Education Specialist (EdS)
Semester of Degree Completion
Walter C. Garland
This field study was to help a student write relevant secondary science curricula that (l) may actually be used by the author; (2) used in training other teachers; (3) used as examples in other subjects; and (4) encourage research and innovations to meet changing educational processes. Each of the five selected secondary science curricula shows different development of specialization and adaptation. Aerospace is developed as a minicourse. Basic biology has fifteen units based on specific scientific concepts, with laboratory experiments, along with individualized research. Field biology uses community resources, experiments, local, state, and federal parks or memorials, reference books instead of a basic textbook, guest speakers, two highly qualified educators team-teaching all students during a six-weeks summer school program. The earth science curriculum follows a specific textbook with laboratory manual. Environmental science is a new federal and state mandated program in Illinois with a multidisciplinary approach.
Limitations include: (1) the complete science curricula from Kindergarten through twelfth grade is not included; (2) time and space does not provide for inclusion of all techniques or terminology; (3) each goal, objective and learning activity must be measurable currently; (4) lack of finances for purchase or rental of equipment, supplies, or other scientific necessities for the different units could cause problems in writing and implementing; (5) once the curriculum guide is written, it must be refined: deletion of obsolete materials, addition of new concepts, current bibliography, and used. (6) The curriculum guide will not help students or faculty unless it has accurate expectations, that may change drastically from class to class or from year to year.
Accomplishments include: (1) curricula development has been accomplished to help each student; (2) training of other faculty will be based on understanding and offering valuable suggestions, correct educational language, or individualized concepts for each student; (3) the student's education is relevant, based on individual interests, abilities, and the latest available knowledge on each topic; (4) the curricula can be changed by revision or additions as new knowledge is acquired, or societal-economic changes influences educational goals and needs; (5) the supplemental materials: filmstrips, movies, equipment, or other suitable teaching devices depends on the subject taught, the age of the student, the student's development in completing individualized goals, concepts, and responsibility; (6) adequate financing for purchasing the necessities must be provided; (7) the development of five different science curricula shows diversity in approaches; (8) free and inexpensive materials have been gathered and filed; (9) application for federal grants; (10) a new university major study area has been instigated at Eastern Illinois University; (11) use of local resources and personnel; (12) a valuable addition to the historical and current research on educational innovations and trends in secondary science education during the 1970s.
Bauer, Norma Grace Hockett, "Curriculum Development in Selected Sciences in the Secondary School" (1977). Masters Theses. 3287.