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DESIGNING A SCIENCE CURRICULUM

This document outlines criteria for designing an ideal science curriculum at the secondary level. It discusses six criteria for curriculum validity: cognitive, content, process, historical, environmental, and ethical. The curriculum should engage students in acquiring scientific knowledge and processes, appreciate how concepts evolve over time, relate to students' environments, and promote values like honesty. When constructing the curriculum, principles like child-centeredness, community-centeredness, activity-centeredness, variety, creativity, and flexibility should be followed. The conclusion states that at the secondary level, students should engage with science as a composite discipline, conduct experiments to discover principles, and work on locally significant science and technology projects.

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PAPER-XXII CURRICULUM AT SECONDARY LEVEL SANA FATIMA M.ED SEM-IV (2018-20) GHULAM AHMED COLLEGE OF EDUCATION,BANJARA HILLS,HYD. OSMANIA UNIVERSITY
DESIGN A SCIENCE CURRICULUM AT SECONDARY LEVEL
 SCIENCE CURRICULUM aims to help children develop basic scientific ideas and understanding about the biological and physical aspects of the world, and the processes through which they develop the knowledge and understanding. Children “create” new knowledge and learn about scientific concepts
CRITERIA FOR AN IDEAL SCIENCE CURRICULUM  (a) Cognitive validity  (b) Content validity  (c) Process validity  (d) Historical validity  (e) Environmental validity  (f) Ethical validity
 (a) Cognitive validity:  Requires that the content, process, language and pedagogical practices of the curriculum are age appropriate, and within the cognitive reach of the child.  (b) Content validity:  Requires that the curriculum must convey significant and correct scientific content. Simplification of content, which is necessary to adapt the curriculum to the cognitive level of the learner,.
 (c) Process validity:  Requires that the curriculum engage the learner in acquiring the methods and processes that lead to generation and validation of scientific knowledge, and nurture the natural curiosity and creativity of the child in science.  Process validity is an important criterion since it helps the student in ‘learning to learn’ science.
 (d) Historical validity:  Requires that science curriculum be informed by a historical perspective, enabling the learner to appreciate how the concepts of science evolve with time.  It also helps the learner to view science as a social enterprise and to understand how social factors influence the development of science.
 (e) Environmental validity:  Requires that science be placed in the wider context of the learner’s environment, local and global, enabling him/her to appreciate the issues at the interface of science, technology and society and preparing him / her with the requisite knowledge and skills to enter the world of work.
 (f) Ethical validity:  Requires that the curriculum promote the values of honesty, objectivity, co- operation, freedom from fear and prejudice, and develop in the learner a concern for life and preservation of environment.
DESIGNING SCIENCE CURRICULUM  Certain objectives are set for teaching science in order to mould the behaviour of children in a desired direction. These objectives are classified under 'Cognitive', 'Affective' and 'Psychomotor' domain. They cover the intellectual behavioural (social, moral, personal and physical) and manipulative (skills)
CONTENT AND ACTIVITIES WE USE/APPLY TO ACHIEVE OUR OBJECTIVES FORM THE PART OF CURRICULUM. IT INCLUDES  Content/ subject matter given in the text books.  Learning experiences through laboratory work.  Learning activities performed in science clubs.  Learning experiences due to peer and community interaction outside the classroom.  Learning through pupil-pupil interaction in the classroom. Learning though pupil-teacher interaction, etc.
PRINCIPLES FOR CONSTRUCTING THE CURRICULUM.
PRINCIPLES FOR CONSTRUCTING THE CURRICULUM.  1.Principles of Child Centeredness  It should be based on the child’s needs, interests, abilities, aptitude, age level and circumstances. The child should be central figure in any scheme of curriculum construction.  2. Principle of Community Centeredness.  Both the individual development and the social development of the child deserve equal attention.  The values, attitudes and skills that are prevailing in the community must be reflected in the curriculum.
 3. Principle of Activity Centeredness.  It should provide well selected activities according to the general interests and developmental stages of children.  4. Principle of Variety.  The curriculum should be broad-based so as to accommodate the needs of varied categories of pupils, so that they are able to take up subjects and participate in activities according their capacities and interests.
 5.Principle of Creativity.  Curriculum should develop the creative powers of the child so that he becomes a contributory member of the society.  6.Principle of Flexibility.  The content of curriculum cannot be same for all times to come. It should not be static. It must be dynamic and change with the changing times. It should reflect the latest trends in the field of education
CONCLUSION:  At the secondary stage the students should be engaged in learning science as a composite discipline, in working with hands and tools to design more advanced technological modules than at the upper primary stage, and in activities and analysis on issues surrounding environment and health.  Systematic experimentation as a tool to discover/verify theoretical principles, and working on locally significant projects involving science and technology are to be important parts of the curriculum at this stage.
REFERENCES:  http://www.ncert.nic.in/new_ncert/ncert/rightside /links/pdf/focus_group/executive_summary.pdf  http://egyankosh.ac.in/bitstream/123456789/666 5/1/Unit-1.pdf  https://www.slideshare.net/jcu/scientists-and- talented-students-contributions-to-an-innovative- secondary-science-curriculum?qid=ed6730cb- 46ce-428c-8eaa- 2c74701e9717&v=&b=&from_search=1
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