Developing Context-Based Science Curriculum: Humanizing Science Curriculum

Abstract

For many researchers, a humanistic approach is the most pervasive alternative to the traditional science curriculum (Aikenhead, 2007). Numerous reports and commissions address the need to reform science education in elementary and high schools. In the USA, for example, many reports call for changes in science education that ought to provide functional and useful learning for all students (Yager, 2002). In recent years, there is a new form of education being adopted worldwide. According to this new trend, the progress of learning science and the development and applications of new technology is naturally a social process. The purpose of this research is to describe the process of developing context-based science curriculum. The process of curriculum development starts with the “situation analysis” stage, this is done through documentary analysis and the review of the previous studies on science education. As a result, the proposed developed context-based physics curriculum caters for relevant objectives, content, learning activities, and evaluation methods.

DOI: 10.5901/mjss.2015.v4n1s1p171