By W.H. Schmidt (Editor), Curtis C. McKnight (Editor), S. Raizen (Editor)
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Additional info for A Splintered Vision: An Investigation of U.S. Science and Mathematics Education
Alternatively, school science may be organized around common processes in doing science. These processes could be applied with different contents. They would need to be used with a variety of contents to show that the processes were general and not specific to particular science topics. Topics could vary with local preference. This would allow a strong core of common science processes but a limited number of commonly intended science topics. We discuss this hypothesis later. However, since the number of science topics covered in most state plans is still large, these curricula are unfocused unless content is treated as very peripheral to process.
Textbooks include more. S. grade 4). Bold-face labels are more general categories that subsume more specific (nonbold-face) performance expectations. S. and international) are arranged in three categories — specific expectations listed only in 70 percent of curriculum guides, those listed in 70 percent of both curriculum guides and textbooks, and those listed only in 70 percent of the textbooks. S. Using tools, routines procedures, and science processes Interpreting data Interpreting investigational data Understanding Simple information* Understanding Simple information' Complex information Using tools, routine procedures, and science processes Using apparatus, equipment, computers Using tools, routine procedures, and science processes Using apparatus, equipment, computers Conducting routine experimental operations Gathering data Gathering data organizing and representing data Using tools, routine procedures, and science processes Organizing and representing data Understanding Complex information Theorizing, analyzing, and solving problems Applying scientific principles to develop explanations Constructing, interpreting, and applying models Using tools, routine procedures, and science processes Conducting routine experimental operations Investigating the natural world Designing investigations Conducting investigations Interpreting investigational data Communicating Accessing and processing information Sharing information 49 UNFOCUSED CURRICULA Exhibit 18.
These data are the intended duration of science topics in physics, averaged over all topics in these categories for each country. The intended duration is centered on the median for all countries. ] 28 A SPLINTERED VISION Exhibit 9. Number of mathematics topics intended at the TIMSS tested populations. S. state mathematics curriculum guides — for the upper grades of Populations 1 and 2 and the mathematics specialists in Population 3 — indicate the states widely planned to cover more topics than most other countries.