International Standards

for Science Curriculum

Improvement Process
ML 2a
Dr. Mel Greg O. Concepcion
Agenda:
• TOPIC 1:
Discuss on the International Standards for Science
Curriculum Improvement Process:
• The curriculum spider web
• Akker’s 10 components of curriculum framework
• What do we mean by curriculum reform?
• Key challenges in executing teaching policies.
• Review of TPACK, ADDIE framework, and Gagne’s 9 events of
instruction

• TOPIC 2
Review of 10 Basic Principles of Science Education
 The curriculum spider web
The traditional major planning elements for curriculum
are content, purpose, and organization of learning.

However, van den Akker (2010) considers it is wise to pay

attention to a more elaborated list of components.

His framework relies on ten components that address

ten specific questions about the planning of student
learning:
• Rationale or Vision: Why are they learning?
• Aims and Objectives: Toward which goals are they learning?
• Content: What are they learning?
• Learning activities: How are they learning?
• Teacher role: How is the teacher facilitating learning?
• Materials and Resources: With what are they learning?
• Grouping: With whom are they learning?
•Location: Where are they learning?
•Time: When are they learning?
•Assessment: How to measure how far learning has progressed?
Source: van den Akker (2010[10]), Curriculum Design Research, SLO: Netherlands Institute for Curriculum Development.
What do we mean by curriculum
reform?
• It is a set of guidelines for what students should learn and what
should be taught through the education system.

• refers to the materials or documents used for teaching and learning,

such as textbooks or instructional materials.

• issues that would have an explicit impact on how the curriculum is

designed and realized, such as teaching methodology, class size,
learning hours allocation, learning objectives, assessment and
examination practices.
Education policy
implementation:
an OECD proposed
framework

Source: Adapted
from Viennet, R.
and B. Pont
(2017[3]),
"Education policy
implementation”
• The framework proposes that a coherent education policy
implementation strategy brings together three dimensions in an
actionable way.
• These are: smart policy design, inclusive stakeholder engagement,
and conducive context.
• Each dimension includes three levers to be considered for
implementation.

• The way the three dimensions are weaved in together and

communicated through an actionable lens can determine the extent
to which the implementation strategy is coherent and can result in
effective change.
• Source: OECD (2020[9]), “An implementation framework for effective change in schools”, OECD Education Policy Perspectives, No.
9, https://dx.doi.org/10.1787/4fd4113f-en.
• Curriculum reform can be seen as a process
that aims to change the objectives of learning
and the way learning takes place.
• How such change would be implemented
depends on the goal and intention behind the
change.
• Policy design addresses the central
considerations of what is to be learned, how it
is to be learned, and why it is to be learned.
• It also addresses how the success of this
learning is evaluated, and what resources are
required for the attainment of the outlined
objectives
 KEY Challenges
Poor supervision
from the school
leaders who focus
Untrained Lack of teaching more ‘on the
teachers who management and
material or administration
are using limited teaching
inappropriate and learning
teaching resources Opportunity to
update one’s
practices knowledge and
skills in ICT
related
challenges in executing teaching policies which could
impede the acceleration of the SDG4: Quality Education in knowledge
terms of quality. (UNESCO, 2020)
• unskilled teachers that employ ineffective teaching
approaches, which not only demotivate pupils to study but
also leave them unable to address the needs of various
students.
• teachers were constrained in their ability to implement the
newly developed curriculum due to a shortage of teaching
materials or inadequate teaching and learning resources,
which could result in inappropriate curriculum
implementation.
• teachers lack opportunities to enhance their knowledge and
abilities on ICT-related expertise, and therefore all teachers
in class should be prepared to present their pupils with these
ICT-based learning environments
• insufficient monitoring by school administrators who
are more concerned with management and
administration and have not taken the initiative to
identify teacher needs.

• Ineffective school leaders also contribute to the failure

to ensure that the newly modified curriculum is
implemented in each cluster countries.
•Technological Pedagogical Content Knowledge
(TPACK), a knowledge and skills that the
teachers need to acquire and follow through
instructional design models (ADDIE and Gagne
nine events of instruction).
•The role of a teacher is no longer just teaching.
•To ensure the quality of education, teachers need
to play a more substantial role as learning designers
in designing lessons that can provide a meaningful
learning experience (Laurillard, 2012)
Technological
Pedagogical
Content
Knowledge
Framework
Pedagogical Knowledge
• Pedagogical Knowledge, PK refers to the how-to-teach
knowledge – knowledge of the processes and
methods of teaching. Such knowledge includes
understanding how students learn, designing lessons,
general classroom management skills, lesson
planning, and student assessment.
(Koehler & Mishra, 2009)
Content Knowledge
•Content Knowledge, CK refers to the what-
to-teach knowledge– knowledge of a
particular subject matter to be learned or
taught by a teacher. For example, calculus,
the human respiratory system, or literature.
(Koehler & Mishra, 2009).
Technological Knowledge
• Technological Knowledge, TK refers to specific ways of
thinking about and working with technology, tools,
and resources. It includes understanding information
technology broadly enough to use it productively at
work and in everyday life, recognize when information
technology can assist or impede the achievement of a
goal, and continually adapt to changes in information
technology (Koehler & Mishra, 2009)
Pedagogical Content Knowledge
• Pedagogical Content Knowledge, PCK, refers to the
idea of knowledge of pedagogy that refers to the
teaching of specific content. Specifically, according to
Shulman (1986), this transformation occurs as the
teacher interprets the subject matter and finds
effective teaching methods. PCK also covers teaching,
learning, curriculum, and assessment (Koehler &
Mishra, 2009)
Technological Content
Knowledge
• Technological Content Knowledge, TCK, refers to
teachers’ understanding of how technology can
support teaching or represent subject matter content.
Teachers need to understand which specific
technologies are best suited for addressing subject-
matter learning in their domains and how the content
dictates or perhaps even changes the technology—or
vice versa (Koehler & Mishra, 2009)
Technological Pedagogical
Knowledge
• Technological Pedagogical Knowledge, TPK, refers to
teachers’ understanding of how technology can afford
to fit the pedagogical aspect. Teachers should know
how to utilize pedagogical knowledge. It includes
knowing the pedagogical affordances and constraints
of various technological tools related to disciplinarily
and developmentally appropriate pedagogical designs
and strategies (Koehler & Mishra, 2009)
Technological Pedagogical
Content Knowledge
• Technological Pedagogical Content Knowledge, TPACK,
refers to the teachers’ knowledge of how technology
can be utilized to manage the learning process, i.e. to
fit into the pedagogical and content aspects. TPACK
support teachers in terms of designing instruction for
successful learning. (Koehler & Mishra, 2009)
INSTRUCTIONAL DESIGN
MODEL
• Instructional design can be defined as an iterative process that includes
planning learning objectives and outcomes, choosing effective
strategies for teaching and learning, selecting relevant technologies,
identifying educational media, and measuring performance (Branch and
Kopcha, 2014, p . 77).

• Smith and Ragan defined instruction design as the systematic and

reflective process of translating principles of learning and instruction
into plans for teaching materials, activities, information resources, and
evaluation (Smith and Ragan, 2005, p. 4).
ADDIE (Analysis, Design,
Develop, Implement, Evaluate)
•ADDIE model as an effective tool to create
productive learning resources, as it served as a
grounded framework for any design situation.

•It is particularly true for instructional design

since most of the phases in any instructional
design models share the same structure as those
in the ADDIE model.
• Analysis context and identifying the possibilities of a performance gap.
• Plan and design the appropriate teaching method to fill in the desired
performance and a fair assessment method.
• Develop: Generating and validating the learning resources.
• Implement: Preparing the learning environment and engaging learners
with the resources.
• Evaluate: assessing the quality of the instructional product
Robert Gagne
9 Events of Instruction
•1. Gain the student’s attention
•Begin the lesson by presenting a
stimulus to capture the learner’s
attention.
•Example: by telling a story or showing a
video on YouTube for a thought-starter
•2. Inform students of the objectives
•Inform the students of the learning
objective and what they will do at the
end of the lesson.
3. Stimulate recall of prior learning
Do a quick walkthrough of
previous classes to stimulate
recall of prior learning - help
students make sense of the
new knowledge.
For example: by asking them
to reflect on previous
experience.
4. Present the content
•Choose a suitable strategy to present the
content.
•For example: lecture, demonstration,
group project, and media integration

5. Provide learner guidance

Provide guidance to support student’s learning —
instructional support.
For example: scaffolding and mind maps.
•6. Elicit performance
• Provide activities that allow students to apply
what they have learned — to assess their
understanding of the content presented.
• For example: formative assessment such as
quizzes.
•7. Provide feedback
• Provide feedback as a response to student’s
performance.
• For example: by providing students with
constructive feedback to help them improve
•8. Assess performance
• Assess whether the learning outcomes have
been achieved.
• For example: by providing pre-test and post-
test to students and rubrics to assess student’s
assignments.
•9. Enhance retention and transfer to the job
• Provide activities that can help students retain
knowledge on what they have learned and apply
it in a different context.
• For example: by asking students to relate the
knowledge gained to solve a different problem.
Challenge:
•What strategies do teachers need to do
that will optimize students’ content
retention, engagement, and motivation?
Provide [educational] theories that will
support these strategies. Give 5.
 Topic 2
•Principles of Science
Education
Ten principles of science
education
• 1. Throughout the years of
compulsory schooling, schools
should, through their science
education programs, aim
systematically to develop and
sustain learners’ curiosity
about the world, enjoyment
of scientific activity and
understanding of how natural
phenomena can be explained.
•2. The main purpose of
science education should be
to enable every individual to
take an informed part in
decisions, and to take
appropriate actions, that
affect their own wellbeing
and the wellbeing of society
and the environment.
• 3. Science education has
multiple goals. It should aim
to develop:
• understanding of a set of ‘big
ideas’ in science which include ideas
of science and ideas about science
and its role in society
• scientific capabilities
concerned with gathering and using
evidence
• scientific attitudes.
• 4. There should be a clear progression towards the
goals of science education, indicating the ideas that
need to be achieved at various points, based on
careful analysis of concepts and on current research
and understanding of how learning takes place.
•5. Progression towards big ideas should
result from study of topics of interest to
students and relevance in their lives.
•6. Learning experiences should reflect a view of
scientific knowledge and scientific inquiry that
is explicit and in line with current scientific and
educational thinking.
• 7. All science curriculum activities should deepen
understanding of scientific ideas as well as having
other possible aims, such as fostering attitudes and
capabilities.
• 8. Programs of learning for students, and the initial
training and professional development of teachers,
should be consistent with the teaching and learning
methods required to achieve the goals set out in
Principle 3.
• 9. Assessment has a key role in science education.
The formative assessment of students’ learning and
the summative assessment of their progress must
apply to all goals. (inclusion of authentic
assessments with key recognition mechanisms)

• 10. In working towards these goals, schools’ science

programs should promote cooperation among
teachers and engagement of the community
including the involvement of scientists.