies
Author(s) -
Zubrowski Bernie
Publication year - 2002
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.10026
Subject(s) - situated , curriculum , context (archaeology) , situated cognition , domain (mathematical analysis) , cognition , curriculum theory , epistemology , conceptual framework , mathematics education , engineering ethics , curriculum development , focus (optics) , sociology , psychology , cognitive science , pedagogy , computer science , engineering , social science , artificial intelligence , mathematics , mathematical analysis , philosophy , physics , optics , neuroscience , paleontology , biology
Abstract The current crop of published curriculum materials for elementary and middle school makes various claims about their relevancy to the student and their alignment with national standards. Although it may appear that they show improvement in their pedagogical practices and use of recent research, it is argued that they still are founded on questionable assumptions about student learning. The general approach of these curriculum programs is examined in relationship to issues such as the context of learning, the relationship between domain general and domain specific knowledge, and the essential role that aesthetics and personal frameworks play in conceptual change. An alternative paradigm of curriculum development is presented based on the theory of situated cognition. This approach starts with context rather than concept, gives greater weight to students' interpretative frameworks, and provides for a more holistic development. A grade 1–8 framework is presented having archetypal phenomena and technologies as the focus of investigations. © 2002 Wiley Periodicals, Inc. Sci Ed 86: 481–501, 2002; Published online in Wiley Interscience (www.interscience.wiley.com). DOI 10.1002/sce.10026