A Framework for Curriculum Sequencing

By Kalyani Akalamkam.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Identification, placement and sequence of content has been prioritized as important components in science education research for the improvement in science curriculum. This study has focused on the sequencing of the curriculum ‘intended’, the curriculum perceived by teachers and curriculum as internalized by learners. The objectives of the study are—to examine the intended curriculum in terms of content sequencing in school physics; (in the topic, heat) to analyze the content sequencing as perceived by teachers and to analyze it in the attained curriculum in terms of learners understanding; and to evolve a Framework for curriculum sequencing. The study was undertaken in two phases. In the first phase, the intended, perceived and attained curriculum was analyzed. In the second phase, a framework for curriculum sequencing was evolved on the basis of insight drawn from the first phase. The study used various tools like content analysis for evolving curriculum maps, interviews, and written diagnostic questionnaires. The primary data base included 100 teachers and 400 students from Delhi, India. Based on these perspectives, the researcher has suggested a framework for sequencing across the grades. The research work has significant implications for curriculum developers and teachers engaged in science curriculum.

Keywords: Curriculum Sequencing, Intended Curriculum, Perceived Curriculum

The International Journal of Learning, Volume 18, Issue 12, pp.35-48. Article: Print (Spiral Bound). Article: Electronic (PDF File; 866.147KB).

Dr. Kalyani Akalamkam

Senior Assistant Professor, Department of Elementary Education, Lady Shriram College for Women, University of Delhi, New Delhi, India

Dr. Kalyani Akalamkam works with the Department of Elementary Education at Lady Shriram College, where she teaches courses in Pedagogy of Environmental Sciences, Mathematics and School Internship. She also has a decade of experience in teaching at schools at the senior secondary level. Her doctoral work was in the area of science education and curriculum. Her research interests include science and mathematics education, and she has publications in these areas. She also has been involved in writing books on pedagogy.

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