The task of curriculum design is as intricate as it is critical. The foundation of any educational endeavour lies in the clarity of its purpose. In my previous post, I documented about the core of any curriculum design; its intent and how intent can be formed; through the triad of what we ‘want’, ‘need’, and ‘should’ teach our students. The question remained; however, how do we define and determine the ‘should’? The key lies in an evidence-driven approach, identifying and removing personal biases and focusing on empirical research.
The Historical Echo in Contemporary Debates
Casting back over the archives of educational debates, unsurprising patterns emerge. The undulation between content and process, the affray between conceptual understanding versus segmented disciplines, and the ongoing debate about the isolated or collective teaching of science within the STEM or STEAM framework. These are not novel debates, yet their persistence highlights their significance and the fact that a conclusion has been elusive.
The Power of Research in Eliminating Bias
Personal bias, often unconsciously steeped in past experiences, societal norms, or transient trends, can muddle the clarity with which we approach curriculum intent. The antidote? Research, research, research.
Research transcends individual experiences, offering a panoramic view that’s grounded in tested methodologies and broad-based findings. It brings objectivity to subjective debates, making it an invaluable tool for curriculum designers. Though, all research findings themselves, are not free from bias or methodological error; they pose a trusted, broad yet deep perspective, insight and knowledge to the subject at hand, and with the right tools, all research can and should be evaluated.
Modern Curriculum Design
Though produced in 2015, PISA’s 2015 report, which placed emphasis on science literacy, provided pivotal insights. It underlined that knowledge is not just about acquisition but also its application in the real world. The report championed the cause of inquiry-based learning, urging for a move away from rote methodologies in favour of hands-on experiments and real-life scientific explorations.
Further, PISA shed light on the need for an integrated, interdisciplinary approach. The lines dividing traditional scientific subjects must blur, making room for a holistic exploration of science. Beyond content and pedagogies, PISA also touched upon the attitudes and perspectives of students, emphasizing the importance of their outlook on global scientific challenges.
Additionally, technology’s growing role in shaping the educational landscape was evident in PISA’s findings. This implies that a contemporary science curriculum should not only be receptive to technology but actively integrate it into the learning process. And what more could cement this, apart from the fact that here we are in 2023, in the midst of the AI revolution.
Another significant development comes from the PISA 2022 statement about assessing creative thinking. This foundational skill is central to addressing today’s challenges and should be at the heart of our curricula. By assessing creative thinking, we’re recognizing the value of nurturing this competence, aiming for a positive transformation in educational policies and methods.
A new dimension of this dialogue on creative thinking underscores its practical application in problem-solving contexts. Students are encouraged to not just generate ideas, but to also reflect on their relevance and novelty, iterating on them until they reach satisfactory conclusions. This emphasis mirrors the principles of design thinking and the engineering design process, indicating the necessity of integrating these elements in learning to prepare students for the future. It’s a holistic approach ensuring learners are not just thinkers, but doers, poised to tackle real-world challenges.
However, PISA forms only part of the picture; with much more research to sift through, the determination of skills and content for Middle Years curriculum design, is definitely not a fad, or something conjured up to serve the needs of today; it’s sustainable, supported and meets the needs of tomorrow.
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